Introduction
What makes you different from me? Some people may say, age, height, weight, sex, or ethnicity. Those all seem like good physical differences right? Now let’s consider how many people there are on earth – over 7 BILLION! With so many people, how can we all be just a little bit different from each other? I’ll give you a clue, it has to do with genetics. Throughout this WebQuest, we are going to discover how each and every one of us can be so similar, but still different at the same time.
So here’s the big question: How are you different from me?
So here’s the big question: How are you different from me?
Learning Goals
- What is genetics?
- How living things are made.
- How genes are passed on.
- What makes living things different from one another - in regards to genetics?
- Why are some living things "better" than others?
SOL's
BIO.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
a) observations of living organisms are recorded in the lab and in the field;
b) hypotheses are formulated based on direct observations and information from scientific literature;
c) variables are defined and investigations are designed to test hypotheses;
j) research utilizes scientific literature;
BIO.5
The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include
a) cell growth and division;
b) gamete formation;
c) cell specialization;
d) prediction of inheritance of traits based on the Mendelian laws of heredity;
e) historical development of the structural model of DNA;
f) genetic variation;
g) the structure, function, and replication of nucleic acids;
h) events involved in the construction of proteins;
i) use, limitations, and misuse of genetic information; and
j) exploration of the impact of DNA technologies.
BIO.6
The student will investigate and understand bases for modern classification systems. Key concepts include
a) structural similarities among organisms;
BIO.7
The student will investigate and understand how populations change through time. Key concepts include
a) evidence found in fossil records;
b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;
c) how natural selection leads to adaptations;
d) emergence of new species; and
e) scientific evidence and explanations for biological evolution.
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
a) observations of living organisms are recorded in the lab and in the field;
b) hypotheses are formulated based on direct observations and information from scientific literature;
c) variables are defined and investigations are designed to test hypotheses;
j) research utilizes scientific literature;
BIO.5
The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include
a) cell growth and division;
b) gamete formation;
c) cell specialization;
d) prediction of inheritance of traits based on the Mendelian laws of heredity;
e) historical development of the structural model of DNA;
f) genetic variation;
g) the structure, function, and replication of nucleic acids;
h) events involved in the construction of proteins;
i) use, limitations, and misuse of genetic information; and
j) exploration of the impact of DNA technologies.
BIO.6
The student will investigate and understand bases for modern classification systems. Key concepts include
a) structural similarities among organisms;
BIO.7
The student will investigate and understand how populations change through time. Key concepts include
a) evidence found in fossil records;
b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;
c) how natural selection leads to adaptations;
d) emergence of new species; and
e) scientific evidence and explanations for biological evolution.