Oct14


 * 1) =Activity Topic: Genetic Variance=

=Teacher Description Sheet=

__Overview and Purpose__:
To get students to explore genetic variance among species. The students will measure and graph the variation between the individuals in a species. Designed to introduce students to Mendelian genetics through critical thinking and exploration.

__Approximate Time line__ - 5 minute introduction and organizing; 5-10 minutes separating into species; 10-15 minutes measuring and graphing species-specific data; 5-10 minutes for coin tossing, recording and graphing; 10-15 minutes each for every additional representation of variance; 10-15 minutes comparing data and starting post-lab questions

__Student Objectives__:
1) Students will collect data that they deem important 2) Students will discover patterns of variance and learn to graph data 3) Students will walk away with a good understanding of how genetics apply to the world

__Inquiry Level:__
Teacher-Initiated Inquiry

__Standards:__
**11.A.5b** Design procedures to test the selected hypotheses. **11.A.4c** Collect, organize and analyze data accurately and precisely. **11.B.5b** Select criteria for a successful design solution to the identified problem. **11.B.4c** Develop working visualizations of the proposed solution designs (e.g., blueprints, schematics, flowcharts, cad-cam, animations). **11.B.4d** Determine the criteria upon which the designs will be judged, identify advantages and disadvantages of the designs and select the most promising design. **12.A.4a** Explain how genetic combinations produce visible effects and variations among physical features and cellular functions of organisms. **13.A.5b** Explain criteria that scientists use to evaluate the validity of scientific claims and theories.

__Materials List:__
1) Shells - enough for each pair of students to have 10 or more of the same species to study. 2) Coins - enough for each pair of students to have 2 coins 3) Any other item that can represent the variance curve 4) Metric rulers - one for each group 5) Color sheets - so students can possibly use color as a criteria 6) Weight scales - so students can possibly use weight as a criteria 7) Lab handouts 8) Graphing paper - so students can graph the information from there tables

__Teacher Preparation Instructions:__

 * Put mixture of shells in area that whole class can look at and actively organize at.
 * Make sure there are enough different types of species available and the number in the different types for each group to get at least 10 shells of the same species
 * A few groups of students may be studying the same species
 * Small shells can be bought on eBay for under $5 for more than 1000 of them
 * Put enough coins in container for each pair of students to have two coins
 * May want to give them fake coins so they do not steal them
 * Make sure to know the type and number of coins given out in order to make sure you get all of them back

__Safety Instructions:__
1) Students need to be careful with shells to not break them because then they could have jagged edges 2) Wash hands after using coins because they can spread germs

__Resources:__
1) Black, Suzanne, Randy Moore, and Heidi Hangen. __Biology Labs That Work: The Best of How-To-Do-Its, Volume 2__. Reston: National Association of Biology Teachers, 2000.

2) __Illinois State Science Standards__. Illinois State Board of Education. 6 Oct. 2010. <[]>.

__Teacher answer key__:
[|Key] = =

__Student Lab Handout__
[|Handout]

Write the student Lab in a Google Doc, and link it here, so we can view it.