Allele: one of a number of different forms of a gene. (tier 3)
Ex: The trait is eye color and there are multiple alleles for eye color-one allele for each different eye color.
Ex: The trait is eye color and there are multiple alleles for eye color-one allele for each different eye color.
Gene: sequence of DNA that codes for a protein and thus determines a trait. (tier 3)
Ex: There is a sequence of DNA that codes for melanin. This protein determines eye color. This sequence of DNA is the gene for eye color.
Genotype: the genetic makeup of an organism. (what are its alleles/genes?) (tier 3)
Ex: chromosomes of a person with Down's Syndrome
Ex: chromosomes of a person with Down's Syndrome
Phenotype: the physical characteristics of an organism. (what the organism looks like) (tier 3)
Ex: a girl with Down's Syndrome
Ex: a girl with Down's Syndrome
Trait: specific characteristics of an organism. (tier 2)
Ex: Eye color is a trait.
Ex: Eye color is a trait.
Fitness: the ability of an organism to survive and reproduce in its environment. (tier 2)
Ex: The brown rabbit has a greater level of fitness than the white rabbit in this environment because the brown rabbit blends in with the ground better. This allows it to hide and makes it more likely to escape predators.
Ex: The brown rabbit has a greater level of fitness than the white rabbit in this environment because the brown rabbit blends in with the ground better. This allows it to hide and makes it more likely to escape predators.
Frequency: how often a particular allele appears in a population. (tier 2)
Ex: Let's say each color of dot is a different allele. Let's look at the blue "allele." In the original population (first circle), there is an equal number of every color of allele, or 20% of all the dots are blue. In the next generation (or circle) a higher percentage of dots is blue, so the frequency increased to 0.60. In the last generation (circle), there are only 2 blue dots for every 10 total dots, so the frequency is back to 0.20 (20%).
Ex: Let's say each color of dot is a different allele. Let's look at the blue "allele." In the original population (first circle), there is an equal number of every color of allele, or 20% of all the dots are blue. In the next generation (or circle) a higher percentage of dots is blue, so the frequency increased to 0.60. In the last generation (circle), there are only 2 blue dots for every 10 total dots, so the frequency is back to 0.20 (20%).
Evolution (of a population): the change in the frequency of an allele in a population over time. (tier 2)
Ex: The first population of bunnies has a mix of colors. The second population is a later generation of the same bunnies. In this later generation, there is a higher frequency of the allele for the Himalayan coat color. The population has evolved.
Ex: The first population of bunnies has a mix of colors. The second population is a later generation of the same bunnies. In this later generation, there is a higher frequency of the allele for the Himalayan coat color. The population has evolved.
Pressure (environmental): an element of the environment that influences the survival of a population. (tier 2)
Ex: The lack of water is the pressure that influences the survival of these plants. A fern could not survive here, but these cacti do just fine.
Ex: The lack of water is the pressure that influences the survival of these plants. A fern could not survive here, but these cacti do just fine.
Variation: differences in traits in a population. ex: eye color, skin color, height, lactose tolerance (tier 2)
Ex: In this population, there are variations in shell color and shape.
Ex: In this population, there are variations in shell color and shape.
Expression (of a gene): when a trait coded for by a gene is seen in the organism. ex: if a gene for cancer is expressed, the person will develop a tumor. If the gene is not expressed, the person will not develop that type of cancer (tier 2)
Ex: the gene for albinism (no pigment.color) is expressed in this rabbit.
Ex: the gene for albinism (no pigment.color) is expressed in this rabbit.
Heritable: something that is passed from parent to offspring through DNA. (tier 2)
Ex: You can see the traits the horse and the zebra have each passed on to their offspring (a zorse).
Ex: You can see the traits the horse and the zebra have each passed on to their offspring (a zorse).
Natural Selection: the process by which individuals that are better suited to their environment survive and reproduce most successfully. (tier 2 for selection, tier 3 for natural selection)
Ex: If the trees are light colored, the light-colored moths are better camouflaged and less likely to be eaten by predators. They will survive and produce more light-colored offspring.
(Image: BBC GCSE Bitesize)
Ex: If the trees are light colored, the light-colored moths are better camouflaged and less likely to be eaten by predators. They will survive and produce more light-colored offspring.
(Image: BBC GCSE Bitesize)
Selective Breeding is allowing only those animals with desired characteristics to produce the next generation. (tier 2)
Ex: All dogs have been selectively bred from wolves to have certain characteristics: small or large size, long or short fur, hunting ability, herding ability, etc.
Ex: All dogs have been selectively bred from wolves to have certain characteristics: small or large size, long or short fur, hunting ability, herding ability, etc.
Vocabulary Assignment: Frayer Model
Choose 5 vocabulary terms and use the worksheet to create a Frayer Model for each one. (Click the link below the picture to download a blank worksheet)
1. Word: Write the vocabulary word in the center box.
2. Definition: Write the definition in your own words first. Then write the definition from another source (the textbook, a dictionary, a website).
3. Characteristics/Picture: Draw a picture that represents the vocabulary term.
4. Example from life: Give an example of how this word relates to your own life or something you have seen.
5. Connection to Classroom: Give an example of how we have used or talked about this term in class or at school.
2. Definition: Write the definition in your own words first. Then write the definition from another source (the textbook, a dictionary, a website).
3. Characteristics/Picture: Draw a picture that represents the vocabulary term.
4. Example from life: Give an example of how this word relates to your own life or something you have seen.
5. Connection to Classroom: Give an example of how we have used or talked about this term in class or at school.
frayer_model_student_sheet_-_four-square_vocabulary.docx | |
File Size: | 17 kb |
File Type: | docx |