As a review from yesterday and to extend student learning of Punnett Squares to dihybrid crosses, we began class with the following video by Mr. Anderson of Bozeman Science:
Students took notes throughout the video, with emphasis placed on understanding the connection between meiosis and fertilization (as represented by the Punnett Square), sex-linked traits, and how to determine the alleles in a dihybrid cross. After the video, we reviewed how to identify the alleles, with pictures from the white board shown below:
We then worked through questions 1 and 2 of the dihybrid cross worksheet (pictured below), as well as portions of questions 3 and 4.
We reviewed problems 6 and 7 from Friday’s Punnett Square worksheet at the start of class. Students then had the remainder of class to complete the worksheet, complete the meosis reading assignment from last Thursday, and to get both assignments checked off in Illuminate. When finished, students had the opportunity to model meiosis using clay as in the previous unit.
For the final lesson of Chapter 12 (and Unit 3!), students applied their understanding of temperature and pressure to the extreme weather example of hurricanes. We began class with a video describing how hurricanes form:
After the video, we briefly reviewed the lesson objectives in the Lesson 67 PowerPoint. Students then received a packet containing the Lesson 67 Worksheet, a handout showing the anatomy of a hurricane, a list of extreme weather occurrences from 2005, and a graph of global temperature changes from 1880-2012. For homework, students were assigned textbook questions 1 and 4.
We packed a lot into the short class period today. To reinforce concepts introduced in the video yesterday but not covered in the reading assignment, we spent today learning and applying the vocabulary of inheritance. We dusted off the cobwebs from student memories from middle school, reviewing the vocabulary words of genotype, phenotype, alleles, dominant, recessive, homozygous, and heterozygous. We then applied the vocabulary to an example Punnett Square about eye color inheritance patterns. Notes from the white board are pictured below:
We then applied these concepts to a Punnett Square worksheet. We worked through the first two problems together (pictured below), and then students used the remainder of the class period to work through the remaining problems.
Students in 4th period were very interested in learning more about the genetics of eye color. The NIH Genetics Home Reference website explains the genetics of eye color, complete with references to relevant scientific journal articles. The Tech Museum of Innovation website has a lengthy article written in more student-friendly language (with graphics!) on the topic. The article includes a calculator to predict the eye color of your offspring, and even provides evidence about how two blue-eyed parents can have a brown-eyed child (Surprise! High school genetics is over-simplified!). The question of traits “skipping a generation” also came up during 4th and 5th periods. We used problem 1 from the worksheet to explain how a grandparent and a grandchild can both share a trait that “skips” the generation in between.
We launched Unit 4 with an introduction to the concept of meiosis. We began with a Crash Course video about heredity (below) and then followed that with a reading assignment. Students completed the reading from Chapter 4 of Inside the Cell (pages 52-59), answering the “Got It?” questions on page 59 in their lab notebooks.
For Lesson 66, students learned the definition of humidity on slide 5 of the Lesson 66 PowerPoint. Students then broke into groups and conducted the lab outlined in the Lesson 66 Worksheet. The worksheet packet also included a copy of the Relative Humidity Handout to use for calculations. For homework, students may work through any 4 problems from the textbook (or take notes on the reading – always an option!). Students were also reminded that we will have the Chapter 12 quiz next Tuesday and the Unit 3 exam next Thursday.
After several lessons learning about the component parts and relationships mathematically connecting pressure, volume, temperature, and number of particles, the Ideal Gas Law was revealed. We worked through the Lesson 64 worksheet and then watched a Crash Course video on the Ideal Gas Law:
After the video, we worked through Lesson 65 textbook problems 3 and 5. The notes from the white board are shown below. The Lesson 65 PowerPoint and Lesson 65 Worksheet are available for students who would like to see them. We did not use either today in class, and the Lesson 65 Worksheet was not assigned.