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Performance Task:
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Notes to the teacher: Students should be paired off
for this activity. If other classes are doing the same task, you might
aggregate the data for all the classes to get an even better data base. Your task is to create a hypothetical individual using probability devices
to determine the genotype and phenotype for a number of physical traits. First identify at least five
physical traits for your hypothetical creation (such as hair color, eye color, etc.) Decide on a probability
device that you can use to determine each physical trait. For example, a coin could be flipped for
shortness/tallness. Or, a four-division spinner could be used for hair color (brown, blonde, black, red).
With your
partner, use your probability devices to determine the physical traits of your hypothetical individual. Record your
results and complete a color portrait of what your new creation would look like at your age.
Next, survey and record the physical traits of several individuals you know
(children, adults, other students, teachers, etc.). Use the same physical traits you used in creating your
hypothetical individual.
Combine your data with the other students in your class so that you have a large
database. Enter your combined data into a spreadsheet format and create graphic
displays of the data. Create a new individual based on your class data and compare that individual to the one
you created previously. Write a brief summary of your experiment, stating any conclusion(s) that
you reach.
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Knowledge / Skills:
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Examine the foundations of genetics involving
heredity and inherited traits passed on through generations, understand the
gene-chromosome concept, and apply classical genetic studies (Mendelian
genetics). (s12)
Determine the probability of single and compound
events using the basic premise that the probability of an event is equal to
the number of ways it can occur divided by the total number of
outcomes. (m25)
Use expository writing skills in subjects other
than English language arts. (ela58)
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Rubric:
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4 Points =
The student completes the assigned task. He/she shows an in-depth
understanding of the genetic principles involved and presents a neat, complete
project that includes data sheets, a portrait of the created individual and
graphic representation of aggregated data. The student shows a good understanding of the experimental process and clearly states one conclusion
reached from the activity.
3 Points = The student is able to perform the
assigned task only with coaching. He/she shows a limited understanding of the genetic principles involved. His/her presentation
lacks neatness or does not include all of the required components. The student shows some
understanding of the experimental process. He/she states one conclusion, but has difficulty expressing it
using good English.
2 Points = The student needs substantial assistance
to perform the task. He/she shows a lack of knowledge of the genetic principles
involved. His/her presentation is sloppy and lacks some of the required
components. The student shows only limited understanding of the
experimental process. He/she attempts to write a conclusion, but it is
vague and has little meaning.
1 Point = The student does not complete the task. He/she shows little,
if any, understanding of the genetic principles involved. His/her work is
messy, inaccurate and poorly organized. The student shows no real
understanding of the experimental process and is unable to reach any
conclusion from the experiment.
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