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Mitosis: The Amazing Cell Process that Uses Division to Multiply! (Updated)

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Assessment Part 1 - Criterion C and D i-iii

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Assessment Part 1 - Criterion C and D i-iii

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You will be able to analyze and evaluate genetic inheritance patterns using Mendel's laws and Punnett squares to predict offspring characteristics and explain the role of meiosis in genetic variation.

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Assessment Part 2-Video Production- Criterion D

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Assessment Part 2-Video Production- Criterion D

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You will reflect on the implications of genetics on society and the environment, demonstrating understanding of how scientific knowledge is applied to solve problems and inform personal and social decisions.

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How do traits pass from parents to offspring, and what factors influence genetic variation in populations? This question will guide our 5-week exploration of genetics.

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Introduction to Genetics - Direct Instruction

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Introduction to Genetics - Direct Instruction

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Teacher-led presentation covering basic genetic terminology: genes, alleles, chromosomes, dominant/recessive traits. Interactive demonstration using coin flips to model probability in genetics.

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DNA, Chromosomes, Genes, and Traits: An Intro to Heredity

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Mendel's Law Investigation - Guided Practice

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Mendel's Law Investigation - Guided Practice

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Students work in pairs to analyze Mendel's pea plant experiments. Use digital tools to model crosses and discuss the law of segregation and independent assortment. Groups share findings using collaborative digital boards.

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Mendel’s First Experiment: Mendel’s First Set of Experiments

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Learn about Mendel’s pea plant experiments, the results of F1 and F2 generations, and his first law of…

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Breeding and Selective Breeding Case Studies

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Breeding and Selective Breeding Case Studies

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Examine real-world examples of selective breeding in agriculture and animal husbandry. Students research and present different breeding programs and their genetic outcomes.

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Learn about this topic in these articles:

Assorted References

use in

animal breeding

In

agricultural sciences: Animal sciences
...agricultural animals were subjected to selective breeding to some extent. Modifying livestock and poultry to meet consumer demands requires the application of scientific principles to the selection of superior breeding animals and planned matings. For example, consumers have come to prefer more lean tissue and less fat in meat, and...
Read More

In

animal breeding
Selective breeding involves using knowledge from several branches of science. These include genetics, statistics, reproductive physiology, computer science, and molecular genetics. This article discusses the basic principles of how populations of animals can be changed by application of these principles, and a brief discussion of...
Read More

goldfish
In

aquarium: Historical background
Their selective breeding of ornamental goldfish was later introduced to Japan, where the breeding of ornamental carp was perfected. The ancient Romans, who kept fish for food and entertainment, were the first known
Read More

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Other articles where selective breeding is discussed: zoology: Applied zoology: ...largely as a consequence of selective breeding and improved animal nutrition. The purpose of selective breeding is to develop livestock whose desirable traits have strong heritable components and can therefore be propagated.

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Structured debate activity where students argue for and against various genetic engineering applications. Research different perspectives on GMOs, gene therapy, and CRISPR technology.

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CRISPR: Five New Debates on Genetic Engineering

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CRISPR is a recently developed method for making targeted changes in the genetic material DNA. It functions as a pair of "genetic scissors", which can remove, replace or add specific segments of DNA in humans, animals and plants.

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Remediation Activity - Genetics Vocabulary Games

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Remediation Activity - Genetics Vocabulary Games

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For students needing additional support: interactive vocabulary matching games, genetics crossword puzzles, and simplified inheritance pattern activities with visual aids.

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Vocabulary Genetics - Teaching resources

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Genetics - Genetics Vocabulary - Genetics Vocabulary - Genetics - Genetics - Essential Vocabulary of Genetics - Unit 10 Genetics Vocabulary

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Extension Activity - Population Genetics Modeling

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Extension Activity - Population Genetics Modeling

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Advanced students explore Hardy-Weinberg equilibrium and use mathematical models to predict allele frequencies in populations over time. Introduction to genetic drift concepts.

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This online tool simulates how allele and genotype frequencies respond to natural selection, genetic drift (including population bottlenecks), mutation, migration, inbreeding, and assortative mating.

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Whole-class discussion where students share key insights about genetic inheritance and connect learning to real-world applications. Address the essential question as a group.

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Students complete a reflection form: 'What was the most surprising thing you learned about genetics?' and 'How might this knowledge influence your future decisions?' Submit digitally for teacher review.

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Students create individual concept maps connecting all major genetics topics studied. Share and discuss connections between inheritance, cell division, and genetic engineering.

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Find and analyze a current news article about genetics research or genetic engineering applications. Write a one-page summary connecting the article to concepts learned in class.

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Interview family members about inherited traits and create a family pedigree chart showing the inheritance of at least three observable traits across generations.

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Choose one genetic disorder to research in depth. Create a fact sheet including inheritance pattern, symptoms, treatment options, and current research. Present findings to class.

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The introduction video of our first science class.

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Inheritance Explained || How do we inherit features from our parents?

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An introduction of key terms.

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DNA, Chromosomes, Genes, and Traits: An Intro to Heredity

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Learn more about Allele and Genes here.

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Watch this to get a broad and detailed overview.

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Genetics for beginners | Genes Alleles  Loci on Chromosomes |

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Studio Time Week02_SHORT_Prove It Mendel Text Evidence Activity

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Studio Time Week02_SHORT_Prove It Mendel Text Evidence ActivityAnswer Key

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Identical twins have exactly the same DNA, but they are not exactly alike. Each twin has his or her own personality, talents, likes, and dislikes. There are even diseases that appear in one twin but not the other, including arthritis, diabetes, autism, schizophrenia, cancer, and many others. The differences between identical twins don't come from DNA-they all come from external factors.

Scientists often study twins to understand how genes and the environment work together to affect traits. They compare traits in identical twins, who have identical DNA, and fraternal twins, who share half their DNA, just like any siblings. If a characteristic appears more frequently in identical twin pairs than in fraternal twin pairs, then it has an inherited component.

The differences between identical twins don't come from DNA-they all come from external factors.

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Identical twins have exactly the same DNA, but they are not exactly alike. Each twin has his or her own personality, talents, likes, and dislikes. There are even diseases that appear in one twin but not the other, including arthritis, diabetes, autism, schizophrenia, cancer, and many others.

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NEW! ASK Britannica... YOUR QUESTIONS. OUR ANSWERS, POWERED BY AI.

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Mendelian Genetics and the Laws of Heredity

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Monohybrids and the Punnett Square Guinea Pigs

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The order of building blocks in a strand of DNA makes up a "sequence." We can read a DNA sequence like letters in a book. In fact, we know the sequence of the entire human genome-all 3 billion letters. That's enough information to fill roughly 1,000 200-page books!

Contained within the 3 billion letters of the human genome are about 21,000 genes. Most of our known genes code for proteins, but some code for RNA molecules.

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The order of building blocks in a strand of DNA makes up a "sequence." We can read a DNA sequence like letters in a book. In fact, we know the sequence of the entire human genome-all 3 billion letters. That's enough information to fill roughly 1,000 200-page books!

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How to construct Punnett squares - Genetic inheritance - part one - Edexcel - GCSE Biology (Single Science) Revision - Edexcel - BBC Bitesize

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Revise genetic inheritance including mutation and variation, genetics and the work of Mendel, genetic crosses, constructing Punnett squares and family trees

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Explaining inheritance: Mendel and beyond Higher AQA KS4 | Y10 Biology Lesson Resources | Oak National Academy

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View lesson content and choose resources to download or share

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Mendel’s Laws of Inheritance - Mendelian Inheritance - Biology Notes Online

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Mendelian inheritance, also referred to as Mendelism or Mendelian genetics, encompasses a crucial set of principles that elucidate the intricate process by which hereditary traits are transmitted from parents to their offspring.

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Codominance | Genetics | Biology | FuseSchool

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Multiple Alleles (ABO Blood Types) and Punnett Squares

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Multiple Alleles (ABO Blood Types) and Punnett Squares

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Multiple Alleles (ABO Blood Types) and Punnett Squares

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Punnett Squares and Sex-Linked Traits (UPDATED)

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Sex Linked Traits: Baldness and Hemophilia

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Students work in pairs to solve increasingly complex Punnett square problems in a tournament format. Starting with simple monohybrid crosses and progressing to dihybrid crosses, teams compete to solve genetic problems accurately and quickly. Winners advance to face more challenging scenarios.

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Punnett Square Mastery - Independent Practice

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Punnett Square Mastery - Independent Practice

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Complete progressively challenging Punnett square problems, starting with monohybrid crosses and stop at dihybrid crosses (if you understand it continue). Self-check answer keys provided for immediate feedback.

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Students create choreographed movements to represent the stages of mitosis and meiosis. Different groups are assigned different phases and must demonstrate chromosome movement, cell division, and genetic variation through dance. This kinesthetic activity helps students remember the differences between the two processes.

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Working in small groups, students create stop-motion animations showing the stages of mitosis and meiosis using clay, drawings, or digital tools. They must accurately represent chromosome behavior, spindle formation, and cell division. Final animations are shared with the class for peer evaluation.

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Using microscope simulations or virtual lab software, students observe and identify different stages of mitosis and meiosis in various cell types. They create detailed diagrams and compare their observations, developing skills in scientific observation and documentation while studying cell division processes.

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BioNetwork's Virtual Microscope is the first fully interactive 3D scope - it's a great practice tool to prepare you for working in a science lab.

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How Mendel's pea plants helped us understand genetics - Hortensia Jiménez Díaz

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Introduction to GENE INHERITANCE (BBC BITESIZE KS3 Biology)

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Cell Division Deep Dive - Mitosis vs Meiosis

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Cell Division Deep Dive - Mitosis vs Meiosis

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Interactive lesson comparing mitosis and meiosis processes. Students create comparison charts and use online simulations to observe chromosome behavior during each type of division.

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Mitosis vs. Meiosis: Side by Side Comparison

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Login to access and create your next design.

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Lesson Two Codominance and Incomplete Dominance

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Lesson Two Codominance and Incomplete Dominance - Answers

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Strand i – Presenting Data

1. Draw a simple table or diagram showing how Gregor Mendel crossed pea plants and tracked one trait (e.g., flower colour). Label parental and offspring generations.

2. Create a mini-Punnett square showing codominance, another one incomplete dominance and sex-linkage.

Strand ii – Interpreting Data

3. In codominance, crossing two pink flowers gives 1 red : 2 speckled : 1 white. What percentage of offspring would you expect to be speckled?

4. A cross between X-linked alleles for colour blindness (N=normal): mother X^N X^n, father X^n Y. **What is the probability that a girl vs. a boy is color blind?

5. A student predicts: “If both parents have one recessive allele, then all children will show that recessive trait.” Based on Mendelian crosses for a single trait (e.g., earlobe attachment), is this hypothesis always correct? Explain why or why not using examples.

6. A student claims: “Blood type inheritance always follows a simple dominant-recessive pattern.” Evaluate this statement using your knowledge of codominance and multiple alleles.

Strand iv – Discuss the validity of the method

7. Imagine a student wants to test sex-linked traits in fruit flies. What could make their results less reliable or valid? List at least two possible issues.

8. In a mitosis model simulation, students separated chromosomes manually. What aspects of the method could affect accuracy? How could it be improved?

Strand v – Improvements or extensions

9. Suggest one improvement for a plant inheritance experiment that would give more reliable data (consider sample size, repetition, or controlling variables).

10. Suggest one extension to a meiosis simulation that would help students better understand the process (compared to our classroom trial).

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Criterion D PRACTICE – Reflecting on the Impacts of Science

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Criterion D PRACTICE – Reflecting on the Impacts of Science

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D(i) – Describe ways science is applied to solve a problem or issue

1. Give one real-life example of how understanding Mendel’s principles helps farmers or gardeners improve crops. Explain in 1–2 sentences.

2. Blood typing is used in medicine. Write one sentence explaining how knowing blood type can prevent problems during transfusions.

3. Explain one way that learning about sex-linked traits could help doctors or families manage inherited conditions.

4. Using meiosis, explain one reason why variation is important in agriculture or in nature.

D(ii) – Discuss and analyse implications of science applications
5. ADVANCED(Not directly relevant for AssessPrep): Codominance in blood type can affect organ donation compatibility. Explain why understanding this is important for communities.
6. Breeders prefer a certain appearance of their animals because it sells better. Discuss one possible consequence of breeding only that color (think about variation, disease, or market risk).
8. Why might it be risky to rely only on Mendelian predictions in real life? Give one example.

Optional Extension – Reflection / Language Use (D iii)
9. List all key scientific terms you have used when answering D(i) and D(ii) questions in this Padlet column

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Another Practice around the Construction of Punnett squares

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Another Practice around the Construction of Punnett squares

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How to construct Punnett squares - Genetic inheritance - part one - Edexcel - GCSE Biology (Single Science) Revision - Edexcel - BBC Bitesize

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Revise genetic inheritance including mutation and variation, genetics and the work of Mendel, genetic crosses, constructing Punnett squares and family trees

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Family trees - Genetic inheritance - 4th level Science Revision - BBC Bitesize

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Learn about genetic inheritance and revise the different types of genes for Fourth Level Science

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A species is a group of similar organisms that can breed with one another to produce offspring. For example, humans are one species and dogs are another species.

Individuals of the same species can reproduce to make more individuals of the same species. Two individuals belonging to different species cannot normally reproduce together. If they do, their offspring is often and unable to reproduce.

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Species and selective breeding - Inheritance and genetics - KS3 Biology - BBC Bitesize

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How can selective breeding create a desirable outcome? Find out with BBC Bitesize. For students between the ages of 11 and 14.

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NHS plans to DNA test all babies in England to assess disease risk

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Scheme is part of the government’s 10-year plan for the NHS in England aimed at easing pressure on services.

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NEW! ASK Britannica... YOUR QUESTIONS. OUR ANSWERS, POWERED BY AI.