Biology 2c- Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete.
Biology 2e-Students know why approximately half of an individual’s DNA sequence comes from each parent.
Unit Concept #4—The inherited genotype contributes to an organism’s phenotype. Mendel’s laws of segregation and independent assortment form the basis for understanding patterns of inheritance. Using Mendel’s laws, we can predict the probable outcome of phenotypes based upon the genotypes of the parents.
Biology 3- A multi-cellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization.
Biology 3b- Students know the genetic basis for Mendel’s laws of segregation and independent assortment.
Biology 3f- Students know the role of chromosomes in determining an individual’s sex.
Biology 3a- Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).
Biology 3c*- Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes.
Biology 2g- Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents.
Biology 3d*- Students know how to use data on frequency of recombination at meiosis to estimate genetic distances between loci and to interpret genetic maps of chromosomes.
Year question: What are the universal laws that govern relationships of matter and energy and make possible the existence of life?
Semester One question: What are the forces that interact to form and sustain the dynamic universe?
Semester Two question: What exchanges of energy are necessary for life?