Ashley Hughes

Subject: Biology
Unit Topic: Genetics
Grade Level: 10th
Content OutlineI) Fundamentals of Genetics
A) Mendels Legacy
1) Gregor Mendel
2) Mendels Experiments
3) Mendels Results and Summary
4) Support for Mendels findings
B) Genetic Crosses
1) Genotype and Phenotype
2) Probability
3) Predicting Monohybrid Crosses
4) Predicting Dihybrid Crosses

Standard(s)3.1.B.B5: Patterns. Describe how Mendels laws of segregation and independent assortment can
be observed through patterns of inheritance. Distinguish among observed inheritance patterns
caused by several types of genetic traits (dominant, recessive, codominant, sex-linked, polygenic,
incomplete dominance, multiple alleles). Change and consistency. Explain how gene actions,
patterns of hereditary, and reproduction of cells and organisms account for the continuity of life.
Scale. Demonstrate how inherited characteristics can be observed at the molecular, cellular, and
organism levels.
Learning outcomes
1. Remembers the meanings of general terms. (Level 1)
2. Remembers basic facts. (Level 1)
3. Comprehends basic procedures. (Level 2)
4. Applies knowledge and principals. (Level 3)
Objectives
1. Remembers the meanings of general terms. (Level 1)
1.1.
The students will be able to identify the correct definitions of general terms.
1.2.
The students will be able to distinguish the differences between the terms and
their meanings.
2. Remembers basic facts. (Level 1)
2.1. The students will be able to identify and explain Gregor Mendels relationship and
contributions to the world of genetics.
2.2. The students will be able to explain Mendels pea plant experiments.

2.3. The students will be able to describe how Mendel was able to control the pollination
of his pea plants.
2.4. The students will be able to distinguish between recessive and dominant traits.
3. Comprehends basic procedures. (Level 2)
3.1. The students will be able to recognize the steps of Gregor Mendels experiments on
true breeding peas.
3.2. The students will be able to understand the results of the pea plant experiments.
3.3. The students will be able to state the laws that were developed from Mendels
experiments.
3.4. The students will be able to describe how probability is used to help predict the
results of genetic crosses.
4. Applies knowledge and principals. (Level 3)
4.1.
The students will be able to solve punnett squares for monohybrid and dihybrid
genetic crosses for F1 and F2 generations.
4.2.
The students will be able to predict and solve for phenotypic and genotypic ratios
of a two and three trait cross.
4.3 The students will be able to differentiate between the genotype and phenotype of an
organism.
4.4 The students will be able to demonstrate their understanding of dominant and
recessive traits through experimenting and the use of punnett squares.
4.5 Students will be able to apply their heredity knowledge of genes through
experimentation.

Outcomes / Content
Genetics
Study of Genetics
Mendel
Mendels Experiments
Mendels Results
Genotype/Phenotype
Probability
Monohybrid
Dihybrid

Remember
5
4
1
1
2
1

Understand

Apply

Analyze

Evaluate

1
1
5
3
1

Total

Total # of
items
6
4
1
2
7
1
3
1
25

Name: ___Answer Key

Period: ___________

Date: ____________

Genetics Unit Test

Directions:
This test measures your knowledge and understanding along with your ability to
apply the material that we have covered in the past few weeks. You are given
the full class period of 50 minutes to complete this test. The types of questions
that you will see in this test are: multiple choice, interpretive, true or false,
matching, short answer, and essay. This test is worth a total of 35 points. Make
sure that you have an answer chosen or written for every question and keep your
eye on the time. Stay calm and focused Good Luck!
Multiple Choice: Clearly circle the best and most complete answer. There is only one
correct answer for each question. Each question is worth 2 points.
1. Which of the following scientists is known as the founding father of genetics?
a. Gregor Mendel
b. Carolus Linnaeus
c. Robert Hooke
d. Charles Darwin
2. Which form or forms of pollination did Mendel use in his breeding experiments?
a. Self-pollination
b. Insect pollination
c. Cross-pollination
d. Both A and C
3. Which of the following is NOT a correct statement about Mendels breeding
experiments?
a. All of the parent plants were true-breading plants.
b. The passive of specific traits was able to be observed through successive
generations.
c. All of the F1 generation showed a phenotype that was intermediate between the
two parents.
d. The F2 generation had an observed ratio of 3:1 (meaning that for every three
purple flowers, there was one white flower).
4. Which of the following represents a heterozygous genotype individual?
a. rr
b. r
c. Rr
d. RR

5. In a monohybrid cross of one homozygous dominant (PP) parent and one heterozygous
(Pp) parent, what would the expected genotypes of the offspring be?
a. All Pp
b. 2 PP : 2 Pp
c. 1 PP : 2 Pp : 1 pp
d. 3 Pp : 1 pp
6. In a dihybrid cross between a tall purple flower (TtPp) and a short red flower (ttpp), what
is the probability of getting a tall red flower? (Feel free to draw out the punnett square if
needed)
a. 25%
b. 75%
c. 45%
d. 100%
7. How many different characteristics did Mendel observe during his pea plant experiments?
a. 5
b. 8
c. 3
d. 7
8. In generation F1 of Mendels pea plant experiments some traits had disappeared, but then
reappeared again in generation F2. What did Mendel propose about those observations?
a. Genetic mutations had occurred in the F2 generation, causing the traits that had
been lost in the F1 generation to reappear.
b. Traits can either be dominant or recessive, in this case the recessive traits were all
paired with a dominant trait and were not able to show up.
c. Some traits were lost during the crossing over of the parental generation.
d. There was only one allele present in the F1 generation, but F2 has two alleles
present.

Interpretative: Follow the directions above each interpretative question. Clearly circle the
best answer. There is only one correct answer per question. Each question is worth 2 points.
Directions for questions 9 and 10: Use the diagram of the Punnett square below to
answer the following question.

T
T

*The punnett square above will show the expected results of a monohybrid cross
between two plants. T represents the tall allele and t represents the short allele.

9. What would be the plant height phenotype of box 1?

a. Tt
b. Tall
c. Short
d. TT
10. What would be the genotype of box 4?
a. Tall
b. TT
c. tt
d. Short

Directions for question 11: Use the picture below to answer the following question.

*A purebred brown male

hamster was mated with a
purebred golden female
hamster. All of the offspring
were brown.

11. Which of the following appropriately describes the allele for the golden color?
a. Dominant
b. Recessive
c. Codominant
d. sex-linked

True or False: Clearly circle true if the statement is true or clearly circle false if the statement
is false. Each question is worth 1 point.
12. A homozygous organism has the genotype RR or rr.
a. True

b.

False

13. The phenotype is the organisms genetic makeup.

a. True

b. False

14. An allele is a genetically determined characteristic.

a. True

b. False

Matching: Match each of the terms to their appropriate definitions. Write the correct letter
on the line provided to the left of the number. There is only one correct answer for each term.
Make sure that the letter is legible. Each question is worth 1 point.

___C____ 15. Heredity

A. The study of heredity and the

mechanisms of how characteristics are
passed from parents to offspring,

___E____ 16. Probability

B. States that genes separate independently

of one another in meiosis.

___A____ 17. Genetics

C. The passing of genetic traits from parents

to offspring.

____B___ 18. Law of independent assortment

D. The relationship in which one allele is

completely dominant over another.

____F___ 19. Law of segregation

occur.

E. The likelihood that a specific event will

___ D___ 20. Complete dominance

F. States that the pairs of homologous

chromosomes separate in meiosis so that
only one chromosome from each pair is
present in each gamete.

Short Answer: Fill in the best answer to complete each statement. Make sure that I can
read your writing. Each question is 1 point.
21. The study of the function and structure of genes and chromosomes is known as ___Molecular__
__genetics___.
22. The segment of DNA on a chromosome that controls a specific hereditary trait is __ gene__.
23. When one allele is entirely dominant over another, this is known as __complete

dominance__.

24. Any plant that is pure for a trait and always produces offspring with that same trait when they
self-pollinate is known as __true _ __breeding__.

Essay: For the essay question, your response should be in paragraph form. Minimum of 4
complete sentences necessary to receive full credit for this essay. This question is worth 5
points.
25. Explain the difference between incomplete dominance and co-dominance and give one
example of each.
Codominance occurs when both alleles for a gene are expressed in a heterozygous
offspring, meaning that both alleles are expressed equally. An example of codomance
would be a black and white feathered chicken. Incomplete dominance is a condition
in which a trait in an individual is intermediate between the phenotype of the
individuals two parents because the dominant allele is unable to fully express itself.
An example of incomplete dominance would be the cross between red and white
flowers because the heterozygous offspring flowers would be pink (the intermediate
between the red and white parents).