Good. I know the area(s) that I missed and have made notes in my Notebook for future reference. Not so good. I am going to revisit the learning activity content. Then I will try the fruit fly scenario questions again. T t T TT Tt Consolidation t IT tt Consolidation and Connections Meiosis assignment This assignment will be submitted for grading at the end of the unit. You will be required to create a stop motion, animation, flip book, storyboard, or script of meiosis. Stop motion is when you take a series of pictures and put them together to form a video. Like a flip-book, you move the material or images a tiny bit in each frame so that, when they play in sequence, it appears as though they are playing in one fluid movement. You can use a mobile device or a computer to create a stop-motion project. Your assignment will be graded according to the Meiosis assignment rubric. (../assets/locker_docs/sbi3u_04_stop_motion_meiosis_asses.pdf) Choose from the following options for your assignment: Stop motion on a mobile device For an iOS device (iPod touch, iPad, iPhone), you can download iMotion (or any other stop motion app) for free. For an Android device, you could try Stop Motion (or a similar app). Stop motion on a computer You can use a camera or phone to take photos and then use PowerPoint or Google Slides to put them in order. Animation on a computer You can use PowerPoint or Google Slides to draw the series of images that will make your animation. Flip-book Draw a series of images on the bottom corners of a notebook and then video record yourself flipping through it. Storyboard Draw a series of images and submit the images. Script Write a script for a film to demonstrate meiosis. Include any scene instructions/descriptions and director's notes. Begin your assignment by researching/reviewing the following questions: • What is the purpose of meiosis? • What type of cells does it create? • What is the difference between haploid and diploid? • How many chromosomes do humans have in regular cells? In sex cells (sperm and egg cells)? • What are the stages of meiosis? What happens in each stage? • What is crossing over? How does it help ensure genetic diversity? Your assignment will be graded according to the Meiosis assignment rubric (../assets/locker_docs/sbi3u_04_stop_motion_meiosis_asses.pdf), based on the following Success Criteria. Success Criteria I have: Identified the distinct stages of meiosis Demonstrated the movement of the chromosomes throughout the process Demonstrated the difference between diploid and haploid Notebook דס Throughout this learning activity, you have been taking notes. Make sure you have summarized the following terms and concepts in your Notebook. • zygote • haploid vs. diploid • stages of meiosis • comparison of mitosis and meiosis • • genetic variation in sexual reproduction nondisjunction Do you need any additional diagrams or illustrations to help you learn? How confident do you feel now that you have completed this learning activity? What will your next steps be? Check all that apply Move to the next learning activity because I feel confident in my knowledge about cell division Re-read this learning activity. Add more details to my notes about this content. Re-try the questions in this learning activity to check my understanding again. SBI3U Task 1: Meiosis assignment TVO ILC Task 1: Meiosis assignment In Learning Activity 07, you created a stop motion, animation, flip book, storyboard, or script of meiosis. Review your work to make sure you followed the instructions for the assignment and that you met the Success Criteria in the rubric. Stop motion is when you take a series of pictures and put them together to form a video. Like a flip-book, you move the material or images a tiny bit in each frame so that, when they play in sequence, it appears as though they are playing in one fluid movement. You can use mobile devices or computers to create a stop motion project. You had a choice of the following options for your assignment: Stop motion on a mobile device – For an iOS device (iPod touch, iPad, iPhone), you can download iMotion (or any other stop motion app) for free. For an Android device, you could try Stop Motion (or a similar app). ● Stop motion on a computer - You can use a camera or phone to take photos and then use PowerPoint or Google Slides to put them in order. ● • Animation on a computer – You can use PowerPoint or Google Slides to draw the series of images that will make your animation. Flip-book - Draw your series of images on the bottom corners of a notebook and then video record yourself flipping through it. Storyboard - Draw a series of images and submit the images. - Script Write a script for a film to demonstrate meiosis. Include any scene instruc- tions/descriptions and director's notes You considered the following questions when planning your assignment: What is the pur- pose of meiosis? 1. What type of cells does it create? 2. What is the difference between haploid and diploid? 3. How many chromosomes do humans have in regular cells? In sex cells (sperm and egg cells)? 4. What are the stages of meiosis? What happens in each stage? 5. What is crossing over? How does it help ensure genetic diversity? Suggestion: Revisit Learning Activity 04 in Unit 1 to review some important research skills. Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 1 TVO ILC SBI3U Task 1: Meiosis assignment Your assignment will be graded according to the Meiosis assignment rubric. Meiosis assignment rubric The teacher will assess your work using the following rubric. Before submitting your assessment, review the rubric to ensure that you are meeting the Success Criteria to the best of your ability. 2 Task and Success Criteria Achievement Category Meiosis assignment Knowledge and Under- standing Marks/Levels L4: 80-100 Thorough/High degree L1: 50-59 Limited Less than 50 (stop motion, animation, flip book, Demonstrates knowledge of the distinct stages of meio- sis with clarity • L3: 70-79 Considerable L2: 60-69 Some storyboard, or script) Knowledge and Under- standing • Demonstrates the accurate movement of the chro- mosomes throughout the process of meiosis L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree Knowledge and Under- standing . Demonstrates the difference • L3: 70-79 Considerable L2: 60-69 Some between diploid and haploid with accuracy Communication Communicates knowledge • L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree of concepts in visual form with clarity . L3: 70-79 Considerable • L2: 60-69 Some L1: 50-59 Limited Less than 50 Comments Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved./n SBI3U Task 2: Opinion piece TVO ILC Task 2: Opinion piece Read through the following instructions before watching the video, Ethical, Legal and Social Implications of Genetic Knowledge. Once you have finished watching the video, you can start working on your opinion piece. The big picture Consider the following questions from the video: In the future, doctors will likely be able to give each of us a genetic report card that will spell out our risk of developing a variety of different diseases. But will we really want that informa- tion? How will it be used? Who will have access to our genetic information? How will it affect our lives, our families, and our communities?Write a 1-2 page opinion piece answering these questions. Keep in mind that these are complex ideas that require an understanding of ethical scientific practices. However, there are no right or wrong answers as long as your work shows that you have given considerable thought to the guiding questions provided in the following table. The opinion piece should answer the question “Should genetic report cards be created"? Main questions to consider Would you want a genetic report card? What are the advantages of such knowledge? What are the disadvantages of knowing your genetic strengths and weaknesses? How will this information be used? Who will have access to it? How will having access to such information affect our individual lives? How will it affect society at large? Relevant ideas to ponder This is a personal question; answer it based on your own opinion. Potential for making genetic/lifestyle modifications to avoid future diseases Finding out one has an incurable condition will drastically affect one's quality of life, even before the onset of the disease (for example, Huntington's disease). Information may be used to grant or deny essential services (for example, an individual being denied health/life insurance due to a high risk of future health conditions). Privacy issues regarding access to one's health records including genetic makeup Quality of life, lifestyle choices, and so on It can revolutionize the way we use and process individual genetic information. Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 1 TVO ILC SBI3U Task 2: Opinion piece Please note that the questions and relevant ideas in the above table are samples to help you formulate your own written piece on the subject of ethics in the field of genetic science and research. Your paper can include answers to these questions or other related ideas, presented in your own words. Be sure to use APA style to cite any ideas and information you borrow from other sources. The teacher will assess your work using the following rubric. Before submitting your assess- ment, review the rubric to ensure that you are meeting the Success Criteria to the best of your ability. 2 Task 2: Opinion piece Knowledge and Understanding Paper shows understanding of ethics as it relates to genetic sciences with relevance Thinking Demonstrates analytical skills as evident by the depth of ideas presented ThinkingDemonstrates ability to connect information from different sources with clarity L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. SBI3U Task 2: Opinion piece Communication Organizes and expresses key concepts and information in written form using writing conventions with clarity Application Application of knowledge and skills in familiar contexts with significance L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 TVO ILC Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 3/n TVO ILC SBI3U Tasks 3 and 4: Genetics questions and problems Tasks 3 and 4: Genetics questions and problems Answer the following questions and solve the following problems. Show all of your work when solving. Task 3: Short and long answer questions 1. Fruit flies normally have eight chromosomes. The following diagram shows the result of meiosis in three fruit flies to produce gametes with the number of chromosomes indicat- ed. The male then mates with both female A and female B to produce three zygotes (1, 2, and 3). Number of chromosomes in parent Number of chromosomes in gametes Female A Male 8 Meiosis 3 Female B Offspring Zygote 1 Zygote 2 Zygote 3 Source: Previous sbi3u-c, Lesson 5 - Question 17 - Page 18 Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 1 TVO ILC SBI3U Tasks 3 and 4: Genetics questions and problems Alt: Offspring resulting from a mating of one male with two female fruit flies a. In which parent did nondisjunction take place? b. How many chromosomes would be in zygotes 1, 2, and 3? c. Which zygote, if any, would be most likely to be healthy? Explain. d. Name the conditions the non-healthy zygotes have. 2. Explain how the process of nondisjunction can result in an individual with Klinefelter syndrome. Create a diagram showing the disjunction occurring in the mother to help explain your answer. 3. The following statement concerns an issue that society may have to deal with as gene therapy and genetic screening become more commonplace. Read the statement, and then make a point-form Agree/Disagree list that includes at least two points to consider on each side of the issue. "Private biotech companies that have invested millions of dollars in the Human Genome Project have a right to obtain patents for specific gene sequences. Other private com-panies or research facilities should have to ask permission, or even pay, to use this information in their studies." 4. Research Huntington's disease. Write a description of this disease using the following headings and include at least two references in proper APA format. e. Cause f. Symptoms g. Rate of occurrence h. Prevention i. Treatment j. Support groups 1. If a trait shows incomplete dominance, what type of expression is observed in the hy- brid? Explain this with an example. 2. Which biological parent is responsible for the genetics of the sex of a fetus? Explain. Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 2 TVO ILC SBI3U Tasks 3 and 4: Genetics questions and problems 3. Task 4: Genetic problems 1. In humans, the recessive allele that causes a form of red-green colour blindness (c) is found on the X chromosome. k. Determine the genotypes and phenotypes of the F, generation from I. a colour-blind father and a mother who is homozygous for normal colour vision. Determine the genotypes and phenotypes of the F, generation from a father who has normal colour vision and a mother who is heterozy- gous for colour vision. m. Draw the possible Punnett squares to determine the genotypes of parents that could produce a daughter who is colour blind. 1. Consider a cross between a pea plant that is heterozygous for round seeds and a pea plant that has wrinkled seeds. The allele for round seeds (R) is dominant over that for wrinkled seeds (r). Using a Punnett square, determine the genotypes of the offspring. 2. In guinea pigs, the black coat (B) is dominant over the white coat (b), and straight hair (H) is dominant over curly hair (h). Using a Punnett square, com- plete the cross between a heterozygous black, curly-haired individual and a homozygous straight-haired, white individual. State the parent genotypes and gametes, and the F, phenotypes and genotypes. 3. Hypophosphatemia is a dominant genetic disorder caused by a deficiency of phosphates in the blood. Assuming the other parent is free of the disor- der, males with the disorder will pass it on to all their daughters, but not their sons. Females with the disorder will pass it on to approximately half of their children. • • Is this pattern of inheritance autosomal or sex-linked? Explain. Draw Punnett squares to show the inheritance pattern of the disorder in each of the two scenarios. Feedback and marking You will receive three kinds of feedback: • Your teacher will highlight the levels on the rubric that best describe your work. Your teacher will also provide you with detailed comments about the strengths, areas that need improvement, and the steps you should take before submitting further assess- ments. The final piece of feedback that you will receive will be your mark. Each of the four categories of knowledge and skills is weighted equally. The final mark on this Assess- ment grading of your learning is determined by your teacher based on their professional judgement of the requirements for the assignment. Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 3 TVO ILC Rubric SBI3U Tasks 3 and 4: Genetics questions and problems The teacher will assess your work using the following rubric. Before submitting your work for Task 3 and Task 4, review the rubric to ensure that you are meeting the Success Criteria to the best of your ability. TASK AND ACHIEVEMENT SUCCESS CRITERIA MARKS/LEVELS COMMENTS CATEGORY Knowledge and Understanding L4: 80-100 Thorough/High degree Task 3: Short and long answer questions Demonstrates understanding of genetics concepts with accuracy. Concepts include: Chromosome organization Gene therapy and biotechnology Genetic disorders Dominant/ recessive and incomplete inheritance Sex determination in offspring Communication Organizes and expresses key concepts and information in written form using writing conventions with clarity L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 4 TVO ILC Application Application of knowledge and skills in familiar contexts with significance SBI3U Tasks 3 and 4: Genetics questions and problems L4: 80-100 Thorough/High degree L3: 70-79 Considerable Task 4: Genetics problems Thinking Uses initiating and planning skills and strategies with logic ThinkingUses critical thinking processes, skills, and strategies with accuracy Application Applies knowledge and skills in familiar contexts with relevance Communication Uses conventions, vocabulary, and terminology of genetics with clarity L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 Copyright © 2021 The Ontario Educational Communications Authority. 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