chapter 11: heredity - science class 3000€¦ · explain heredity. the use of math in plant...

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sections

1 GeneticsLab Predicting Results

2 Genetics Since Mendel

3 Advances in GeneticsLab Tests for Color Blindness

Virtual Lab How are traitspassed from parents tooffspring?

Why do people look different?People have different skin colors, differentkinds of hair, and different heights. Knowinghow these differences are determined willhelp you predict when certain traits mightappear. This will help you understand whatcauses hereditary disorders and how theseare passed from generation to generation.

Write three traits that you have andhow you would determine how those traits were passed to you.Science Journal

Heredity

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Classify Characteristics As youread this chapter about hered-ity, you can use the following

Foldable to help you classify characteristics asinherited or not inherited.

Fold the top of a vertical piece ofpaper down and the bottom up todivide the paper into thirds.

Turn the paper horizontally; unfoldand label the three columns as shown.

Read for Main Ideas Before you read the chap-ter, list personal characteristics and predictwhich are inherited or not inherited. As you readthe chapter, check and change your list.

STEP 2

STEP 1

1. Notice the two students in the photo-graphs. One student has dimples whenshe smiles, and the other student doesn’thave dimples.

2. Ask your classmates to smile naturally. Inyour Science Journal, record the name ofeach classmate and whether each one hasdimples.

3. Think Critically In your Science Journal,calculate the percentage of students whohave dimples. Are facial dimples a com-mon feature among your classmates?

Who around you has dimples?You and your best friend enjoy the same sports,like the same food, and even have similarhaircuts. But, there are noticeable differencesbetween your appearances. Most of these dif-ferences are controlled by the genes you inher-ited from your parents. In the following lab, youwill observe one of these differences.

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Inherited Not Inherited

Personal Characteristics

eyes

hair

dimples

Start-Up Activities

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306 CHAPTER 11 Heredity

Inheriting TraitsDo you look more like one parent or grandparent? Do you

have your father’s eyes? What about Aunt Isabella’s cheekbones?Eye color, nose shape, and many other physical features aresome of the traits that are inherited from parents, as Figure 1shows. An organism is a collection of traits, all inherited from itsparents. Heredity (huh REH duh tee) is the passing of traitsfrom parent to offspring. What controls these traits?

What is genetics? Generally, genes on chromosomes con-trol an organism’s form and function. The different forms of atrait that a gene may have are called alleles (uh LEELZ). Whena pair of chromosomes separates during meiosis (mi OH sus),alleles for each trait also separate into different sex cells. As aresult, every sex cell has one allele for each trait, as shown inFigure 2. The allele in one sex cell may control one form of thetrait, such as having facial dimples. The allele in the other sexcell may control a different form of the trait—not having dimples. The study of how traits are inherited through the inter-actions of alleles is the science of genetics (juh NE tihks).

■ Explain how traits are inherited.■ Identify Mendel’s role in the his-

tory of genetics.■ Use a Punnett square to predict

the results of crosses.■ Compare and contrast the dif-

ference between an individual’sgenotype and phenotype.

Heredity and genetics help explainwhy people are different.

Review Vocabularymeiosis: reproductive processthat produces four haploid sexcells from one diploid cell

New Vocabulary

• heredity • Punnett square• allele • genotype• genetics • phenotype • hybrid • homozygous • dominant • heterozygous• recessive

Genetics

Figure 1 Note the strong familyresemblance among these fourgenerations.

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SECTION 1 Genetics 307

Mendel—The Father of GeneticsDid you know that an experiment with pea plants helped

scientists understand why your eyes are the color that they are?Gregor Mendel was an Austrian monk who studied mathemat-ics and science but became a gardener in a monastery. His inter-est in plants began as a boy in his father’s orchard where hecould predict the possible types of flowers and fruits that wouldresult from crossbreeding two plants. Curiosity about the con-nection between the color of a pea flower and the type of seedthat same plant produced inspired him to begin experimentingwith garden peas in 1856. Mendel made careful use of scientificmethods, which resulted in the first recorded study of how traitspass from one generation to the next. After eight years, Mendelpresented his results with pea plants to scientists.

Before Mendel, scientists mostly relied on observation anddescription, and often studied many traits at one time. Mendelwas the first to trace one trait through several generations. Hewas also the first to use the mathematics of probability toexplain heredity. The use of math in plant science was a newconcept and not widely accepted then. Mendel’s work was forgotten for a long time. In 1900, three plant scientists, work-ing separately, reached the same conclusions as Mendel. Eachplant scientist had discovered Mendel’s writings while doing his own research. Since then, Mendel has been known as the fatherof genetics.

Male

Female

Sperm

EggsMeiosis Fertilization

Fertilized eggs

D

DD

DD D dd

d

dd d

D

dD d

Figure 2 An allele is one form of a gene. Alleles separate into separatesex cells during meiosis. In this example, the alleles that control the trait fordimples include D, the presence of dimples, and d, the absence of dimples.

During fertilization, each parentdonates one chromosome. Thisresults in two alleles for the traitof dimples in the new individualformed.

During meiosis, duplicated chro-mosomes separate.

The alleles that control a traitare located on each duplicatedchromosome.

Topic: Genetics Visit for Web links to information about earlygenetics experiments.

Activity List two other scientistswho studied genetics, and whatorganism they used in theirresearch.

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Table 1 Traits Compared by Mendel

TraitsShape Color Color Shape Plant Position Flower

of Seeds of Seeds of Pods of Pods Height of Flowers Color

Dominant Round Yellow Green Full Tall At leaf Purpletrait junctions

Recessive Wrinkled Green Yellow Flat, short At tips of Whitetrait constricted branches


Genetics in a GardenEach time Mendel studied a trait, he crossed two plants with

different expressions of the trait and found that the new plantsall looked like one of the two parents. He called these new plantshybrids (HI brudz) because they received different geneticinformation, or different alleles, for a trait from each parent.The results of these studies made Mendel even more curiousabout how traits are inherited.

Garden peas are easy to breed for pure traits. An organismthat always produces the same traits generation after generationis called a purebred. For example, tall plants that always produceseeds that produce tall plants are purebred for the trait of tallheight. Table 1 shows other pea plant traits that Mendel studied.

Why might farmers plant purebred crop seeds?

Dominant and Recessive Factors In nature, insectsrandomly pollinate plants as they move from flower to flower. Inhis experiments, Mendel used pollen from the flowers of pure-bred tall plants to pollinate by hand the flowers of purebredshort plants. This process is called cross-pollination. He foundthat tall plants crossed with short plants produced seeds thatproduced all tall plants. Whatever caused the plants to be shorthad disappeared. Mendel called the tall form the dominant(DAH muh nunt) factor because it dominated, or covered up,the short form. He called the form that seemed to disappear therecessive (rih SE sihv) factor. Today, these are called dominantalleles and recessive alleles. What happened to the recessiveform? Figure 3 answers this question.

Comparing Common TraitsProcedure1. Safely survey as many

dogs in your neighborhoodas you can for the presenceof a solid color or spottedcoat, short or long hair,and floppy or upright ears.

2. Make a data table that listseach of the traits. Recordyour data in the data table.

Analysis1. Compare the number of

dogs that have one form ofa trait with those that havethe other form.

2. What can you concludeabout the variations younoticed in the dogs?

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VISUALIZING MENDEL’S EXPERIMENTS

Figure 3

G regor Mendel discovered that the experiments he carried out on gardenplants provided an understanding of heredity. For eight years hecrossed plants that had different characteristics and recorded how thosecharacteristics were passed from generation to generation. One such character-istic, or trait, was the color of pea pods. The results of Mendel’s experiment onpea pod color are shown below.

2nd Generation

Parents

1st Generation

One of the so-called “parentplants” in Mendel’s experimenthad pods that were green, a dominant trait. The other parentplant had pods that were yellow,a recessive trait.

Mendel discovered that the two“parents” produced a generation ofplants with green pods. The recessivecolor—yellow—did not appear inany of the pods.

Next, Mendel collected seeds from the first-generation plants and raised a second generation. He discovered that these second-generation plants producedplants with either green or yellow pods in a ratio of aboutthree plants with green pods for every one plant with yellow pods. The recessive trait had reappeared. This 3:1ratio proved remarkably consistent in hundreds of similarcrosses, allowing Mendel to accurately predict the ratio of pod color in second-generation plants.


A

B

C

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Using Probability to Make Predictions If you and yoursister can’t agree on what movie to see, you could solve the prob-lem by tossing a coin. When you toss a coin, you’re dealing withprobabilities. Probability is a branch of mathematics that helpsyou predict the chance that something will happen. If your sis-ter chooses tails while the coin is in the air, what is the probabil-ity that the coin will land tail-side up? Because a coin has twosides, there are two possible outcomes, heads or tails. One out-come is tails. Therefore, the probability of one side of a coinshowing is one out of two, or 50 percent.

Mendel also dealt with probabilities. One of the things thatmade his predictions accurate was that he worked with largenumbers of plants. He studied almost 30,000 pea plants over aperiod of eight years. By doing so, Mendel increased his chancesof seeing a repeatable pattern. Valid scientific conclusions needto be based on results that can be duplicated.

Punnett Squares Suppose you wanted to know what colorsof pea plant flowers you would get if you pollinated white flow-ers on one pea plant with pollen from purple flowers on a dif-ferent plant. How could you predict what the offspring wouldlook like without making the cross? A handy tool used to predictresults in Mendelian genetics is the Punnett (PUH nut) square. Ina Punnett square, letters represent dominant and recessive alle-les. An uppercase letter stands for a dominant allele. A lowercaseletter stands for a recessive allele. The letters are a form of code.They show the genotype (JEE nuh tipe), or genetic makeup, ofan organism. Once you understand what the letters mean, youcan tell a lot about the inheritance of a trait in an organism.

The way an organism looks and behaves as a result of itsgenotype is its phenotype (FEE nuh tipe), as shown in Figure 4. If you have brown hair, then the phenotype for yourhair color is brown.

Alleles Determine Traits Most cells in your body have twoalleles for every trait. These alleles are located on chromosomeswithin the nucleus of cells. An organism with two alleles that arethe same is called homozygous (hoh muh ZI gus). For Mendel’speas, this would be written as TT (homozygous for the tall-dominant trait) or tt (homozygous for the short-recessive trait).An organism that has two different alleles for a trait is called heterozygous (he tuh roh ZI gus). The hybrid plants Mendelproduced were all heterozygous for height, Tt.

What is the difference between homozygous andheterozygous organisms?

Figure 4 This snapdragon’sphenotype is red. Determine Can you tell what theflower’s genotype for color is?Explain your answer.

Barry L. Runk From Grant Heilman

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Making a Punnett Square In a Punnett square for predict-ing one trait, the letters representing the two alleles from oneparent are written along the top of the grid, one letter per sec-tion. Those of the second parent are placed down the side of thegrid, one letter per section. Each square of the grid is filled inwith one allele donated by each parent. The letters that you useto fill in each of the squares represent the genotypes of possibleoffspring that the parents could produce.

Calculate Percentages

PUNNET SQUARE One dog carries heterozygous, black-fur traits (Bb), and its mate carrieshomogeneous, blond-fur traits (bb). Use a Punnett square to determine the probabilityof one of their puppies having black fur.

SolutionThis is what you know:

This is what you need tofind out:

This is the procedureyou need to use:

Check your answer:

● dominant allele is represented by B

● recessive allele is represented by b

What is the probability of a puppy’s fur color being black?

● Complete the Punnett square.

● There are two Bb genotypes and four possible outcomes.

● %(black fur) �

� �24

� � �12

� � 50%

�12

� of 4 is 2, which is the number

of black dogs.

number of ways to get black fur��

number of possible outcomes

1. In peas, the color yellow (Y) is dominant to the color green (y). According to the Punnett square, what is the probability of an offspring being yellow?

2. What is the probability of an offspring having the yygenotype?

Black dog

Genotypes of offspring:2Bb, 2bbPhenotypes of offspring:2 black, 2 blond

Blonddog

bB

Bb

b Bb

bb

bb

b

Parent (Y y)

Parent(Y y)

yY

y Y y

Y y

y y

Y Y Y

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Self Check1. Contrast Alleles are described as being dominant or

recessive. What is the difference between a dominantand a recessive allele?

2. Describe how dominant and recessive alleles are repre-sented in a Punnett square.

3. Explain the difference between genotype and pheno-type. Give examples.

4. Infer Gregor Mendel, an Austrian monk who lived inthe 1800s, is known as the father of genetics. Explainwhy Mendel has been given this title.

5. Think Critically If an organism expresses a recessivephenotype, can you tell the genotype? Explain youranswer by giving an example.

SummaryInheriting Traits

• Heredity is the passing of traits from parent tooffspring.

• Genetics is the study of how traits are inher-ited through the interactions of alleles.

Mendel—The Father of Genetics

• In 1856, Mendel began experimenting withgarden peas, using careful scientific methods.

• Mendel was the first to trace one traitthrough several generations.

• In 1900, three plant scientists separatelyreached the same conclusions as Mendel.

Genetics in a Garden

• Hybrids receive different genetic informationfor a trait from each parent.

• Genetics involves dominant and recessive factors.• Punnett squares can be used to predict the

results of a cross.

• Mendel’s conclusions led to the principles ofheredity.

Principles of Heredity Even though Gregor Mendel didn’tknow anything about DNA, genes, or chromosomes, he suc-ceeded in beginning to describe and mathematically representhow inherited traits are passed from parents to offspring. Herealized that some factor in the pea plant produced certain traits.Mendel also concluded that these factors separated when the peaplant reproduced. Mendel arrived at his conclusions after yearsof detailed observation, careful analysis, and repeated experi-mentation. Table 2 summarizes Mendel’s principles of heredity.


6. Use Percentages One fruit fly is heterozygous for longwings, and another fruit fly is homozygous for shortwings. Long wings are dominant to short wings. Use aPunnett square to find the expected percent of off-spring with short wings.

Table 2 Principles of Heredity

1 Traits are controlled by alleles on chromosomes.

2 An allele’s effect is dominant or recessive.

3 When a pair of chromosomes separates duringmeiosis, the different alleles for a trait moveinto separate sex cells.

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Could you predict how many brown rabbits wouldresult from crossing two heterozygous black rab-bits? Try this investigation to find out. Brown coloris a recessive trait for hair color in rabbits.

Real-World QuestionHow does chance affect combinations of genes?

Goals■ Model chance events in heredity.■ Compare and contrast predicted and

actual results.

Materialspaper bags (2) white beans (100)red beans (100)

Safety Precautions

WARNING: Do not taste, eat, or drink any mate-rials used in the lab.

Procedure1. Use a Punnett square to predict how many

red/red, red/white, and white/white beancombinations are possible. The combinationsrepresent the coat colors in rabbit offspring.

2. Place 50 red beans and 50 white beans in apaper bag. Place 50 red beans and 50 whitebeans in a second bag. Red beans representblack alleles and white beans representbrown alleles.

3. Label one of the bags Female for the femaleparent. Label the other bag Male for the male parent.

4. Use a data table to record the combination each time you remove two beans. Your tablewill need to accommodate 100 picks.

5. Without looking, remove one bean from eachbag. The two beans represent the alleles thatcombine when sperm and egg join. Afterrecording, return the beans to their bags.

6. Count and record the total numbers for eachof the three combinations in your data table.

7. Compile and record the class totals.

Conclude and Apply1. Name the combination that occurred most

often.

2. Calculate the ratio of red/red to red/whiteto white/white. What hair color in rabbitsdo these combinations represent?

3. Compare your predicted (expected) resultswith your observed (actual) results.

4. Hypothesize how you could get predictedresults to be closer to actual results.

Predicting Results

Write a paragraph that clearly describesyour results. Have another student readyour paragraph. Ask if he or she couldunderstand what happened. If not, rewriteyour paragraph and have the other studentread it again. For more help, refer to theScience Skill Handbook.

LAB 313

Gene Combinations

Rabbits Red/ Red/ White/ Red White White

Your total

Class total

Do not write in this book.

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Incomplete DominanceNot even in science do things remain the same. After

Mendel’s work was rediscovered in 1900, scientists repeated hisexperiments. For some plants, such as peas, Mendel’s resultsproved true. However, when different plants were crossed, theresults were sometimes different. One scientist crossed purebredred four-o’clock plants with purebred white four-o’clock plants.He expected to get all red flowers, but they were pink. Neitherallele for flower color seemed dominant. Had the colors becomeblended like paint colors? He crossed the pink-flowered plants with each other, and red, pink, and white flowers wereproduced. The red and white alleles had not become blended.Instead, when the allele for white flowers and the allele for redflowers combined, the result was an intermediate phenotype—apink flower.

When the offspring of two homozygous parents show anintermediate phenotype, this inheritance is called incompletedominance. Other examples of incomplete dominance includethe flower color of some plant breeds and the coat color of somehorse breeds, as shown in Figure 5.

■ Explain how traits are inheritedby incomplete dominance.

■ Compare multiple alleles andpolygenic inheritance, and giveexamples of each.

■ Describe two human genetic dis-orders and how they are inherited.

■ Explain how sex-linked traits arepassed to offspring.

Most of your inherited traits involvemore complex patterns of inheri-tance than Mendel discovered.

Review Vocabularygene: section of DNA on a chro-mosome that contains instruc-tions for making specific proteins

New Vocabulary

• incomplete dominance• polygenic inheritance• sex-linked gene

Genetics Since Mendel

Figure 5 When a chestnuthorse is bred with a cremellohorse, all offspring will bepalomino. The Punnett squareshown on the opposite page canbe used to predict this result. Explain how the color of thepalomino horse shows that the coatcolor of horses may be inherited byincomplete dominance.

Chestnut horse

Cremello horse

(l)Robert Maier/Animals Animals, (r)Gemma Giannini from Grant Heilman

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SECTION 2 Genetics Since Mendel 315

Multiple Alleles Mendel studied traits in peas that were con-trolled by just two alleles. However, many traits are controlled bymore than two alleles. A trait that is controlled by more than twoalleles is said to be controlled by multiple alleles. Traits con-trolled by multiple alleles produce more than three phenotypesof that trait.

Imagine that only three types of coins are made—nickels,dimes, and quarters. If every person can have only two coins, sixdifferent combinations are possible. In this problem, the coinsrepresent alleles of a trait. The sum of each two-coin combina-tion represents the phenotype. Can you name the six differentphenotypes possible with two coins?

Blood type in humans is an example of multiple alleles thatproduce only four phenotypes. The alleles for blood types arecalled A, B, and O. The O allele is recessive to both the A and Balleles. When a person inherits one A allele and one B allele forblood type, both are expressed—phenotype AB. A person withphenotype A blood has the genetic makeup, or genotype—AAor AO. Someone with phenotype B blood has the genotype BBor BO. Finally, a person with phenotype O blood has the geno-type OO.

What are the six different blood type genotypes?

Chestnut horse (CC)

Genotypes: All C C 'Phenotypes: All palominohorses

Cremellohorse(C ' C ')

CC

C ' C C '

C C '

C C '

C ' C C '

Palomino horse

Punnett square

Topic: Blood Types Visit for Web links to information about theimportance of blood types in bloodtransfusions.

Activity Make a chart showingwhich blood types can be used fortransfusions into people with A, B,AB, or O blood phenotypes.

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Polygenic InheritanceEye color is an example of a trait that is produced by a

combination of many genes. Polygenic (pah lih JEH nihk)inheritance occurs when a group of gene pairs acts together toproduce a trait. The effects of many alleles produces a wide vari-ety of phenotypes. For this reason, it may be hard to classify allthe different shades of eye color.

Your height and the color of your eyes and skin are just someof the many human traits controlled by polygenic inheritance. Itis estimated that three to six gene pairs control your skin color.Even more gene pairs might control the color of your hair andeyes. The environment also plays an important role in theexpression of traits controlled by polygenic inheritance.Polygenic inheritance is common and includes such traits asgrain color in wheat and milk production in cows. Egg produc-tion in chickens is also a polygenic trait.

Impact of the Environment Your environment plays a role in how some of your genes are expressed or whether theyare expressed at all, as shown in Figure 6. Environmental influ-ences can be internal or external. For example, most male birds are more brightly colored than females. Chemicals in their bodies determine whether the gene for brightly coloredfeathers is expressed.

Although genes determine many of your traits, you might beable to influence their expression by the decisions you make.Some people have genes that make them at risk for developingcertain cancers. Whether they get cancer might depend on exter-nal environmental factors. For instance, if some people at riskfor skin cancer limit their exposure to the Sun and take care oftheir skin, they might never develop cancer.

What environmental factors might affect thesize of leaves on a tree?

Figure 6 Himalayan rabbitshave alleles for dark-colored fur.However, this allele is able toexpress itself only at lower temper-atures. Only the areas located far-thest from the rabbit’s main bodyheat (ears, nose, feet, tail) have dark-colored fur.

Interpreting Polygenic InheritanceProcedure1. Measure the hand spans of

your classmates. 2. Using a ruler, measure

from the tip of the thumbto the tip of the little fingerwhen the hand is stretchedout. Read the measurementto the nearest centimeter.

3. Record the name andhand-span measurementof each person in a datatable.

Analysis1. What range of hand spans

did you find? 2. Are hand spans inherited

as a simple Mendelian pat-tern or as a polygenic orincomplete dominancepattern? Explain.

Dan McCoy from Rainbow

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Human Genes and MutationsSometimes a gene undergoes a change that results in a trait

that is expressed differently. Occasionally errors occur in theDNA when it is copied inside of a cell. Such changes and errorsare called mutations. Not all mutations are harmful. They mightbe helpful or have no effect on an organism.

Certain chemicals are known to produce mutations in plantsor animals, including humans. X rays and radioactive substancesare other causes of some mutations. Mutations are changes ingenes.

Chromosome Disorders In addition to individual muta-tions, problems can occur if the incorrect number of chromo-somes is inherited. Every organism has a specific number ofchromosomes. However, mistakes in the process of meiosis canresult in a new organism with more or fewer chromosomes thannormal. A change in the total number of human chromosomesis usually fatal to the unborn embryo or fetus, or the baby maydie soon after birth.

Look at the human chromosomes in Figure 7. If three copiesof chromosome 21 are produced in the fertilized human egg,Down’s syndrome results. Individuals with Down’s syndromecan be short, exhibit learning disabilities, and have heart prob-lems. Such individuals can lead normal lives if they have nosevere health complications.

Figure 7 Humans usually have 23 pairs of chromosomes.Notice that three copies of chromosome 21 are present in thisphoto, rather than the usual two chromosomes. This changein chromosome number results in Down’s syndrome. ChrisBurke, a well-known actor, has this syndrome.

Genetic Counselor Testingfor genetic disorders mayallow many affected indi-viduals to seek treatmentand cope with their dis-eases. Genetic counselorsare trained to analyze afamily’s history to deter-mine a person’s health risk.Research what a geneticcounselor does and how tobecome a genetic counselor.Record what you learn inyour Science Journal.

(l)Phil Roach/Ipol, Inc., (r)CNRI/Science Photo Library/Photo Researchers

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Recessive Genetic DisordersMany human genetic disorders, such as cys-

tic fibrosis, are caused by recessive genes. Somerecessive genes are the result of a mutationwithin the gene. Many of these alleles are rare.Such genetic disorders occur when both par-ents have a recessive allele responsible for thisdisorder. Because the parents are heterozygous,they don’t show any symptoms. However, ifeach parent passes the recessive allele to thechild, the child inherits both recessive allelesand will have a recessive genetic disorder.

How is cystic fibrosisinherited?

Cystic fibrosis is a homozygous recessive disorder. It is themost common genetic disorder that can lead to death amongCaucasian Americans. In most people, a thin fluid is producedthat lubricates the lungs and intestinal tract. People with cysticfibrosis produce thick mucus instead of this thin fluid. The thickmucus builds up in the lungs and makes it hard to breathe. Thisbuildup often results in repeated bacterial respiratory infections.The thick mucus also reduces or prevents the flow of substancesnecessary for digesting food. Physical therapy, special diets, andnew drug therapies have increased the life spans of patients withcystic fibrosis.

Sex DeterminationWhat determines the sex of an individual? Much informa-

tion on sex inheritance came from studies of fruit flies. Fruitflies have only four pairs of chromosomes. Because the chromo-somes are large and few in number, they are easy to study.Scientists identified one pair that contains genes that determinethe sex of the organism. They labeled the pair XX in females andXY in males. Geneticists use these labels when studying organ-isms, including humans. You can see human X and Y chromo-somes in Figure 8.

Each egg produced by a female normally contains one X chro-mosome. Males produce sperm that normally have either an X ora Y chromosome. When a sperm with an X chromosome fertilizesan egg, the offspring is a female, XX. A male offspring, XY, is theresult of a Y-containing sperm fertilizing an egg. What pair of sexchromosomes is in each of your cells? Sometimes chromosomesdo not separate during meiosis. When this occurs, an individualcan inherit an abnormal number of sex chromosomes.

Figure 8 Sex in many organ-isms is determined by X and Ychromosomes. Observe How do the X (left) and Y(right) chromosomes differ from oneanother in shape and size?

Color-enhanced SEM Magnification: 16000�

Gopal Murti/PhotoTake, NYC

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Sex-Linked DisordersSome inherited conditions are linked with the X

and Y chromosomes. An allele inherited on a sexchromosome is called a sex-linked gene. Color blind-ness is a sex-linked disorder in which people cannotdistinguish between certain colors, particularly redand green. This trait is a recessive allele on the X chro-mosome. Because males have only one X chromo-some, a male with this allele on his X chromo-some iscolor-blind. However, a color-blind female occursonly when both of her X chromosomes have the allelefor this trait.

The allele for the distinct patches of three differ-ent colors found in calico cats is recessive and carriedon the X chromosome. As shown in Figure 9, calicocats have inherited two X chromosomes with thisrecessive allele—one from both parents.

Pedigrees Trace TraitsHow can you trace a trait through a family? A

pedigree is a visual tool for following a trait throughgenerations of a family. Males are represented by squares andfemales by circles. A completely filled circle or square shows that the trait is seen in that person. Half-colored circles orsquares indicate carriers. A carrier is heterozygous for the trait,and it is not seen. People represented by empty circles or squares do not have the trait and are not carriers. The pedigreein Figure 10 shows how the trait for color blindness is carriedthrough a family.

Pedigree Key

Normal female

Carrier female

Normal male

Color-blind male

Parents

Children

Grandchildren

Figure 10 The symbols in this pedigree’s key mean the same thing on allpedigree charts. The grandfather in this family was color-blind and marriedto a woman who was not a carrier of the color-blind allele. Infer why no women in this family are color-blind.

Female carrier ofcalico gene (Xc X)

Genotypes: Xc Xc, Xc X, Xc Y, XYPhenotypes: one calico female,one carrier female, one carriermale, one normal male

Male carrier ofcalico gene (Xc Y)

XXc

Y Xc Y

X Xc

X Y

Xc Xc Xc

Figure 9 Calico cat fur is ahomozygous recessive sex-linkedtrait. Female cats that are hetero-zygous are not calico but are onlycarriers. Two recessive allelesmust be present for this allele tobe expressed. Determine Why aren’t all thefemales calico?

Tim Davis/Photo Researchers

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Using Pedigrees A pedigree is a usefultool for a geneticist. Sometimes a geneticistneeds to understand who has had a trait ina family over several generations to deter-mine its pattern of inheritance. A geneticistdetermines if a trait is recessive, dominant,sex-linked, or has some other pattern ofinheritance. When geneticists understandhow a trait is inherited, they can predict theprobability that a baby will be born with aspecific trait.

Pedigrees also are important in breed-ing animals or plants. Because livestockand plant crops are used as sources of food,these organisms are bred to increase theiryield and nutritional content. Breeders ofpets and show animals, like the dogs pic-tured in Figure 11, also examine pedigreescarefully for possible desirable physical andability traits. Issues concerning health alsoare considered when researching pedigrees.

Figure 11A variety of traits areconsidered whenbreeding dogs.

SummaryIncomplete Dominance

• Incomplete dominance is when a dominantand recessive allele for a trait show an inter-mediate phenotype.

• Many traits are controlled by more than twoalleles.

• A wide variety of phenotypes is produced bypolygenic inheritance.

Human Genes and Mutations

• Errors can occur when DNA is copied.• Mistakes in meiosis can result in an unequal

number of chromosomes in sex cells.

• Recessive genes control many human geneticdisorders.

Sex Determination

• An allele inherited on a sex chromosome iscalled a sex-linked gene.

• Pedigrees are visual tools to trace a traitthrough generations of a family.

Self Check1. Compare how inheritance by multiple alleles and poly-

genic inheritance are similar.

2. Explain why a trait inherited by incomplete dominanceis not a blend of two alleles.

3. Discuss Choose two genetic disorders and discuss howthey are inherited.

4. Apply Using a Punnett square, explain why males areaffected more often than females by sex-linked geneticdisorders.

5. Think Critically Calico male cats are rare. Explain howsuch a cat can exist.

6. Predict A man with blood type B marries a womanwith blood type A. Their first child has blood type O.Use a Punnett square to predict what other bloodtypes are possible for their offspring.

7. Communicate In your Science Journal, explain why offspring may or may not resemble either parent.

Black Labrador

Shih Tzu

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Bacterial cell

Another bacterial celltakes up recombinant DNA

RecombinantDNA formed

More genetically engineeredcells making insulin

DNA chromosome

DNA loop

Insulin gene fromhuman chromosome

Insulinproduced

DNA loopcut and removed using chemicals;cut section is lostReproduction

SECTION 3 Advances in Genetics 321

Why is genetics important?If Mendel were to pick up a daily newspaper in any country

today, he’d probably be surprised. News articles about develop-ments in genetic research appear almost daily. The term gene hasbecome a common word. The principles of heredity are beingused to change the world.

Genetic EngineeringYou may know that chromosomes are made of DNA and are in

the nucleus of a cell. Sections of DNA in chromosomes that directcell activities are called genes. Through genetic engineering,scientists are experimenting with biological and chemical meth-ods to change the arrangement of DNA that makes up a gene.Genetic engineering already is used to help produce large vol-umes of medicine. Genes also can be inserted into cells tochange how those cells perform their normal functions, asshown in Figure 12. Other research is being done to find newways to improve crop production and quality, including thedevelopment of plants that are resistant to disease.

Advances in Genetics

■ Evaluate the importance ofadvances in genetics.

■ Sequence the steps in mak-ing genetically engineeredorganisms.

Advances in genetics can affect yourhealth, the foods that you eat, andyour environment.

Review VocabularyDNA: deoxyribonucleic acid; thegenetic material of all organisms

New Vocabulary

• genetic engineering

Figure 12 DNA from one organism is placed into anotherspecies. This method is used to produce human insulin,human growth hormone, and other chemicals by bacteria.

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Recombinant DNA Making recombinant DNA is onemethod of genetic engineering. Recombinant DNA is made byinserting a useful segment of DNA from one organism into abacterium, as illustrated in Figure 12. Large quantities of humaninsulin are made by some genetically engineered organisms.People with Type 1 diabetes need this insulin because their pancreases produce too little or no insulin. Other uses includethe production of growth hormone to treat dwarfism andchemicals to treat cancer.

Gene Therapy Gene therapy is a kind of genetic engineering.In gene therapy, a normal allele is placed in a virus, as shown inFigure 13. The virus then delivers the normal allele when itinfects its target cell. The normal allele replaces the defectiveone. Scientists are conducting experiments that use this methodto test ways of controlling cystic fibrosis and some kinds of can-cer. More than 2,000 people already have taken part in genetherapy experiments. Gene therapy might be a method of cur-ing several other genetic disorders in the future.

Normal gene +

Normal gene

Cold virus

Normal geneinserted intocold virus

Nasal cell

Nucleus

Lung

Figure 13 Gene therapy involvesplacing a normal allele into a cellthat has a mutation. When the normal allele begins to function, agenetic disorder such as cystic fibrosis (CF) may be corrected.

Genetically EngineeredCrops Crop plants arenow being geneticallyengineered to producechemicals that kill specif-ic pests that feed onthem. Some of the pollenfrom pesticide-resistantcanola crops is capable ofspreading up to 8 kmfrom the plant, whilecorn and potato pollencan spread up to 1 km.What might be theeffects of pollen landingon other plants?

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Self Check1. Apply Give examples of areas in which advances in

genetics are important.

2. Compare and contrast the technologies of usingrecombinant DNA and gene therapy.

3. Infer What are some benefits of genetically engi-neered crops?

4. Describe how selective breeding differs from geneticengineering.

5. Think Critically Why might some people be opposed togenetically engineered plants?

SummaryWhy is genetics important?

• Developments in genetic research appear innewspapers almost daily.

• The world is being changed by the principlesof heredity.

Genetic Engineering

• Scientists work with biological and chemicalmethods to change the arrangement of DNAthat makes up a gene.

• One method of genetic engineering is makingrecombinant DNA.

• A normal allele is replaced in a virus and thendelivers the normal allele when it infects itstarget cell.

SECTION 3 Advances in Genetics 323

6. Concept Map Make an events-chain concept map ofthe steps used in making recombinant DNA.

Genetically Engineered Plants For thousands of yearspeople have improved the plants they use for food and clothingeven without the knowledge of genotypes. Until recently, theseimprovements were the results of selecting plants with the mostdesired traits to breed for the next generation. This process iscalled selective breeding. Recent advances in genetics have notreplaced selective breeding. Although a plant can be bred for aparticular phenotype, the genotype and pedigree of the plantsalso are considered.

Genetic engineering can produce improvements in cropplants, such as corn, wheat, and rice. One type of genetic engi-neering involves finding the genes that produce desired traits inone plant and then inserting those genes into a different plant.Scientists recently have made genetically engineered tomatoeswith a gene that allows tomatoes to be picked green and trans-ported great distances before they ripen completely. Ripe, firmtomatoes are then available in the local market. In the future,additional food crops may be genetically engineered so that theyare not desirable food for insects.

What other types of traits would be considereddesirable in plants?

Because some people might prefer foods that are notchanged genetically, some stores label such produce, as shown inFigure 14. The long-term effects of consuming genetically engi-neered plants are unknown.

Figure 14 Genetically engi-neered produce is sometimeslabeled. This allows consumers to make informed choices abouttheir foods.

green.msscience.com/self_check_quizTom Meyers/Photo Researchers

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Design Your OwnDesign Your Own

Goals■ Design an experiment

that tests for a specifictype of color blindnessin males and females.

■ Calculate the per-centage of males and females with the disorder.

Possible Materialswhite paper or poster

boardcolored markers: red,

orange, yellow, brightgreen, dark green, blue

*computer and color printer*Alternate materials

Tests for CulurBlindness


Real-World QuestionWhat do color-blind people see? People whohave inherited color blindness can see most col-ors, but they have difficulty telling the differencebetween two specific colors. You have threegenes that help you see color. One gene lets yousee red, another blue, and the third gene allowsyou to see green. In the most common type ofcolor blindness, red-green color blindness, thegreen gene does not work properly. What per-centages of males and females in your school are color-blind?

Form a HypothesisBased on your reading and your own experiences, form a hypothesisabout how common color blindness is among males and females.

Test Your HypothesisMake a Plan1. Decide what type of color blindness you

will test for—the common green-red colorblindness or the more rare green-blue colorblindness.

2. List the materials you will need anddescribe how you will create test pictures.Tests for color blindness use many circles ofred, orange, and yellow as a background,with circles of dark and light green to makea picture or number. List the steps you willtake to test your hypothesis.

3. Prepare a data table in your Science Journalto record your test results.

(t)Runk/Schoenberger from Grant Heilman, (b)Mark Burnett

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4. Examine your experiment to make sure all steps are in logical order.

5. Identify which pictures you will use as a control and which pictures you willuse as variables.

Follow Your Plan1. Make sure your teacher approves your plan before you start.

2. Draw the pictures that you will use to test for color blindness.

3. Carry out your experiment as planned and record your results in your data table.

Analyze Your Data1. Calculate the percentage of males and females that tested positive for color

blindness.

2. Compare the frequency of color blindness in males with the frequency of colorblindness in females.

Conclude and Apply1. Explain whether or not the results supported

your hypothesis.

2. Explain why color blindness is called a sex-linked disorder.

3. Infer how common the color-blind disorder is in the general population.

4. Predict your results if you were to test a larger number of people.

Using a word processor, write a short articlefor the advice column of a fashion magazineabout how a color-blind person can avoidwearing outfits with clashing colors. Formore help, refer to the Science SkillHandbook.

LAB 325Richard Hutchings

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. . . The biggest advance in genetics inyears took place in February 2001. Scientistssuccessfully mapped the human genome. There are 30,000 to 40,000 genes in the human genome. Genes are in the nucleus of each of the several trillion cells in your body.

Find Out About ItHuman genome scientists hope to identify the location of disease-causing genes. Visit

to research a genetic disease and share your results with your class.green.msscience.com/science_stats

If one million base pairs of DNA take up 1 megabyte of storage space on acomputer, how many gigabytes (1,024 megabytes) would the whole genome fill?


Humanhair

DNA

Nucleus

Cytoplasm

Endoplasmicreticulum

Centriole

Mitochondrion

The Human GenomeDid you know...

. . . The strands of DNAin the human genome,if unwound and connected endto end, would be more than1.5 m long—but only about130 trillionths of a centimeterwide. Even an average humanhair is as much as 200,000times wider than that.

. . . It would take about nine and one-half years to read aloud withoutstopping the 3 billion bits of instructions (called base pairs) in your genome.

KS Studios

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Examine the following pedigree for diabetes and explain the inheritance pattern.

Genetics

1. Genetics is the study of how traits areinherited. Gregor Mendel determined thebasic laws of genetics.

2. Traits are controlled by alleles on chromosomes.

3. Some alleles can be dominant or recessive.

4. When a pair of chromosomes separatesduring meiosis, the different alleles moveinto separate sex cells. Mendel found thathe could predict the outcome of geneticcrosses.

Genetics Since Mendel

1. Inheritance patterns studied since Mendelinclude incomplete dominance, multiplealleles, and polygenic inheritance.

2. These inheritance patterns allow a varietyof phenotypes to be produced.

3. Some disorders are the results of inheritanceand can be harmful and even deadly.

4. Pedigree charts help reveal patterns of theinheritance of a trait in a family. Pedigreesshow that sex-linked traits are expressedmore often in males than in females.

Advances in Genetics

1. Genetic engineering uses biological andchemical methods to change genes.

2. Recombinant DNA is one method ofgenetic engineering to make useful chemi-cals, including hormones.

3. Gene therapy shows promise for correctingmany human genetic disorders by insertingnormal alleles into cells.

4. Breakthroughs in the field of genetic engi-neering are allowing scientists to do manythings, such as producing plants that areresistant to disease.

CHAPTER STUDY GUIDE 327

Key: = Affected male

= Unaffected male

= Affected female

= Unaffected female

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Fill in the blanks with the correct word.

1. Alternate forms of a gene are called_________.

2. The outward appearance of a trait is a(n) _________.

3. Human height, eye color, and skin colorare all traits controlled by _________.

4. An allele that produces a trait in the het-erozygous condition is _________.

5. _________ is the branch of biology thatdeals with the study of heredity.

6. The actual combination of alleles of anorganism is its _________.

7. _________ is moving fragments of DNAfrom one organism and inserting theminto another organism.

8. A(n) _________ is a helpful device forpredicting the proportions of possiblegenotypes.

9. _________ is the passing of traits fromparents to offspring.

10. Red-green color blindness and hemophiliaare two human genetic disorders that arecaused by a(n) _________.

Choose the word or phrase that best answers the question.

11. Which of the following describes the allelethat causes color blindness?A) dominantB) carried on the Y chromosomeC) carried on the X chromosomeD) present only in males

12. What is it called when the presence of twodifferent alleles results in an intermediatephenotype?A) incomplete dominanceB) polygenic inheritanceC) multiple allelesD) sex-linked genes

13. What separates during meiosis?A) proteins C) allelesB) phenotypes D) pedigrees

14. What controls traits in organisms?A) cell membrane C) genesB) cell wall D) Punnett squares

15. What term describes the inheritance ofcystic fibrosis? A) polygenic inheritanceB) multiple allelesC) incomplete dominanceD) recessive genes

16. What phenotype will the offspring repre-sented in the Punnett square have?A) all recessiveB) all dominantC) half recessive,

half dominantD) Each will have

a differentphenotype.

328 CHAPTER REVIEW

allele p. 306dominant p. 308genetic engineering p. 321genetics p. 306genotype p. 310heredity p. 306heterozygous p. 310homozygous p. 310

hybrid p. 308incomplete

dominance p. 314phenotype p. 310polygenic inheritance p. 316Punnett square p. 310recessive p. 308sex-linked gene p. 319

fF

F F F

F f

F f

F F F

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17. Explain the relationship between DNA,genes, alleles, and chromosomes.

18. Classify the inheritance pattern for each ofthe following:a. many different phenotypes produced by

one pair of allelesb. many phenotypes produced by more

than one pair of alleles; two phenotypesfrom two alleles; three phenotypes fromtwo alleles.

Use the illustration below to answer question 19.

19. Interpret Scientific Illustrations What were thegenotypes of the parents that producedthe Punnett Square shown above?

20. Explain why two rabbits with the samegenes might not be colored the same ifone is raised in northern Maine and one israised in southern Texas.

21. Apply Why would a person who receivesgenetic therapy for a disorder still be ableto pass the disorder to his or her children?

22. Predict Two organisms were found to have different genotypes but the samephenotype. Predict what these phenotypesmight be. Explain.

23. Compare and contrast Mendelian inheritancewith incomplete dominance.

24. Newspaper Article Write a newspaper article to announce a new, genetically engineered plant. Include the method ofdeveloping the plant, the characteristicchanged, and the terms that you wouldexpect to see. Read your article to the class.

25. Predict In humans, the widow’s peak alleleis dominant, and the straight hairlineallele is recessive. Predict how both par-ents with widow’s peaks could have a childwithout a widow’s peak hairline.

26. Use a word processor or program to write pre-dictions about how advances in geneticsmight affect your life in the next ten years.

T t

T t

T t

T t

CHAPTER REVIEW 329

27. Human Genome If you wrote the genetic infor-mation for each gene in the human genome ona separate sheet of 0.2-mm-thick paper andstacked the sheets, how tall would the stack be?

Use the table below to answer question 28.

28. Genes Consult the graph above. How manymore genes are in the human genome than thegenome of the fruit fly?

Genome Sizes of Various Organisms

40

60

20

0

80

OrganismNu

mb

er o

f gen

es (t

hou

san

ds)

Human Mouse Fruit fly E. colibacteria

Fungus

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Record your answers on the answer sheetprovided by your teacher or on a sheet of paper.

1. Heredity includes all of the following exceptA. traits. C. nutrients.B. chromosomes. D. phenotype.

2. What is a mutation?A. A change in a gene which is harmful,

beneficial, or has no effect at all.B. A change in a gene which is only

beneficial.C. A change in a gene which is only harmful.D. No change in a gene.

3. Sex of the offspring is determined by A. only the mother, because she has two

X chromosomes.B. only the father, because he has one X

and one Y chromosome.C. an X chromosome from the mother and

either an X or Y chromosome from thefather.

D. mutations.

Use the pedigree below to answer questions 4–6.

Huntington disease has a dominant (DD orDd) inheritance pattern.

4. What is the genotype of the father?A. DD C. ddB. Dd D. D

5. What is the genotype of the mother?A. DD C. ddB. Dd D. D

6. The genotype of the unaffected children is A. DD. C. dd.B. Dd. D. D.

7. Manipulating the arrangement of DNA thatmakes up a gene is calledA. genetic engineering.B. chromosomal migration.C. viral reproduction.D. cross breeding.

Use the Punnett square below to answer question 8.

8. How many phenotypes would result fromthe following Punnett square?A. 1 C. 3B. 2 D. 4

9. Down’s Syndrome is an example ofA. incomplete dominance.B. genetic engineering.C. a chromosome disorder.D. a sex linked disorder.

OA

B AB

AO

BO

A AA

330 STANDARDIZED TEST PRACTICE

Complete Charts Write directly on complex charts such as aPunnett square.

Question 10 Draw a Punnett square to answer all parts of thequestion.

Affected female

Normal female

Normal male

Affected male

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STANDARDIZED TEST PRACTICE 331

Record your answers on the answer sheetprovided by your teacher or on a sheet of paper.

Use the table below to answer questions 10–11.

10. Create a Punnett square using the Shape ofPods trait crossing heterozygous parents.What percentage of the offspring will beheterozygous? What percentage of the off-spring will be homozygous? What percent-age of the offspring will have the samephenotype as the parents?

11. Gregor Mendel studied traits in pea plantsthat were controlled by single genes.Explain what would have happened if thealleles for flower color were an example ofincomplete dominance. What phenotypeswould he have observed?

12. Why are heterozygous individuals calledcarriers for non-sex-linked and X-linkedrecessive patterns of inheritance?

13. How many alleles does a body cell have foreach trait? What happens to the allelesduring meiosis?

Record your answers on a sheet of paper.

14. Genetic counseling helps individuals deter-mine the genetic risk or probability a disor-der will be passed to offspring. Why woulda pedigree be a very important tool for thecounselors? Which patterns of inheritance(dominant, recessive, x-linked) would bethe easiest to detect?

15. Explain the process of gene therapy. Whattypes of disorders would this therapy bebest suited? How has this therapy helpedpatients with cystic fibrosis?

Refer to the figure below to answer question 16.

16. What is the disorder associated with thekaryotype shown above? How does thiscondition occur? What are the characteris-tics of someone with this disorder?

17. Explain why the parents of someone withcystic fibrosis do not show any symptoms.How are the alleles for cystic fibrosispassed from parents to offspring?

18. What is recombinant DNA and how is itused to help someone with Type I diabetes?

19. If each kernel on an ear of corn representsa separate genetic cross, would corn be agood plant to use to study genetics? Whyor why not? What process could be usedto control pollination?

Some Traits Compared by Mendel

Traits FlowerColor

Shapeof Seeds

Shapeof Pods

DominantTrait

Round Full Purple

RecessiveTrait

Flat,constrictedWrinkled White

green.msscience.com/standardized_testCNRI/Science Photo Library/Photo Researchers

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Glencoe Science, Level GreenContents in Brief Table of ContentsUnit 1: Earth's MaterialsChapter 1: The Nature of ScienceLaunch Lab: Model an ExcavationFoldablesSection 1: How Science WorksScience OnlineIntegrate Earth Science

Section 2: Scientific Problem SolvingMiniLAB: Observing and InferringVisualizing a HypothesisScience OnlineLab: Advertising InferencesLab: Model an Archaeological DigScience and Language Arts: Mama Solves a Murder

Chapter 1 Study GuideChapter 1 ReviewChapter 1 Standardized Test Practice

Chapter 2: MineralsLaunch Lab: Distinguish Rocks from MineralsFoldablesSection 1: MineralsMiniLAB: Inferring Salt’s Crystal SystemVisualizing Crystal SystemsIntegrate PhysicsLab: Crystal Formation

Section 2: Mineral IdentificationApplying Science: How can you identify minerals?MiniLAB: Observing Mineral Properties

Section 3: Uses of MineralsScience OnlineIntegrate Social StudiesLab: Mineral IdentificationScience and History: Dr. Dorothy Crowfoot Hodgkin


Chapter 3: RocksLaunch Lab: Observe and Describe RocksFoldablesSection 1: The Rock CycleMiniLAB: Modeling RockVisualizing the Rock Cycle

Section 2: Igneous RocksScience OnlineIntegrate ChemistryLab: Igneous Rock Clues

Section 3: Metamorphic RocksScience Online

Section 4: Sedimentary RocksMiniLAB: Classifying SedimentsIntegrate CareerApplying Math: Coal FormationLab: Sedimentary RocksScience and Society: Australia’s Controversial Rock Star


Unit 2: Earth's Atmosphere and BeyondChapter 4: AtmosphereLaunch Lab: Observe Air PressureFoldablesSection 1: Earth's AtmosphereScience OnlineApplying Science: How does altitude affect air pressure?MiniLAB: Determining if Air Has MassIntegrate Life ScienceLab: Evaluating Sunscreens

Section 2: Energy Transfer in the AtmosphereIntegrate PhysicsMiniLAB: Modeling Heat Transfer

Section 3: Air MovementScience OnlineVisualizing Global WindsLab: Design Your Own: The Heat is OnScience and Language Arts: Song of the Sky Loom


Chapter 5: WeatherLaunch Lab: What causes rain?FoldablesSection 1: What is weather?Integrate Life ScienceMiniLAB: Determining Dew PointApplying Math: Dew Point

Section 2: Weather PatternsScience OnlineScience OnlineVisualizing TornadoesIntegrate Environment

Section 3: Weather ForecastsMiniLAB: Measuring RainLab: Reading a Weather MapLab: Model and Invent: Measuring Wind SpeedScience and Society: Rainmakers


Chapter 6: ClimateLaunch Lab: Tracking World ClimatesFoldablesSection 1: What is Climate?MiniLAB: Observing Solar RadiationIntegrate PhysicsApplying Science: How do cities influence temperature?

Section 2: Climate TypesSection 3: Climatic ChangesMiniLAB: Modeling El NiñoVisualizing El Niño and La NiñaIntegrate CareerScience OnlineScience OnlineLab: The Greenhouse EffectLab: MicroclimatesScience and History: The Year there was No Summer


Chapter 7: Earth in SpaceLaunch Lab: Model Earth’s ShapeFoldablesSection 1: Earth's Motions and SeasonsScience Online

Section 2: Earth's MoonIntegrate Life ScienceMiniLAB: Modeling the Moon’s RotationScience OnlineVisualizing How the Moon FormedLab: Viewing the Moon

Section 3: Our Solar SystemIntegrate CareerApplying Science: What influences a planet's atmosphere?Science OnlineMiniLAB: Interpreting Your Creature FeatureLab: Model and Invent: The Slant of the Sun's RaysScience and Society: Collision Course


Unit 3: The Basis of LifeChapter 8: Life's Structure and ClassificationLaunch Lab: Classifying LifeFoldablesSection 1: Living ThingsIntegrate HealthScience Online

Section 2: How are living things classified?MiniLAB: Communicating Ideas

Section 3: Cell StructureVisualizing MicroscopesMiniLAB: Modeling CytoplasmIntegrate Social StudiesApplying Math: Cell surface area and volumeLab: Comparing Cells

Section 4: VirusesScience OnlineLab: Design Your Own: Comparing Light MicroscopesScience and History: Cobb Against Cancer


Chapter 9: Cell ProcessesLaunch Lab: Why does water enter and leave plant cells?FoldablesSection 1: Chemistry of LifeScience OnlineMiniLAB: Observing How Enzymes WorkApplying Math: Calculate the Importance of Water

Section 2: Moving Cellular MaterialsMiniLAB: Observing DiffusionIntegrate HealthVisualizing Cell Membrane TransportLab: Observing Osmosis

Section 3: Energy of LifeIntegrate CareerScience OnlineLab: Photosynthesis and RespirationScience and Language Arts: from "Tulip"


Chapter 10: Cell ReproductionLaunch Lab: Infer About Seed GrowthFoldablesSection 1: Cell Division and MitosisIntegrate CareerMiniLAB: Modeling MitosisLab: Mitosis in Plant Cells

Section 2: Sexual Reproduction and MeiosisIntegrate ChemistryApplying Science: How can chromosome numbers be predicted?Visualizing Polyploidy in Plants

Section 3: DNAMiniLAB: Modeling DNA ReplicationScience OnlineScience OnlineLab: Use the Internet: MutationsOops! Accidents in Science: A Tangled Tale


Chapter 11: HeredityLaunch Lab: Who around you has dimples?FoldablesSection 1: GeneticsScience OnlineMiniLAB: Comparing Common TraitsVisualizing Mendel’s ExperimentsApplying Math: Punnett SquareLab: Predicting Results

Section 2: Genetics Since MendelScience OnlineMiniLAB: Interpreting Polygenic InheritanceIntegrate Career

Section 3: Advances in GeneticsIntegrate EnvironmentLab: Design Your Own: Tests for Color BlindnessScience Stats: The Human Genome


Chapter 12: Adaptations over TimeLaunch Lab: Adaptation for a HunterFoldablesSection 1: Ideas About EvolutionScience OnlineApplying Science: Does natural selection take place in a fish tank?Integrate Language ArtsMiniLAB: Relating Evolution to SpeciesLab: Hidden Frogs

Section 2: Clues About EvolutionScience OnlineVisualizing the Geologic Time ScaleIntegrate Earth Science

Section 3: The Evolution of PrimatesMiniLAB: Living Without ThumbsLab: Design Your Own: Recognizing Variation in a PopulationScience and History: Fighting HIV


Unit 4: Human Body SystemsChapter 13: Circulation and ImmunityLaunch Lab: Transportation by Road and VesselFoldablesSection 1: BloodScience OnlineMiniLAB: Modeling Scab Formation

Section 2: CirculationScience Online

Section 3: ImmunityMiniLAB: Determining Reproduction Rates

Section 4: DiseasesIntegrate Earth ScienceVisualizing Koch’s RulesApplying Science: Has the annual percentage of deaths from major diseases changed?Lab: Microorganisms and DiseaseLab: Design Your Own: Blood Type ReactionsScience and History: Have a Heart


Chapter 14: Digestion, Respiration, and ExcretionLaunch Lab: Breathing RateFoldablesSection 1: The Digestive SystemIntegrate Health

Section 2: NutritionScience OnlineMiniLAB: Comparing the Fat Content of FoodsIntegrate Social StudiesLab: Identifying Vitamin C Content

Section 3: The Respiratory SystemMiniLAB: Comparing Surface AreaVisualizing Abdominal ThrustsScience Online

Section 4: The Excretory SystemApplying Science: How does your body gain and lose water?Lab: Particle Size and AbsorptionScience and Society: Eating Well


Chapter 15: Support, Movement, and ResponsesLaunch Lab: Effect of Muscles on MovementFoldablesSection 1: The SkinIntegrate Language ArtsMiniLAB: Recognizing Why You SweatLab: Measuring Skin Surface

Section 2: The Muscular SystemVisualizing Human Body Levers

Section 3: The Skeletal SystemScience OnlineApplying Math: Volume of Bones

Section 4: The Nervous SystemScience OnlineIntegrate ChemistryMiniLAB: Observing Balance ControlLab: Design Your Own: Skin SensitivityOops! Accidents in Science: First Aid


Chapter 16: Regulation and ReproductionLaunch Lab: Model a Chemical MessageFoldablesSection 1: The Endocrine SystemApplying Math: Glucose LevelsVisualizing the Endocrine System

Section 2: The Reproductive SystemScience OnlineMiniLAB: Graphing Hormone LevelsLab: Interpreting Diagrams

Section 3: Human Life StagesIntegrate CareerMiniLAB: Interpreting Fetal DevelopmentScience OnlineIntegrate PhysicsLab: Changing Body ProportionsScience Stats: Facts About Infants


Unit 5: The Interdependence of LifeChapter 17: PlantsLaunch Lab: How do you use plants?FoldablesSection 1: An Overview of PlantsIntegrate HistoryVisualizing Plant Classification

Section 2: Seedless PlantsMiniLAB: Measuring Water Absorption by a MossScience OnlineApplying Science: What is the value of rain forests?

Section 3: Seed PlantsMiniLAB: Observing Water Moving in a PlantIntegrate HealthScience OnlineLab: Identifying ConifersLab: Use the Internet: Plants as MedicineOops! Accidents in Science: A Loopy Idea Inspires a “Fastenating” Invention


Chapter 18: Interactions of Living ThingsLaunch Lab: Space and InteractionsFoldablesSection 1: The EnvironmentIntegrate CareerScience OnlineLab: Delicately Balanced Ecosystems

Section 2: Interactions Among Living OrganismsScience OnlineMiniLAB: Observing Symbiosis

Section 3: Matter and EnergyVisualizing a Food ChainApplying Science: How do changes n Antarctic food webs affect populations?Integrate ChemistryMiniLAB: Modeling the Water CycleLab: Design Your Own: Identifying a Limiting FactorScience and Language Arts: The Solace of Open Spaces


Chapter 19: Conserving ResourcesLaunch Lab: What happens when topsoil is left unprotected?FoldablesSection 1: ResourcesMiniLAB: Observing Mineral Mining EffectsIntegrate Social StudiesVisualizing Solar Energy

Section 2: PollutionMiniLAB: Measuring Acid RainScience OnlineIntegrate HealthLab: The Greenhouse Effect

Section 3: The Three Rs of ConservationScience OnlineApplying Science: What items are you recycling at home?Lab: Model and Invent: Solar CookingScience and Language Arts: Beauty Plagiarized


Unit 6: Matter and EnergyChapter 20: Properties and Changes of MatterLaunch Lab: The Changing Face of a VolcanoFoldablesSection 1: Physical and Chemical PropertiesMiniLAB: Measuring PropertiesMiniLAB: Identifying an Unknown SubstanceScience OnlineLab: Finding the Difference

Section 2: Physical and Chemical ChangesMiniLAB: Comparing ChangesScience OnlineIntegrate AstronomyApplying Math: Converting TemperaturesVisualizing RecyclingLab: Design Your Own: Battle of the ToothpastesScience Stats: Strange Changes


Chapter 21: Substances, Mixtures, and SolubilityLaunch Lab: Particle Size and Dissolving RatesFoldablesSection 1: What is a solution?Science Online

Section 2: SolubilityIntegrate EnvironmentMiniLAB: Observing Chemical ProcessesIntegrate CareerApplying Science: How can you compare concentrations?Lab: Observing Gas Solubility

Section 3: Acidic and Basic SolutionsMiniLAB: Observing a Nail in a Carbonated DrinkVisualizing Acid PrecipitationScience OnlineIntegrate Life ScienceScience OnlineLab: Testing pH Using Natural IndicatorsScience Stats: Salty Solutions


Chapter 22: States of MatterLaunch Lab: Experiment with a Freezing LiquidFoldablesSection 1: MatterIntegrate HistoryScience Online

Section 2: Changes of StateIntegrate PhysicsVisualizing States of MatterScience OnlineApplying Science: How can ice save oranges?MiniLAB: Observing VaporizationScience OnlineLab: The Water Cycle

Section 3: Behavior of FluidsMiniLAB: Predicting a WaterfallApplying Math: Calculating DensityScience OnlineLab: Design Your Own: Design Your Own ShipOops! Accidents in Science: The Incredible Stretching Goo


Chapter 23: Newton's Laws of MotionLaunch Lab: Observe motion Along Varying SlopesFoldablesSection 1: MotionApplying Math: A Swimmer’s Average SpeedMiniLAB: Measuring MotionApplying Math: Skateboard Acceleration

Section 2: Newton's First LawIntegrate HealthScience Online

Section 3: Newton's Second LawApplying Math: The Force On A Bike And RiderScience OnlineVisualizing FrictionLab: Static and Sliding Friction

Section 4: Newton's Third LawMiniLAB: Observing the Laws of MotionLab: Design Your Own: Balanced and Unbalanced ForcesScience and Society: Bigger, Higher, Faster


Chapter 24: Energy and Energy ResourcesLaunch Lab: Marbles and EnergyFoldablesSection 1: What is energy?Section 2: Energy TransformationsScience OnlineMiniLAB: Analyzing Energy TransformationsVisualizing Energy TransformationsIntegrate Life ScienceLab: Hearing with Your Jaw

Section 3: Sources of EnergyIntegrate Earth ScienceScience OnlineApplying Science: Is energy consumption outpacing production?MiniLAB: Building a Solar CollectorLab: Use the Internet: Energy to Power Your LifeScience Stats: Energy to Burn


Student ResourcesScience Skill HandbookScientific MethodsSafety in the Science Laboratory

Extra Try at Home LabsTechnology Skill HandbookComputer SkillsPresentation Skills

Math Skill HandbookMath ReviewScience Applications

Reference HandbooksRocksMineralsWeather Map SymbolsUse and Care of a MicroscopeDiversity of Life: Classification of Living OrganismsPeriodic Table of the Elements

English/Spanish GlossaryIndexCredits

Feature ContentsCross-Curricular ReadingsNational GeographicUnit OpenersVisualizing

TIME Science and SocietyTIME Science and HistoryOops! Accidents in ScienceScience and Language ArtsScience Stats

LABSLaunch LABMiniLABMiniLAB Try at HomeOne-Page LabsTwo-Page LabsDesign Your Own LabsModel and Invent LabsUse the Internet Labs

ActivitiesApplying MathApplying ScienceIntegrateScience OnlineStandardized Test Practice

Student WorksheetsChapter 1: The Nature of ScienceChapter 2: MineralsChapter 3: RocksChapter 4: AtmosphereChapter 5: WeatherChapter 6: ClimateChapter 7: Earth in SpaceChapter 8: Life's Structure and ClassificationChapter 9: Cell ProcessesChapter 10: Cell ReproductionChapter 11: HeredityChapter 12: Adaptations over TimeChapter 13: Circulation and ImmunityChapter 14: Digestion, Respiration, and ExcretionChapter 15: Support, Movement, and ResponsesChapter 16: Regulation and ReproductionChapter 17: PlantsChapter 18: Interactions of Living ThingsChapter 19: Conserving ResourcesChapter 20: Properties and Changes of MatterChapter 21: Substances, Mixtures, and SolubilityChapter 22: States of MatterChapter 23: Newton's Laws of MotionChapter 24: Energy and Energy ResourcesMastering Standardized TestsChapter 1: The Nature of ScienceChapter 2: MineralsChapter 3: RocksChapter 4: AtmosphereChapter 5: WeatherChapter 6: ClimateChapter 7: Earth in SpaceChapter 8: Life's Structure and ClassificationChapter 9: Cell ProcessesChapter 10: Cell ReproductionChapter 11: HeredityChapter 12: Adaptations over TimeChapter 13: Circulation and ImmunityChapter 14: Digestion, Respiration, and ExcretionChapter 15: Support, Movement, and ResponsesChapter 16: Regulation and ReproductionChapter 17: PlantsChapter 18: Interactions of Living ThingsChapter 19: Conserving ResourcesChapter 20: Properties and Changes of MatterChapter 21: Substances, Mixtures, and SolubilityChapter 22: States of MatterChapter 23: Newton's Laws of MotionChapter 24: Energy and Energy Resources

Probeware LabsTo the StudentGetting Started with ProbewareSafety in the LabSafety SymbolsLife Science LabsLab 1: Size Limits of CellsLab 2: Exercise and Heart RateLab 3: Cooking with BacteriaLab 4: Sweat is CoolLab 5: Biodiversity and Ecosystems

Earth Science LabsLab 6: The Effect of Acid Rain on LimestoneLab 7: The Formation of CavesLab 8: Measuring EarthquakesLab 9: Predicting the WeatherLab 10: How are distance and light intensity related?

Physical Science LabsLab 11: How fast do you walk?Lab 12: Transforming EnergyLab 13: Endothermic and Exothermic ProcessesLab 14: Thermal ConductivityLab 15: Let the Races Begin!

Appendix A: Using the TI-73 to Create a HistogramAppendix B: Using the TI-83 Plus Graphing Calculator to Create a HistogramAppendix C: Using the TI-73 Graphing Calculator to Create a Box Plot and Display StatisticsAppendix D: Using the TI-83 Plus Graphing Calculator to Box Plot and Display StatisticsAppendix E: Using the TI-73 Graphing Calculator to Create a Circle Graph

Reading and Writing Skills ActivitiesActivity 1Activity 2Activity 3Activity 4Activity 5Activity 6Activity 7Activity 8Activity 9Activity 10Activity 11Activity 12Activity 13Activity 14Activity 15Activity 16Activity 17Activity 18Activity 19Activity 20Activity 21Activity 22Activity 23Activity 24Activity 25Activity 26

Reading EssentialsChapter 1: The Nature of ScienceChapter 2: MineralsChapter 3: RocksChapter 4: AtmosphereChapter 5: WeatherChapter 6: ClimateChapter 7: Earth in SpaceChapter 8: Life's Structure and ClassificationChapter 9: Cell ProcessesChapter 10: Cell ReproductionChapter 11: HeredityChapter 12: Adaptations over TimeChapter 13: Circulation and ImmunityChapter 14: Digestion, Respiration, and ExcretionChapter 15: Support, Movement, and ResponsesChapter 16: Regulation and ReproductionChapter 17: PlantsChapter 18: Interactions of Living ThingsChapter 19: Conserving ResourcesChapter 20: Properties and Changes of MatterChapter 21: Substances, Mixtures, and SolubilityChapter 22: States of MatterChapter 23: Newton's Laws of MotionChapter 24: Energy and Energy Resources

Science Inquiry LabsSafety SymbolsSafety GuidelinesSI Reference SheetLaboratory EquipmentScience as InquiryActivity 1: It's a Small WorldActivity 2: Designing a Classification SystemActivity 3: Effects of Acid RainActivity 4: Growth Rings as Indicators of ClimateActivity 5: Radiation and Its Effects on SeedsActivity 6: Survival in Extreme ClimatesActivity 7: Upfolds and DownfoldsActivity 8: Making WavesActivity 9: A Trip Around the WorldActivity 10: Investigating DiatomiteActivity 11: Coal: What's My Rank?Activity 12: Tornado in a JarActivity 13: Identifying Metals and NonmetalsActivity 14: The Inside Story of PackagingActivity 15: Lenses that MagnifyActivity 16: Electrolytes and ConductivityActivity 17: Curds and WheyActivity 18: Cabbage ChemistryActivity 19: States of MatterActivity 20: Isotopes And Atomic Mass

Study Guide and ReinforcementChapter 1: The Nature of ScienceChapter 2: MineralsChapter 3: RocksChapter 4: AtmosphereChapter 5: WeatherChapter 6: ClimateChapter 7: Earth in SpaceChapter 8: Life's Structure and ClassificationChapter 9: Cell ProcessesChapter 10: Cell ReproductionChapter 11: HeredityChapter 12: Adaptations over TimeChapter 13: Circulation and ImmunityChapter 14: Digestion, Respiration, and ExcretionChapter 15: Support, Movement, and ResponsesChapter 16: Regulation and ReproductionChapter 17: PlantsChapter 18: Interactions of Living ThingsChapter 19: Conserving ResourcesChapter 20: Properties and Changes of MatterChapter 21: Substances, Mixtures, and SolubilityChapter 22: States of MatterChapter 23: Newton's Laws of MotionChapter 24: Energy and Energy Resources

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