This is a bundle of Genetic disorders and mutations. You will receive a power point presentation with follow along worksheets and answer key. There are writing task cards and three sets of problem sets. In one set the students will model DNA mutations. The other two sets center around karyotype analysis.
This bundle includes:
Genetic Disorders: Mistakes in the DNA code, DNA mutations Power Point
Genetic Disorders: Mistakes in the DNA code, DNA mutations Worksheets w/t Key
Genetic Mutations: DNA Mutations Writing Task Cards Secondary Science
Mutations in DNA: Single strand DNA mutations Problem Set
Genetic Disorders / Mutations: Karyotype Problem Sets Worksheets
GREAT FOR ANY STATE!
Texas Biology TEKS
(6) Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:
(A) identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA;
(B) recognize that components that make up the genetic code are common to all organisms;
(C) explain the purpose and process of transcription and translation using models of DNA and RNA;
(D) recognize that gene expression is a regulated process;
(E) identify and illustrate changes in DNA and evaluate the significance of these changes;
(F) predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance;
(G) recognize the significance of meiosis to sexual reproduction; and
(H) describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms.
(7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to:
(F) analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination; and
NEW GENERATION SCIENCE STANDARDS
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.]
MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]