Why are living things different from one another? This unit on genetics starts out with students noticing and wondering about photos of two cattle, one of whom has significantly more muscle than the other. The students then observe photos of other animals with similar differences in musculature: dogs, fish, rabbits, and mice. After developing initial models for the possible causes of these differences in musculature, students explore a collection of photos showing a range of visible differences.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

Learn about allele frequencies in populations and how they differ from genotype frequencies. [7:27]

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

This annotated slideshow adapted from KET's Electronic Field Trip to the Forest illustrates how blight decimated the American chestnut tree and the methods scientists use to identify and pollinate the remaining trees to create blight-resistant trees.

In this lesson, students learn about basic genetics and how genes can affect someone's behavior. They will write their own narrative about a character they create as a class in order to illustrate the effects of inherited traits and learned behaviors.

Students will discover the difference between inherited traits and learned behaviors by bringing the traits to life in a game of charades. After that, the students will demonstrate knowledge of recessive and dominant traits as they help the Egg, Cantaloupe and Ball families create their offspring in "The Gene Connection Show."

Remember going to the doctor and getting vaccine shots? It's no fun getting poked with a needle, but fortunately, a vaccine gives you protection against a serious illness for years to come. This project will show you why.

Students construct paper recombinant plasmids to simulate the methods genetic engineers use to create modified bacteria. They learn what role enzymes, DNA and genes play in the modification of organisms. For the particular model they work on, they isolate a mammal insulin gene and combine it with a bacteria's gene sequence (plasmid DNA) for production of the protein insulin.

Students toss coins to determine what traits a set of mouse parents possess, such as fur color, body size, heat tolerance, and running speed. Then they use coin tossing to determine the traits a mouse pup born to these parents possesses. Then they compare these physical features to features that would be most adaptive in several different environmental conditions. Finally, students consider what would happen to the mouse offspring if those environmental conditions were to change: which mice would be most likely to survive and produce the next generation?

A fantastic interactive laboratory in which transgenic flies are created and used to study circadian rhythms. Excellent supporting information and resources for teachers and students.

This exercise contains two interrelated modules that introduce students to modern biological techniques in the area of Bioinformatics, which is the application of computer technology to the management of biological information. The need for Bioinformatics has arisen from the recent explosion of publicly available genomic information, such as that resulting from the Human Genome Project.

Penn State University anthropologist Dr. Nina Jablonski walks us through the evidence that the different shades of skin color among human populations arose as adaptations to the intensity of ultraviolet radiation in different parts of the world. [18:57]

Biology 2e is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes various types of practice and homework questions that help students understand—and apply—key concepts. The 2nd edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Art and illustrations have been substantially improved, and the textbook features additional assessments and related resources.

By the end of this section, you will be able to do the following:

Explain the relationship between genotypes and phenotypes in dominant and recessive gene systems
Develop a Punnett square to calculate the expected proportions of genotypes and phenotypes in a monohybrid cross
Explain the purpose and methods of a test cross
Identify non-Mendelian inheritance patterns such as incomplete dominance, codominance, recessive lethals, multiple alleles, and sex linkage

By the end of this section, you will be able to do the following:

Explain Mendel’s law of segregation and independent assortment in terms of genetics and the events of meiosis
Use the forked-line method and the probability rules to calculate the probability of genotypes and phenotypes from multiple gene crosses
Explain the effect of linkage and recombination on gamete genotypes
Explain the phenotypic outcomes of epistatic effects between genes

By the end of this section, you will be able to do the following:

Describe the scientific reasons for the success of Mendel’s experimental work
Describe the expected outcomes of monohybrid crosses involving dominant and recessive alleles
Apply the sum and product rules to calculate probabilities

By the end of this section, you will be able to do the following:

Describe how a karyogram is created
Explain how nondisjunction leads to disorders in chromosome number
Compare disorders that aneuploidy causes
Describe how errors in chromosome structure occur through inversions and translocations

By the end of this section, you will be able to do the following:

Discuss Sutton’s Chromosomal Theory of Inheritance
Describe genetic linkage
Explain the process of homologous recombination, or crossing over
Describe chromosome creation
Calculate the distances between three genes on a chromosome using a three-point test cross