| Core Lessons |
| Class Letter of Introduction |
 |
Begin here FIRST . Each class will submit a
class Letter of Introduction to the Discussion Area. |
| Record the Data in Surveys |
|
Students will record the observed traits, and submit them to
the project website. |
| Analyze! & Draw
your Conclusions! |
|
Students will analyze data, and draw conclusions based on data
submitted from the participating schools. |
| Class Final Report |
|
Students will write a submit a Final Report describing what they
learned from this project to the Discussion Area |
| Extension Lessons |
| How do you know the dominant trait
is dominant? |
|
This topic should be an inquiry question that students might
have regarding genetic traits. |
| Why isn't the dominant trait most
prevalent? |
| |
With the Human Genetics project students discover that for
the traits surveyed, the recessive trait is often the most prevalent.
These traits also do not have any obvious benefit to the individual.
Which leads to the question of whether or not dominant is necessarily more
beneficial to the individual? |
| Is red-green color blindness in humans an inherited trait? |
| |
This analysis allows students to investigate the expression
of sex linked genetic traits. |
| What percent of the population is heterozygous dominant for one
of the traits? |
| |
This analysis gives students a chance to use Microsoft Excel
to explore variables related to the Hardy-Weinberg equation and understand
their relationships. |
| Is evolution occurring in humans? |
| |
Students use the data collected in the Human Genetics
Project, the Hardy-Weinberg equation and some statistics to explore the
answer to this question. |
