High School: Genetics

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Model the biochemical structure, either 3-D or computer-based, of DNA based on the experimental evidence available to Watson and Crick (Chargaff, 1950; Franklin, 1951).GEN.1A.1

Explain the importance of the historical experiments that determined that DNA is the heritable material of the cell (Griffith, 1928; Avery, McCarty & MacLeod, 1944; Hershey & Chase, 1952).GEN.1A.2

Relate the structure of DNA to its specific functions within the cell.GEN.1A.3

Conduct a standard DNA extraction protocol using salt, detergent, and ethanol from various cell types (e.g., plant, animal, fungus). Compare and contrast the consistency and quantity of DNA extracted from various cell types.GEN.1A.4

Enrichment: Use an engineering design process to refine the methodology to optimize the DNA-extraction process for various cell types.GEN.1A.5

Investigate the structural differences between the genomes (i.e., circular/linear chromosomes and plasmids) found in prokaryotes and eukaryotes.GEN.1A.6

Compare and contrast various proposed models of DNA replication (i.e., conservative, semi-conservative, and disruptive). Evaluate the evidence used to determine the mechanism of DNA replication.GEN.1B.1

Develop and use models to illustrate the mechanics of DNA replication.GEN.1B.2

Microscopically observe and analyze the stages of the cell cycle (G1-S-G2-M) to describe the phenomenon, and identify methods at different cell cycle checkpoints through which the integrity of the DNA code is maintained.GEN.1B.3

Compare and contrast the structure of RNA to DNA and relate this structure to the different function of each molecule.GEN.2A.1

Describe and model how the process of transcription produces RNA from a DNA template in both prokaryotes and eukaryotes.GEN.2A.2

Develop a model to show the relationship between the components involved in the mechanics of translation at the ribosome.GEN.2A.3

Analyze the multiple roles of RNA in translation. Compare the structure and function of tRNA, rRNA, mRNA, and snRNA.GEN.2A.4

Enrichment: Evaluate Beadle and Tatum's "One Gene-One Enzyme Hypothesis" (1941) in the development of the central dogma (DNA → RNA → Protein). Explain how new discoveries, such as alternate splicing of introns, have led to the revision of the central dogma.GEN.2A.5

Identify factors that cause mutations (e.g., environmental, errors in replication, and viral infections).GEN.2B.1

Explain how these mutations may result in changes in protein structure and function.GEN.2B.2

Describe cellular mechanisms that can help to minimize mutations (e.g., cell cycle checkpoints, DNA polymerase proofreading, and DNA repair enzymes).GEN.2B.3

Investigate the role of mutations and the loss of cell cycle regulation in the development of cancers.GEN.2B.4

Enrichment: Use an engineering design process to research the current status of genetic technology and personalized medicine, then propose and test targeted medical or forensic applications.GEN.2B.5

Explain and demonstrate the use of various tools and techniques of DNA manipulation and their applications in forensics (e.g., paternity and victim/suspect identification), agriculture (e.g., pesticide or herbicide resistance, improved yields, and improved nutritional value), and personalized medicine (e.g., targeted therapies, cancer treatment, production of insulin and human growth hormone, and engineering insect vectors of human parasites).GEN.3A.1

Experimentally demonstrate genetic transformation, protein purification, and/or gel electrophoresis.GEN.3A.2

Enrichment: Use an engineering design process to refine methodology and optimize the process of genetic transformation, protein purification, and/or gel electrophoresis.GEN.3A.3

Enrichment: Develop logical arguments based on scientific evidence for and against ethical concerns regarding biotechnology/bioengineering.GEN.3A.4

Demonstrate Mendel's law of dominance and segregation using mathematics to predict phenotypic and genotypic ratios.GEN.4A.1

Illustrate Mendel's law of independent assortment by analyzing multi-trait cross data sets for patterns and trends.GEN.4A.2

Investigate traits that follow non-Mendelian inheritance patterns (e.g., incomplete dominance, codominance, multiple alleles, autosomal linkage, sex-linkage, polygenic, and epistasis).GEN.4A.3

Construct pedigrees from observed phenotypes. Analyze and interpret data to determine patterns of inheritance and disease risk.GEN.4A.4

Enrichment: Construct maps of genes on a chromosome based on data obtained from 2- and/or 3- point crosses or from recombination frequencies.GEN.4A.5

Model the inheritance of chromosomes through meiotic cell division and demonstrate how meiosis and sexual reproduction lead to genetic variation in populations.GEN.5A.1

Explain how natural selection acts upon genetic variability within a population and may lead to changes in allelic frequencies over time and evolutionary changes in populations.GEN.5A.2

Describe processes that cause changes in allelic frequencies (e.g., nonrandom mating, small population size, immigration and emigration, genetic drift, and mutation).GEN.5A.3

Apply the Hardy-Weinberg formula to analyze changes in allelic frequencies due to natural selection in a population. Relate these changes to the environmental fitness of the phenotypes.GEN.5A.4

Enrichment: Analyze computer simulations of the effects of natural selection on allelic frequencies in a population.GEN.5A.5

Enrichment: Apply the concept of natural selection to analyze differences in human populations (e.g., skin color, lactose persistence, sickle cell anemia, and malaria).GEN.5A.6

Enrichment: Use genomic databases for sequence analysis and apply the information to species comparisons, evolutionary relationships, and/or determine the molecular basis of inherited disorders.GEN.5A.7