controls whether we are then shade in the symbols to come to give a talk to Calculate and analyse male or female. Males match the key. the class. B3.16 outcomes (using have XY and females probabilities, ratios and have XX. Ask students to Can people be tested percentages) from draw a genetic diagram for the allele? Why monohybrid crosses and to explain why about would they want to be pedigree analysis for 50% of the UK tested? What should dominant and recessive population is male and they do/not do if they traits about 50% of the are carriers? What are population is female. Go the options for couples through the answer on who are both carriers the board. but wish to have children? Alternatively use video supplied. Digital: Cystic fibrosis video CB3e Gene B3.19 State that most phenotypic Give students a few Students use a simple eye Discuss the Human mutations features are the result of minutes to design a cat colour scale to collect data on Genome Project and multiple genes rather than that has a few obviously the variation in eye colour in how evidence from single gene inheritance mutant features. Then the class or other groups (e.g. genomes is now used to challenge them to write families). predict the risk of B3.20 Describe the causes of down the story of how developing diseases variation that influence the cat got its mutant Students will need to decide on that are affected by phenotype, including features. (e.g. ionising a question to answer using the different alleles and a genetic variation – ray or mutating data they will collect, and then whether a person may different characteristics as substance), encourage decide on who they need to respond poorly to a result of mutation and them to think about what collect data from to answer certain drugs. sexual reproduction effect this must have on that question.
B3.16 Calculate and analyse outcomes (using probabilities, ratios and percentages) from monohybrid crosses and pedigree analysis for dominant and recessive traits controls whether we are male or female. Males have XY and females have XX. Ask students to draw a genetic diagram to explain why about 50% of the UK population is male and about 50% of the population is female. Go through the answer on the board. then shade in the symbols to match the key. come to give a talk to the class. Can people be tested for the allele? Why would they want to be tested? What should they do/not do if they are carriers? What are the options for couples who are both carriers but wish to have children? Alternatively use video supplied. Digital: Cystic fibrosis video CB3e Gene mutations B3.19 B3.20 State that most phenotypic features are the result of multiple genes rather than single gene inheritance Describe the causes of variation that influence phenotype, including a genetic variation – different characteristics as a result of mutation and sexual reproduction Give students a few minutes to design a cat that has a few obviously mutant features. Then challenge them to write down the story of how the cat got its mutant features. (e.g. ionising ray or mutating substance), encourage them to think about what effect this must have on Students use a simple eye colour scale to collect data on the variation in eye colour in the class or other groups (e.g. families). Students will need to decide on a question to answer using the data they will collect, and then decide on who they need to collect data from to answer that question. Discuss the Human Genome Project and how evidence from genomes is now used to predict the risk of developing diseases that are affected by different alleles and whether a person may respond poorly to certain drugs.
GCSE-9-1-Science-Term-2-detailed-planning-document.docx