What is a Example of multiple alleles?

Answer 1

Purpose: To continue Post Mendelian Genetics, discussing Codominance and Sex-linked Problems. Start the class of by reviewing Incomplete Dominance. Def n: dealing with two alleles that produce a phenotype that is blended. (get class to give an example) Use incomplete dominance as a lead into multiple alleles, more than two alleles. Example of multiple alleles is blood types. Key Question What are the alleles involved in determining blood type? Draw out the answer: alleles A, B, and O (discuss the resulting blood types) Use AB blood type as a lead into codominance. Def n: more than one allele is dominant. Therefore more than one allele can be expresses simultaneously. Give the class the facts: A is dominantB is dominant O is recessive Discussion:Through discussion get the class to determine the genotypes of the blood types. (fill in chart as a class) Set up a chart: Phenotype (blood type) Genotype A AA, AOB BB, BO AB AB O OO Sample problem(work through together): A heterozygous women with blood type A is married to a man with blood type O. What are the genotypes and phenotypes of the offspring? Answer:parental phenotype Type A x Type O parental genotype AO x OO gametes A O O O F1 generation (Punnet Square):Results AO, OO, OO, OO F1 genotypic ratio 1:3 (AO:OO)F1 phenotypic ratio 1:3 (type A: type O) Next, Introduce the following concept: Suppose a person suffers a severe wound which makes a blood transfusion necessary. It is not possible to give any type of blood to the victim. The blood must be compatible with that of the injured person. An transfusion of the wrong blood type can lead to DEATH. Set up the following chart with the class (At first only include the headings Phenotype and Antigens) Phenotype Antigen Antibodies A _A anti-B B B_ anti-A AB B_A none O _ anti-A, anti-B Introduce the term antigen: is a protein on the outside of a blood cell. Fill in the antigen column, get class participation. Add the heading Antibodies. Def n antibodies: is the body s mechanism against a foreign antigen. Give the rest of the chart to the students. Emphasize the blood types AB and O (students may find those two types to be confusing). Relate back to the wounded individual who needs a blood transfusion. Leads into the transfusions and agglutination (clumping).Discussion: Talk about Blood Type O as the Universal Donor and Type AB as the Universal Recipient. NOTE: important to point out that the donors antibodies do not have an effect on the recipient due to the antibodies being diluted in blood plasma. But foreign antigens must not be introduced.Activity: To Determine the Students Blood Types. Use the following materials: 70% alcohol, cotton, Blood Lancets (disposable), Blood Typing Sera: A and B, Microscope slides, Toothpicks. Use lab to interest the students into blood types. Include in either the prelab or the post lab questions some Codominance problems that require practice with punnet squares. Also include a question that allows the students to discover what blood types can donate to what particular blood types. You may want them to set up a chart with donors on one side and recipients on the other and have them indicate whether the two are compatible. Introduce the concept of Sex DeterminationReview post-Mendelian topics list - Incomplete Dominance and Codominance - as lead in. Differentiate between male and females. Include a brief note. Females = 22 pairs of autosomal chromosomes 2 X-chromosomes Males = 22 pairs of autosomal chromosomes 1 X-chromosome 1 Y-chromosome note: the Y-chromosome is very small and contains few alleles. Gametes: egg = 22 pairs of autosomal chromosomes + an X sperm = 22 pairs of autosomal chromosomes + an X or an Y Therefore the sperm determines the sex of a child. X carrying sperm = female Y carrying sperm = male Sex-Linked Problems Use sex determination as a lead into the fact that certain alleles or traits are carried on the sex chromosomes. (X & Y) For example: Discuss how colour blindness is an trait that is only on the X-chromosome.(therefore males can never be a carrier. note: 120 traits are sex-linked.) As a class work through a sex-linked problem: i.e. A cross between a woman who is a carrier for the trait of colour blindness (therefore colour blindness is recessive) with a man who is not colour blind. What are the genotypes and the phenotypes of their children? Why is a male more likely to contain the condition. This problem draws out concepts of carriers and how males can not be a carrier due to their Y-chromosome. Doing this problem as a class ensure that the class is understanding the concept. Mention other types of sex-linked traits: - hemophilia - myopia - pre-mature baldness in males Homework: Finish the Blood Lab and assign some Sex-linked problems for practice. Reminder that there is a Post Mendelian Genetics test tomorrow (including: incomplete dominance, codominance and sex-linked problems). Purpose: To continue Post Mendelian Genetics, discussing Codominance and Sex-linked Problems. Start the class of by reviewing Incomplete Dominance. Def n: dealing with two alleles that produce a phenotype that is blended. (get class to give an example) Use incomplete dominance as a lead into multiple alleles, more than two alleles. Example of multiple alleles is blood types. Key Question What are the alleles involved in determining blood type? Draw out the answer: alleles A, B, and O (discuss the resulting blood types)Use AB blood type as a lead into codominance. Def n: more than one allele is dominant. Therefore more than one allele can be expresses simultaneously. Give the class the facts: A is dominant B is dominant O is recessiveDiscussion: Through discussion get the class to determine the genotypes of the blood types. (fill in chart as a class)Set up a chart: Phenotype (blood type) Genotype A AA, AO B BB, BO AB AB O OO Sample problem (work through together): A heterozygous women with blood type A is married to a man with blood type O. What are the genotypes and phenotypes of the offspring? Answer:parental phenotype Type A x Type O parental genotype AO x OO gametes A O O O F1 generation (Punnet Square):Results AO, OO, OO, OO F1 genotypic ratio 1:3 (AO:OO)F1 phenotypic ratio 1:3 (type A: type O) Next, Introduce the following concept: Suppose a person suffers a severe wound which makes a blood transfusion necessary. It is not possible to give any type of blood to the victim. The blood must be compatible with that of the injured person. An transfusion of the wrong blood type can lead to DEATH. Set up the following chart with the class (At first only include the headings Phenotype and Antigens) Phenotype Antigen Antibodies A _A anti-B B B_ anti-A AB B_A none O _ anti-A, anti-B Introduce the term antigen: is a protein on the outside of a blood cell. Fill in the antigen column, get class participation. Add the heading Antibodies. Def n antibodies: is the body s mechanism against a foreign antigen. Give the rest of the chart to the students. Emphasize the blood types AB and O (students may find those two types to be confusing). Relate back to the wounded individual who needs a blood transfusion. Leads into the transfusions and agglutination (clumping).Discussion: Talk about Blood Type O as the Universal Donor and Type AB as the Universal Recipient. NOTE: important to point out that the donors antibodies do not have an effect on the recipient due to the antibodies being diluted in blood plasma. But foreign antigens must not be introduced.Activity: To Determine the Students Blood Types. Use the following materials: 70% alcohol, cotton, Blood Lancets (disposable), Blood Typing Sera: A and B, Microscope slides, Toothpicks. Use lab to interest the students into blood types. Include in either the prelab or the post lab questions some Codominance problems that require practice with punnet squares. Also include a question that allows the students to discover what blood types can donate to what particular blood types. You may want them to set up a chart with donors on one side and recipients on the other and have them indicate whether the two are compatible. Introduce the concept of Sex DeterminationReview post-Mendelian topics list - Incomplete Dominance and Codominance - as lead in. Differentiate between male and females. Include a brief note. Females = 22 pairs of autosomal chromosomes 2 X-chromosomes Males = 22 pairs of autosomal chromosomes 1 X-chromosome 1 Y-chromosome note: the Y-chromosome is very small and contains few alleles. Gametes: egg = 22 pairs of autosomal chromosomes + an X sperm = 22 pairs of autosomal chromosomes + an X or an Y Therefore the sperm determines the sex of a child. X carrying sperm = female Y carrying sperm = male Sex-Linked Problems Use sex determination as a lead into the fact that certain alleles or traits are carried on the sex chromosomes. (X & Y) For example: Discuss how colour blindness is an trait that is only on the X-chromosome.(therefore males can never be a carrier. note: 120 traits are sex-linked.) As a class work through a sex-linked problem: i.e. A cross between a woman who is a carrier for the trait of colour blindness (therefore colour blindness is recessive) with a man who is not colour blind. What are the genotypes and the phenotypes of their children? Why is a male more likely to contain the condition. This problem draws out concepts of carriers and how males can not be a carrier due to their Y-chromosome. Doing this problem as a class ensure that the class is understanding the concept. Mention other types of sex-linked traits: - hemophilia - myopia - pre-mature baldness in males Homework: Finish the Blood Lab and assign some Sex-linked problems for practice. Reminder that there is a Post Mendelian Genetics test tomorrow (including: incomplete dominance, codominance and sex-linked problems). Purpose: To continue Post Mendelian Genetics, discussing Codominance and Sex-linked Problems. Start the class of by reviewing Incomplete Dominance. Def n: dealing with two alleles that produce a phenotype that is blended. (get class to give an example) Use incomplete dominance as a lead into multiple alleles, more than two alleles. Example of multiple alleles is blood types. Key Question What are the alleles involved in determining blood type? Draw out the answer: alleles A, B, and O (discuss the resulting blood types)Use AB blood type as a lead into codominance. Def n: more than one allele is dominant. Therefore more than one allele can be expresses simultaneously. Give the class the facts: A is dominant B is dominant O is recessiveDiscussion: Through discussion get the class to determine the genotypes of the blood types. (fill in chart as a class)Set up a chart: Phenotype (blood type) Genotype A AA, AO B BB, BO AB AB O OO Sample problem (work through together): A heterozygous women with blood type A is married to a man with blood type O. What are the genotypes and phenotypes of the offspring? Answer:parental phenotype Type A x Type O parental genotype AO x OO gametes A O O O F1 generation (Punnet Square):Results AO, OO, OO, OO F1 genotypic ratio 1:3 (AO:OO)F1 phenotypic ratio 1:3 (type A: type O) Next, Introduce the following concept: Suppose a person suffers a severe wound which makes a blood transfusion necessary. It is not possible to give any type of blood to the victim. The blood must be compatible with that of the injured person. An transfusion of the wrong blood type can lead to DEATH. Set up the following chart with the class (At first only include the headings Phenotype and Antigens) Phenotype Antigen Antibodies A _A anti-B B B_ anti-A AB B_A none O _ anti-A, anti-B Introduce the term antigen: is a protein on the outside of a blood cell. Fill in the antigen column, get class participation. Add the heading Antibodies. Def n antibodies: is the body s mechanism against a foreign antigen. Give the rest of the chart to the students. Emphasize the blood types AB and O (students may find those two types to be confusing). Relate back to the wounded individual who needs a blood transfusion. Leads into the transfusions and agglutination (clumping).Discussion: Talk about Blood Type O as the Universal Donor and Type AB as the Universal Recipient. NOTE: important to point out that the donors antibodies do not have an effect on the recipient due to the antibodies being diluted in blood plasma. But foreign antigens must not be introduced.Activity: To Determine the Students Blood Types. Use the following materials: 70% alcohol, cotton, Blood Lancets (disposable), Blood Typing Sera: A and B, Microscope slides, Toothpicks. Use lab to interest the students into blood types. Include in either the prelab or the post lab questions some Codominance problems that require practice with punnet squares. Also include a question that allows the students to discover what blood types can donate to what particular blood types. You may want them to set up a chart with donors on one side and recipients on the other and have them indicate whether the two are compatible. Introduce the concept of Sex DeterminationReview post-Mendelian topics list - Incomplete Dominance and Codominance - as lead in. Differentiate between male and females. Include a brief note. Females = 22 pairs of autosomal chromosomes 2 X-chromosomes Males = 22 pairs of autosomal chromosomes 1 X-chromosome 1 Y-chromosome note: the Y-chromosome is very small and contains few alleles. Gametes: egg = 22 pairs of autosomal chromosomes + an X sperm = 22 pairs of autosomal chromosomes + an X or an Y Therefore the sperm determines the sex of a child. X carrying sperm = female Y carrying sperm = male Sex-Linked Problems Use sex determination as a lead into the fact that certain alleles or traits are carried on the sex chromosomes. (X & Y) For example: Discuss how colour blindness is an trait that is only on the X-chromosome.(therefore males can never be a carrier. note: 120 traits are sex-linked.) As a class work through a sex-linked problem: i.e. A cross between a woman who is a carrier for the trait of colour blindness (therefore colour blindness is recessive) with a man who is not colour blind. What are the genotypes and the phenotypes of their children? Why is a male more likely to contain the condition. This problem draws out concepts of carriers and how males can not be a carrier due to their Y-chromosome. Doing this problem as a class ensure that the class is understanding the concept. Mention other types of sex-linked traits: - hemophilia - myopia - pre-mature baldness in males Homework: Finish the Blood Lab and assign some Sex-linked problems for practice. Reminder that there is a Post Mendelian Genetics test tomorrow (including: incomplete dominance, codominance and sex-linked problems). Purpose: To continue Post Mendelian Genetics, discussing Codominance and Sex-linked Problems. Start the class of by reviewing Incomplete Dominance. Def n: dealing with two alleles that produce a phenotype that is blended. (get class to give an example) Use incomplete dominance as a lead into multiple alleles, more than two alleles. Example of multiple alleles is blood types. Key Question What are the alleles involved in determining blood type? Draw out the answer: alleles A, B, and O (discuss the resulting blood types)Use AB blood type as a lead into codominance. Def n: more than one allele is dominant. Therefore more than one allele can be expresses simultaneously. Give the class the facts: A is dominant B is dominant O is recessiveDiscussion: Through discussion get the class to determine the genotypes of the blood types. (fill in chart as a class)Set up a chart: Phenotype (blood type) Genotype A AA, AO B BB, BO AB AB O OO Sample problem (work through together): A heterozygous women with blood type A is married to a man with blood type O. What are the genotypes and phenotypes of the offspring? Answer:parental phenotype Type A x Type O parental genotype AO x OO gametes A O O O F1 generation (Punnet Square):Results AO, OO, OO, OO F1 genotypic ratio 1:3 (AO:OO)F1 phenotypic ratio 1:3 (type A: type O) Next, Introduce the following concept: Suppose a person suffers a severe wound which makes a blood transfusion necessary. It is not possible to give any type of blood to the victim. The blood must be compatible with that of the injured person. An transfusion of the wrong blood type can lead to DEATH. Set up the following chart with the class (At first only include the headings Phenotype and Antigens) Phenotype Antigen Antibodies A _A anti-B B B_ anti-A AB B_A none O _ anti-A, anti-B Introduce the term antigen: is a protein on the outside of a blood cell. Fill in the antigen column, get class participation. Add the heading Antibodies. Def n antibodies: is the body s mechanism against a foreign antigen. Give the rest of the chart to the students. Emphasize the blood types AB and O (students may find those two types to be confusing). Relate back to the wounded individual who needs a blood transfusion. Leads into the transfusions and agglutination (clumping).Discussion: Talk about Blood Type O as the Universal Donor and Type AB as the Universal Recipient. NOTE: important to point out that the donors antibodies do not have an effect on the recipient due to the antibodies being diluted in blood plasma. But foreign antigens must not be introduced.Activity: To Determine the Students Blood Types. Use the following materials: 70% alcohol, cotton, Blood Lancets (disposable), Blood Typing Sera: A and B, Microscope slides, Toothpicks. Use lab to interest the students into blood types. Include in either the prelab or the post lab questions some Codominance problems that require practice with punnet squares. Also include a question that allows the students to discover what blood types can donate to what particular blood types. You may want them to set up a chart with donors on one side and recipients on the other and have them indicate whether the two are compatible. Introduce the concept of Sex DeterminationReview post-Mendelian topics list - Incomplete Dominance and Codominance - as lead in. Differentiate between male and females. Include a brief note. Females = 22 pairs of autosomal chromosomes 2 X-chromosomes Males = 22 pairs of autosomal chromosomes 1 X-chromosome 1 Y-chromosome note: the Y-chromosome is very small and contains few alleles. Gametes: egg = 22 pairs of autosomal chromosomes + an X sperm = 22 pairs of autosomal chromosomes + an X or an Y Therefore the sperm determines the sex of a child. X carrying sperm = female Y carrying sperm = male Sex-Linked Problems Use sex determination as a lead into the fact that certain alleles or traits are carried on the sex chromosomes. (X & Y) For example: Discuss how colour blindness is an trait that is only on the X-chromosome.(therefore males can never be a carrier. note: 120 traits are sex-linked.) As a class work through a sex-linked problem: i.e. A cross between a woman who is a carrier for the trait of colour blindness (therefore colour blindness is recessive) with a man who is not colour blind. What are the genotypes and the phenotypes of their children? Why is a male more likely to contain the condition. This problem draws out concepts of carriers and how males can not be a carrier due to their Y-chromosome. Doing this problem as a class ensure that the class is understanding the concept. Mention other types of sex-linked traits: - hemophilia - myopia - pre-mature baldness in males Homework: Finish the Blood Lab and assign some Sex-linked problems for practice. Reminder that there is a Post Mendelian Genetics test tomorrow (including: incomplete dominance, codominance and sex-linked problems).