DOCUMENT RESUME

ED 190 350 SE 031 30241,

AUTHOR Bonar, John R., Ed.: Hathway, James A., Ed.TITLE Probing the Natural World, Level III, RecoLd Book,

Stndent Guide: Why You'rk?. You. Intermediate ScienCeCurri.mlum_Study.

INSTITUTtOy Florida State Univ.., Tallahassee. Dopt. of ScienceEducation.

SPONS AGENCY National Scietce Foundation, Washington, Officeof Education (DREW) , Washington, D.C.

PUB DATE 72NOTE 60p*.: FOr related documents, see SE 031 300-330, ED

035 559-560, TD 049 032, and ED 052 940.

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This is. th 4! student's edition of the Record Book ofone'of the eight units of the Intermediate Science Curriculum Study(ISCS) for level III students (grade 9). Space is proVided foranswers to the questions from the text as well as for the"excursions" and the self evaluation. An introductory note to thestudent explains how to use the bOok, (SA)

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PUPILS to whom this textbook I. isivod must not write on any Ow.or mark ony part of it in anyway; consumable textbooks excepted.

Teadtirs *herald soetha4 the pupil's noise I. dearly written in Ink in the spaces above huvery hoOklisestd.

R. The following terms shoeld bo vied in recording the condition of the book, Plowfr awl; Pak,Poor, hid. \

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INTERMEDIATE SCIENCE CURRICULUM STUDY

Record Book

Why You re YouProbing the ,Natttral World / Level lir

GOILVER BURDETT

r L GENERAL LEARNING CORPORATION

Mottistown, New Jersey Park Ridge, III. . Palo Alto . Dallas - Atlanta

;A -t-4'41V;i4...711t0;

LEVEL 1

LEVEL 11

LEVEL. III

1SCS PROGRAM

Probing the Natural World / Volume 1 / with Teacher's EditionStudent Record Book / Volume 1 / with Teacher's EditionMaster Set of Equipment / Volume 1Test Resource BOOklet

Problnirthe Natural World / Volurlie 2 / with Teacher's EditionRecord Book / Vokime 2 1 with Teacher's EditionMaster Set of Equipment / Volume 2Test Resource.Booklet

Why You're You / witt Teacher's EditionRecord Book / with Teacher's Edition / MasterEnvironmental Science / with Teacheres EditionRecord (look / with Teacher's..Editiori /VasterInyestipating Variation / with Teacher's EditionRecord Book / with Teacher's Edition / MasterIn Orbit / with Teacher's Edition, .

Record Book / with Teacher's Edition / MasterWhat's Up? /. with Teacher's Edition -

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ACKNOWLEDGMENTS

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The work presented or rePorted herein was performed pursuant to a Contract wtth the U. fit.Office of Education, Pepartifiant of Health, Education. and Welfare. It was supported, also, bythe National Science Foundation. Howaver, the opinions expressed herein do not necessarilyreflect the or polkiir of the U. S. Offide of Education or the National Science Foundation,end no offlic7a417enlors t by either agencirshould be inferred.

() 1972 ME FLORID TATE UNIVERSITY

All rights reserved . Orinted In the United States of America. -Pilblished simuttaneousty InCanada . Copyright is claimed until 1977. Except for the rights to materials reserved try others,the Pyblishers and the copyright oWner hereby grant permission to domestic persons of theUnited States and Canada for use of thit work without charge In the English language in theUnited States and Canada after 1977 provided that the publications incorporating materialscovered by the copyrights contain'an acknowledgment of them' and a statement that thepublication is not endorsed by the coelyright owner. For conditions of use and permission to usematerials cortalned herein for foreign publications in othar than the English language, apply to thecopyright minor. This publication, ortiarts thereof, may not be reprochiced In any form byphotographic, electrostatic, mechanical, or any other method, tor any use, including Informationstorage and retrieval, without written permission from the publisher, ;,

ILLUSTRATIONS: (iD 1972 GENERAL LEARNING CORPORATION.ALLRIG TS RESERVED.

<1.

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'OAP,

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a

RICO STAFF

David D. Redfield, Co-DirectorSnyder, Co-Director

Ernest Burkman, Steering Committee 'Chairman

'Win M. Bell, ;twit"John R. Sonar, EditorDrennan A Iltpwne. Artist

Harold L. Buell,.AdmtnistrationRobert L. Cocanoogher. Art Director

'Betsy Conlon Baltano. EvaluationStewart P. Darrow, t'ield 7-nal-Teacher-Education/George 0. Dawson., Teacher Educationhunts A. tiathway. Edify;

ISCS ADVISORY COMMITTEE

'John S. Hutchinson, Field Trial Teacher Education)Caichcr. Art Director

'Jane Linen, An DirectorAdrian D. Lovell, AdininistratienAudiey. C. McDonald. Administralion

' W. T. Myers, AdministrationLynn H. Rogers, ArtistStephen C. Smith, Artist

Lois S. Wilson, Assistant Editor

J. Myron Atkin. University of IllbroisBetsy Cohlon Balzano, State University of New York at BrockportWerner A.: Baum, University of Rhode IslandHerman Branson, Lincoln University'Martha Duncan Camp. The Florida State UniversimClifton B. Clark, University of North Carolina at GreensboroStevie Edwards, The Florida State UniversityRobert M. Gagne. The Florida State UniversqEdward Haenisch, Wabash CollegeMichael K.asha, The Florida State. UniversirvRussell P. ropp. The Florida Stwe UniversityJ. Stanky,Marshall. The Florida State Universii-William . Mayer, University of ColoradoHerman arker. University of VirginiaCraig Sipe, State University of New York at AlbanyHarty Sisley, University of FloridaClifford Swartz, State Univeriity of New York at Stony BrookClaude A. Welch, Macakster CollegeGates Willard. Manhasset Junior lfigh School. Manhasser, tV.Y.Herbert Zim, Science Writer, Tavernier. Florida

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Fanner member

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MATERIALS DEVELOPMENT CONTRIPUTORS

TM, lin include, writing-conference parlitipunit and others N ho niade significant contributions tosite moserlals, inch.ding /CA anil art far the experimental editions

t Janet Anderson. :Vract. V. Y. Gerald R Bakker. tarlham College Frank Delxano. ES U Haçald N. Blis.t,Mayvilk State Cake... Olaf A Boedtker. Oregon State Caw C31% in E. Bolin. IS.U. Earl B kken. 71yoHarbors. MI" Bohbs It Bros. n. ES l Robert J. Callahan. Jr (deceased). Brian W. Cam. Litiversity ofIllimax Lois II Case. Lombard, III. Clifton B. Clark, /, offer40 a./ Aarib Carolina at Greentsbala Sara I'.Craig. F. U. John D. Cunningham. Kerne State College David 11. Dasenbrock, ESL' Doris Dasenbrock.FS b. Jeff C Davis. tniversin of Small Florida_ Alan D. Dawson, Dearborn Public Schools. Mich. George0. Dawson. F S. U Germ II Dellocr. rs,L. Howard E. 1CkCanip, Glenn Ellyn. III. James V. DeRose,Sewtown Square. Pa. William A. Deskm. Cornell C-(illege William K. Easley. Northeast Louisiana StateCollege_ Donald C. Edinger. Ontrerstrt. of Arizona. Camillo Fano. Lisiversits of Chtchgo Laboratory School.Ronald A. Fisher. Maquoketa. Im.a Edwin 11. Hemming, EU.S. Paul K. Flvoil. ES 0. Harper W. Frantz,Pasadena OW-College (Emeritus). Earl Friesen. Sem brunette(' Stare College. Bob Gapro, Fullerton, CalifJ. David Givenda, The University of Texas Charles A Gilman. Winchester. NW Robed J. Gall, JacksonvilleUniversity. Ralph H. Granger. Jr., llidpole. Nit H. Winter Griffith. ES: U William Gunn. Miami. Florida.John Hart, Xavier University, John It. Hassard. Georgia State University J. Dudley Herron, Purdue Univer-sity. Father Francis tleyden, Si.. Georgetown Universitt. Leonard Himes. Sarasota. Florida. Evelyn M.IlurIburt, Montgomery Junior College. John R. Jablonski, Boston University. Bert hi Johnson, Eastern-Michigan University. ,Itoger S. Jones. Uni4A-ity of Mianeso(a. Leonard A Kahl, Colorado School of Mines.Theodore M. Kellogg. University of RhOdi r Island Eliz.aheth A. Kendzior, University uf Illinois F. J. King.ES U. David 'Masson, Millville. Calif Ken Kramer. Wright State University. Willian H. Long, F.S.U.Robert Lepper. California State College. Harold G. Liebherr. Milwaukee. Mi. William D. Larson, Collegeof St. 7 hamas. Mable M. Lund, Beaverton, Oregon. H. D. Luttrell. North Texas State University MaxWellMaddock. Is.u. Solomon MAinsky. Sarasota, Florida Eloise A. Manti, Sarasota Florida. Harken W.....hicAda, Uni'verslly of ealifornia at Santa Barbara. Auley A McAuley, Michigan State University. E. Wesley7 McNair. ES_ U. Marilyn Miklos. ES.U. floyd V. Monaghan. Mkhigaa State University_ Rufus-fe. Morton,Westport, Celia Tamson MYer. F.S.11. Gerald Neufeld, ES. U. James Okey. University of California.Lawrence E. Oliver, ESU. Larry O'Rear, Alice, lexaj, Herman. Patter,. University of Virginia. Harry A.Pearson, Western Australia James E. Perham. Randolph-Macon Woman's College. Darrell G. Phillips.University of Iowa. Howard Pierce. ESC David Poche, ES.U. Charles 0. Pollard, Georgia Institute ofTechnology. Glenn F. Powers. Northeast Louisiana State College. Ernest Gene Preston, touisbilk. Ky.Edward Ramey. F.S.U. Earl R. Rich, Universitv of Miami_ John Schaff, Swacuse University. Carroll A.Scott, Williamsburg, lowa ,Earle S. Scott, Ripon College. Thomas R. Spalding. F.S.U.- Michael E. Stuart,University of Texas. Sister Agnes Joseph Sun. Marygrove College. Clifford Swam State University of NewYork, Thomas Testes, ES.U. JIM W. Tillery, Cniversiii- of Hymning. Ronald Townsend, University of IowaMordecai Treblow, Bloomsburg State College, Henry J. Triezenberg, National Union of Christian Schools..Paul A. Vestal. Rollins College. Robert L. Vickery, It'eslern Australia. Frederick.B. Wight, ES. U. Claude A.Welch. Macalesier College. Paul Westmeyer, E.S.U. Earl Williams. University of Tampa: 0. R. Wilson,Jr_. University of south Alabama, Harry R. Wong, Atherton, California. Charles hi. Woolheater, rs.u._InA. Young. Kiog's College. Victor J. Young, Queenshorough Community College. \

The genesis of some of the ISCS material stems from a' summer writing conference in 1964. Theparticipants were:

Frances Abbott. Miami-Dade Junior College. Ronald AtWood, University.of Kentucky. George Assona)Carnegie Institute. Cohn H. Barrow. Univershy of West Indies. Peggy Barrel, F.S.U. Robert Bifiger(deceased). _Donald Bueklin, University of Wi.sconstn. Martha Duncan Camp. F.S.U. Roy Campbell,Broward County Board of Public' Instruction. Fla Bruce E. Cleare, Tallahassee junior College. Ann-dleflail, Pensacola, Florida. Charles liolcolinb; Mississippi .iState College. Robert Kemman, Mt. Prospect.,111. Gregory O'Berry. Coral Gables. Florida, Elra Palmer, Baltimore. James Van Pierce. Indiana UniversitySoutheast, Guenter Schwarz, ES.U.. James E. . Sineland, F.S.C. C. Richard Tillis. Pine Jog Nature Center,Florida. Peggy Wiegand. Emory Universii. Elizabeth Woodward, Augusta College. John WoOlever, Sar-asota, Florida.

401

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Foreviord

N.'A pupiPs experiences between the ages of 11 and 16 probalily sAape hisultimate view of science and of the natural world. During these yearsmost youngsters ,become more adept at. thinking conceptually. Sinceconcepts arc at the heart of science, this- is the age at which most stu-dents first gain.the abilily to stOy science in a really organized vtlay.Here, too, the commitment foie& against science as, an interest or a-vocation is often made.

Paradoxically, the stuknts at this critical age have been the onesleast affected by the recent effort -to produce new sciente instruCtionafmaterials. Despite .a number of commendable efforts to improve thesituation, the middle years stafd today ais a comparatively weak link inscience education betwcen the rapidly changing elementary curriculumand the recently revitalized high school science courses. This volumeandits accompanying materials, represedt one attempt to provide asound approach to instruction for this relatively uncharted level.

At the outset the organizers of the ISts Project decided that itwould be shortsighted. and unwise to try to fill the gap in middleschool.science education by simply writing another textbook. We chosetinstead to challenge some of the most firmly established conceptsabout how to teach and just what science material can and should betaught, to adolescents. .The ISCS staff have tended to mistrust whatauthorities believe about schools, teachers, children, and teaching untilwe have had the chance to test these assumptions in actual classroomswith real children. As conflicts have arisen, our policy has been 0 relymore upon what we saw happening in the schools th`an ppon whatauthorities said could or would happen. It is largely. because of thispolicy that the ISCS materials represent a substantial tleparture fromthe norm-.

The primary difference 'between the ISCS program and more con-ventional approaches is the fact that it-allows each student to travel\

at his own pace, and it permits Ale.scope and sequence of instructionto vary with *his interests, abilities, and background. The ISCS writershave systematioally tried to give the student more of a role in deciding'what he should swdy next and how soon he should study it. When thematerials are used as intended, the 1SCS teacher serves more as a"task easer" than a "task master." It is his job to help the studenianswer the questions that arise from his own study rather than to tryto anticipate and package what the student needs to know.

There is nothing radically4ew in the ISCS approach to instruction_Outstanding teachers from Socrates to Mark Hopkins have stressed theneed to personalize educaticin. 1SC6 has tried to do something morethan pay lip service to t is g al: JSCS' major contribation has been todesign a system whet an 4average teacher, operating under normalconstraints, in an ordi ary 'classroom with ordinary chtidren, can in-deed giv,e maximum attention to each student's progress.

The development of the ISCS material has been a group effort fromthe outset. It began in 1962, when outstanding educators filet to decidewhat might be done to improve middle-grade science teaching. Therecommendations of these conferences were converted into a tentativeplan for a set of instructikial materials by a small group of FloridaState University faculty merribers. Striall-scale writing sessions con-ducted on the Florida State campus during 1964 and 1965 resulted inOlot curriculum materials that were tested in Selected Florida schools&ming the 1965-66 school year. All this pi-eliminary work was sup-ported by funds generously provided by The Florida State U4ivetsity_

In.June of 19156; financial support was provided by the Unitid StatesOffice of Education, and the preliminary effort was formalized intothe ISCS.Project. Later, the National Science Foundation made sev-,..eral additional grants in support of the ISCS effort.

The first draft of these materials was produced in 1968, during asummer writing conference. The conferees .were scientists, scienceedUcators, and junior high school teachers drawn from all over .theUnited States. The original materials have been revised, three timesprior to their publication in this volume. More than 150 writers havecontributed to the materials, and more than 180,000 children, in 46states,.have been iiiolved in their field testing.

We sincerely-hope that the teachers and students who will use thismaterial will find that the great limount of time, money, and effortthat ,has gone into its development has been Worthwhile.

Tallahassee, Florida The DirectorsFebruary 1972 INTERMEDIATE SCIENCE CURRICULUM STUDY

LI

aL0r).

Contents

kakti

FOREWORD

NOTES TO THE STUDENT Ix

CHAPTERS

1 Rod Eyes and Curly Wings 1

2 That's Using the Old Bean 53 Watch Your Peas- and O's 64 Blts of Information 85 Either Heads or Tails 126 Meet the Ninsect 147 Problems, Problems, Problems 18

EXCURSIONS

.1-1 More on Offspring1-2 WHtIng Operational Definitions1-3 Temperature and Life Cycle.

1-4 A Pyramid of Grandparents2-1 Ratio Simplified4-1 Don't Flip over:Thls1-1 A Bit More About Bits6-2 Peas Again, But Double Trouble7-1 Rod, Whia, and 'Pink7-2 Hair Hrs7-4 A ROyal Problem74 I Wonder Where the Color Went?

21

21

21

2222

24

2526272829

Allety

7

A

7-6 One, 7Nvo, Pick-up Sticks7-7 Do Blondes Have Mon Fun?

HOW WELL AM I DOING?

SELF-EVALUATIONS

1

2

3

4

5

, 67

vill

SELF-EVALUATION ANSWER KEY

MY PROGRESS

ii

30

31

33

35

37

38

39

41

43

44

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53 4

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Notes to the Student

This Record Book is where you should write your answers.Try to fill in the answer to each question as you come to it.If the lines are not long enough .for your answers, use the mar-gin, too.

Fill in the blank tables with the data from your experiments.And uw the grids to plot your graphs. Naturally, the answersdepend on what has come before in the particular chapter orexcursion. Do your reading in the textbook and use this bookonly for writing down your answers.

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Chapter 1Red Eyes andCurly Wings

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Male Fernal6

Definite black tail end . Lighter tail epd_ _

,plont tail cm] ,N Pointed tail end

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1 -4.Features Your-Vial # I Partner's Vial #1

Shape of wings i.Eye color ,.

E)1-5

01-6Cs.

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4

01-7

Figur* 1-5

Mating: X.Sex Feature Se* Feature

Your Name-

Date: Class Section- Vial *2

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F1RST-GENERATION PLANNING CHART-

Event Date Done or Observed

Vial # I cleared of adults .

1-- Vial #2 prepared

-

Males & virgin feniales put. in vial #2

,..

Eggs,observedL.........._.........._. ...... _... .

Larvae--Rbserved.

.

Parent flies cleared from vial 2.

Pupae observed

Adults observed .

Table 1-6

Eye Color or Wing Stiape Number of Flies

0 1 4. Table 1-1 \.

Feature Variation(State eye-color or wing-shape variation.)

Piirents

First-generationoffspring

01-9.

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.

Table 1-5

AtIonrawc-,

4.

SECOND-GENERATION PLANNING CHART

Event Date Done .o Observed

Vial #2 cleared of adults

Vial #3 prepared

Males & virgin females put in-.t vial #3 ,

Eggs observed

/Larvae observed

Parent flies cleared from vial #3\1 _

it Pupae obseted

Adults observed

-Feature Variation(State what eve colors and wing shapes you find.)

Second-generationoffspring

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Problem Break 1-1

1. The description of your original flies

_______ _._........2.. The your crossing experiments

3. Partner's description of his flies

4. Other 'observations or conclusions

(See teacher note on page 22 of text for suggested reasoning on ProblemBreak 1-1.)

Ai

Chapter 2That's Using f'the Old Bean02-2

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Table 2-1

SAMPLE COUNT OF SECOND-GENERATION BEANS

Brown Beans White Beans Ratio

Li12-7.

02-8_

024

:Chapter 3Watch YourPeas and Q's

6

* Problem Break 2-1

03-1.

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03-3.

03-4.

0 3-5.

03-6.

E13-7.

/1Z)3-6.

03-9.

03-10.

03-11.

03-12

03-13#,

03-14

03-15. and 9-16.

03-17

tj3-16

0349.

03-20.

0 3-21.

0 3-22.

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Chapter 4Bits ofInformation

3-23

0 3-24.

03-25.

03-26

03-27.a.

Problem Break 3-1

04-1.

04-2

04-3.

04-4

04-8

044:

04-7.

04-8

04-8,

04-10

20

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04-15.

04-16.

04-11

04-18

04-19.

04-20. Two brown squares

One brown square and one colorless square

Two colorless squares k

Tabl 4-1

COMBINATIONS OF SQUARES IN SECOND GENERATION_

2 Brown. I Brown

I Colorless

.

2 Cokirless, \

Checkmarks

.

..

,

Totals

MEMO!

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Table 4:2

7

I.

, Number ofBrown-seedOffspring

Number ofWhile-seedOffspring

Total

Roughratio to

Rounded-offratio to

I ,,

04-21.

Problem Break 4-2

a

4

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Problem Break 4-3

0 4-22.

Ns.

0 4-23

0 4-24.

0 4-25.

0 4-26.

\t.

0 4-27.

.%

11

23

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Chapter 5Either Headsor Tails

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0 5-4

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Problem Break 5-1

Problem 13;eak 5-2

Chapter 6 Ninseet bifferences

Meet theNinsect

08-1.

Family Tree Chast,

Tongue-Rolling Chart

0 6-2.

.,14 .

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411.

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Feature

Bits of Information

Parent (card) # I Parent (card) #2

0 Or dAppear-

ance or dAppear-

ance

Table 6-1

4, k7, 7, 4.

Av ' 'r

4 4 r

a

Appearance ofNinsect Offspring

Eye color(black (0) or white (d))Body .color(striped (0) or plain (d))Body shape(chunky (0) or slender (d))Stinger(present (0) or absent (el))Leg length(long (D) or short (d))Antenna(straight (D) or curly (d))Wing pattern Of

(plain (D) or spotted (d))Wing size(large (0) or small ()1

tift

Table 6-2

Feature

Eye color4/4 (black (D) or whitc (d)I

Body color(striped (0) or plain (d)!Body shape(Chunky (0) or slender (d)11

Stinger(present (D) or absent, (d)]Leg length(long (D) or short (d)1Antenna[straight (D) or curly (d))Wing pattern[plain (D) or spotted (d)(

1 .

Wing size(large (D) or small (d)I

Bits of Information'

Parent card) # I Parent (card) #2

or dAppear-

ance D or dAppear-

anceKppearance of

Ninsect Offspring

, f

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06-6.Table 6-3

Feature

Bits of:Information

Parent (card) # I Parent (card) #2

D or dAppear-

ance D or dAppear-

ance

Eye color(black (0) or white (d))Body color(striped (D) or pIni (d)1

Body shape(chunky (D) or slender (d))Stinger(present (D) or absent (d))Leg length(long (0) or short (d))Antenna(straight (D) or curly (d))Wing pattern[plt.tine(D) or spotted (d))Wing size(large (D) or small (d))

Appearance ofNinsect Offspring

Table 6-4

Feature

Eye color(black (0) or white (d))Bcidy Color(striped (D) or plain (d)IBody shape[chunky (D) or slender (d))Stinger(present L(D) or absent (d))Leg length(long (D) or short (d))

ttlA".fula(straight (0) or curly (d))Wing pattern(plain (D) or spotted (d))Wing size(large (D) or small (d)]

Bits.of Information

Parent (card) # I

.7

D or dAppear-

ance

Parent (card) #2

D or dAppear-

ance N ct Offspring'.of

-

't.LiArt '

.1

Feature

Bits of Information

Parent (card) # Parent (card) #2

D or d

Eye color(black (D) or white (d))Body color(striped (D) or plain (d)1Body shapeimnky (D) or slender (d))Stinger(present (D) or absent (d)1Leg length(long (D) or short (d)]Antenna(straight (D) or curly (d)]Wing pattern -

(plain (D) or spotted (d)]Wing size[large (D) or small (d)1

Appear-an-C*

-"N

D or dAppear-

ance

Table 6-5

Appearance ofNinsect Offspring

Fepture

F

Bits of Information

Parent (card) .#1 Parent (card) #2

D or dAppear-

ance

Eyc color(black (D) or white (d)1Body color(striped (D) or plain (d))Body shape[chunky (D) or slender (d)jStinger(present (D) or absent (d)lLeg length(long (D) or short (d)]Antenna(straight..(D) or curly (e1)1

Wing pattel-n(plain (D) or spotted (d)11

Wing size(large (0) or small (d)1

D or dAppear-

ance

Table 6-6

Appearance ofNinsect Offspring

2;3

*

17

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16

06-7.

4,

06-8-

Problem Break 6-1

Problem Break 6-2

Chapter 7 07-1.

Problems,Problems,Problems 0 7-2.

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-4

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19

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Excursion 1-1More onOffspring

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txcursion 1-4A Pyramid of 02-Grandparents

113.

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Problem Break 1

A

Excursion 2-1Ratio 02.Simplified

03.

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PossibkCombinations

Results from60 Tosses .

Nickel Dime

Heads Heads, !.

Heads Tails,

Tails Heads

Tails Tails\

at,

Figure 3

e(1/1) BPure-strainbrownbean

parent

02.Figure 4

FirstgenorationoftspriiNg

Pure-strain.white-bean

(It) b . parent(1/42)b

First-generation offspring

4

!1

Excursion 4-1Don't Flipover This

23

03-

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OS-

I4xcursion 6-1A Bit MoreAbout Bits

Ol.

02.

0

104.

07.

08.

ge

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1

Problem Brak

SY

Possible Bits ofSy

Information fromSmooth, YellowParent (SsYy) sY

sy

Table 1

SY

Possible Bits of Informationfrom Smooth, Yellow Parent (SsYy)

Sy sY sy

Excursion 6-2 .

Peas Again,But DoubleTrouble

SSYYsmooth,yellow

.

.

Ssyi, smooth,

green

ss'YY

wrinkled,yellowc.

Ss Yy

imooth,yellow

,

.

36

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Excursion 7Red, White,and Pink

Table 2

Smooth, yellow-seeded plants

Smooth, green-seeded plants,

Wrinkled, yellow-seeded, plants

Wrinkled, green-seded plants

01-

02.

Bi

Bs

bS

bs

BS Bs bS bs

3 7

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01 Excursion 7-2Hair Heirs2

03-

Excursion 74Boy or Girl

Figure 2

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Excursion 7-4 Di.A Royal Problem 02

- 03-

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Excursion 7=-5--I WOnder Where

r the Color Went?'1

Remember tintt-Abis excur-sion continues for 10 days at

.03- more, and all responses may/not be made at the same

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Excursion 7-7Do BlondesHave More Fun?

,

FEAtURES

ENVIRONMENTAL, FA TORS

Sunlight Exercise Diet

Skin tanning

Freckles.

Intelhgence-

Hair color

- Weight

Size of muscles, -

Handedness

Table 1

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a.

t-

How Well Ani I Doing?

You probably wonder what you are expected to learn in this sciencecourse. You would like to know how well you are doing. This sectionof the bocik will help you find out. It contains a Self-Evaluation 'foreach chapter. Ir yai can answer all the questions, you're doing verywell.

The Self-Evaluations are for your benefit. Your teacher will not usethe results to give you a grade. Instead, you will grade yourself, sinceyou are able to check your ovyn answers as you go along.

Here's how to use the Self-Evaluations. When you finish a chapter,take the Self-Evaluation for that chapter. After answering the questions,turn to the Answer Key that is at the end of this section. The AnswerKey will tell you whether your answers were right or wrong.

Some questions can be answered in more than one way. Your answersto these questions may not quite agree with those in the Answer Key.If you miss, a question, review the materianrpon which it was basedbefore going on to the next chapter. Page references are frequentlyincluded in the Answer Key to help you review.

On the next to last page of this booklet, there is a grid,/which youcan use to keep a record of your*Wn progress.

13

1r 1.4 ,01/4.

1.T.;

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Port ASELF-EVALUATION 1

You should do this self-evaluation when you have reached page 17,at thc point where 7ou are told to go ahead to Chapter 2.

Circle any of the excursions for this chapter that you completed.1-1; 1-2; 1-3; 1-4

01-1. Give an operational definition for pure strain of an organism.

01-2, When you cross fruit flies; why is it important to use virginfemale flies?

01-3. How can yo4 distinguish between an overetherized fruit fly andone that is properly',etherized?

4

_6014, If you were tO cross two fruit flies that were both pure strain

for brown eyes, whai do you predict woul0 be the eye color of--a. the first-generation offspring?

b. the second-generation offspring? 35

.4-

4

36

e.baatgLidtitt'.,

01-5. Obtain from your teacher the vial of fruit flies labekd"Question 1-5." Etherize these fruit flies and select one mak and onefemale fly. Have your teacher cheek whether or noi you can identifywhich is male and which is female. ,-

EV. Give an operational definition of first-generation offspring.

[11-7. One of the main aims of this unit is to develop a model to help'explain the patterns that appear in the way features are passed fromone generation to the next.

a. What is meant by the term model?

b. What are the characteristics of a good ,Model?

Part

Do not do this self-evaluation until you have completed all of Chapter14 including all the fruit-fly experiments.

014. Suppose you crossed fruit flies that were pure strain for blackbody wiih flies that were pure strain for striped body. You may assuMethat the bit for striped body masks the bit for black body.

a. What will be the body color of the first-generation offspring?(Include a ratiO in your answer if necessary.)

b. What will be the appearance of the second-generatiori offspking?(Include, a ratio in your answer if necessary.)

.4+, 4,1ei" -1013 +19,4 c-, 4

t-/

It

01-2. Suppose you had a vial of ed-eyed fruit flies. Describe anexperiment that would help you find out-if the flies arc pure strain forred eyes. (Hint: Red-eye bits mask-brown-eye bits.)

01-3. In fruit flies whenever a white-eyed female is crossed with ared-eyed mate, only the 'female offspring have white eyes. All the maleoffspring have red eyes.

a. Does the two-bit model account for this?

b. Explain your answer.

Circle the excursion for this chapter, if you Completed it.2-1 SELF-EVALUATION 2

-N 02-1. obtain the two Vials labeled "2- l A" and "2-1B" from the supPly`-area.

By looking at the colors of the bean seeds, predict which vial containsthe first-generation offspring of a cross between parents each of whichwas pure_ strain for a different color.

My prediction is vial number

Assuming that your prediction is .correct, what will be the ratio of thenumber of bean seeds-of one color to the number of,seeds of the othercolor in the second generation?

a

02-2. Suppose you found thevre were 829,yellow kernels on an ear ofcorn and 164 dark-brown kernels.

111P;I. *hat is the rough ratio of yellow to brown kernels?

b. What is the rounded ratio ef yellow to. brown kernels/ 37

IG-

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3

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02-3. When pure-strain yellow peas are crossed with pure-strain greenpeas, the lirst-generation peas are a/1 yellow.

What will the second generation of peas look like? (Include a ratioin your answer.)

02-4. Can you tell if a seed islmre strain for a feature by just lookingat the seed?

Explain

SELF-EVALUATION 3 03-1. A pure-strain smooth-seed pea plant is crossed with anotherpure-strain smooth-seed plant.

a. Predict the appearance of the first-generation seeds.

311

b.' Predict the appearance of the second:generation seeds. (Includea ratio if necessary.)

03-2. A pure-strain tall pea plant was crossed with a pure-strain dwarfpea plant. All the first-g,eneration pea plants were tall. Predict theappearance of the second-generation offspring. (Include a ratio if nec-essary.)

03-3. Suppose you crossed two tall corn plants of the same strain andfound that three fourths of the offspring were tall and one fourth were&staff.

a. Is this strain of tall corn plants,a pure strain?

Explain your answer

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'b. Predict the appearance of the parents of this strain of all cornplants.

(:13.1. A second generation of rose plants contains 82 plants with redroses and 27 plants with white roses.

a. What do you predict wns the appearance of,the first-generationroses?

b. What do you predict was the, appearance of ihe original parentroses? -

Circle the excursion for this chapter if you completed it.4-I

a4-1. a. What two things does, a good modal help you do?^

b. What is meant by the phrase "the assumptions of,a model"? .

Et4-2, List the four assumptions of the two-bit model.

b.

d.

04-3, When two pure-strain mice are crossed, half the first generationoffspring are males and half are females. In the secOnd generation yotiagain find that half the mke are males and the other halfare females.

0. Which of the inheritance models best predicts this inheritancepattern?

s.

,,

SELF-EVALUATION 4\

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.

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4:1P Z;k3.,..4.11, cz.` 1;4:i* ea. .1. .i'1,11V-%;1..- ,,.. 14,17, %.,vtfo, ,:,.1.,;...z.VA.,l,...,1....",,,' .41i.'...1,'11...'.ktL.'s,daildri.tilis'..i.:.:41Liiiii.ikiwida.4.1.

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43. What evidence do you have that your answer is correct?

-

04-4. A Male fruit fly with straight wings is crossed with avirly-wingest,female fruit fly. All the first-generation offspring haVe staight wings.Three fourths of the second-generation offspring have straight wings,and OnF--fourth have curly wings.

a. Which inheritance model best explaigs this inheritance pattern?.,b. Poes straight wing mask curly wing? What vvidence

sef

do you have to ,support your answer?.

c. Were the originM paren ,tp.ile strain?

\.04-5. Suppose you bought some marigold seeds at the store andwondered, whether. this variety was a pure strain or nor 113scribe anexperiment that you could do to test whether these flowers are purestrain. "

40

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40041fU",4347,, -ft,Itv!4!

La. .

El 5-1. explain the meanin I the following ,.suitements.a. Curly hair is dominant when cros with straight hair.

b. Straight hair is recessive when crossed with curly hair.

05-2. The, diagram below represents four pea seeds_

Yellow

®Green Yellow Green

a. When the plant grown from seed A is crossed with the plant fromseed B, all the first-generation seeds are yellow. Which feature, yellowcif- green, is dominant?

)1b. When the plant grow from seed C is crossed with the plant from, seed D, some of the fiist-generation offspring are green and some are

yellow. If yellow is the dotninant variation, are any of the first-genera-tion offsking pure strain for yellow? ., ,

Explain_your answer

c. Are any of the ftrst-generation offspring from cross of C andD pure strain for green?

ExplainLyour answer.

A.5

f; N. r-,r

r11,6,6,

F.

SELF-EVALUATION 5

111

' laralartik&akat -Ns-,/-AMA

05-3. The family tree below shows which members have white fore-locks- and which have normal color4orelocks. The parents are purestrain for the feature. The hereditary bit for white forelock is dominant.In the space below the symbol for each individual, write the possiblepair of bits of information that the. individual could have.

White'LIh= Man g

'0 W Oman

W = Wkite forelockw Normal color forelock

White White White White

White hit& White Norinal

El 5 -4 . Bean steds may have bits for brown color (B) or for white color(b). The following combinations are known.

Bean #1 BBBean #2 bBBean #3 BbBean #4 bb

a. Which bit is dominant?

b. What is the color of bean # I?

c. What is the color of Bean #2?

d. -What is the" color of Bean #3?

e. What is the color of Bean #4?

Have you done the Self-Evaluation Test torrhapter It Part Er.yet?If you 4ve completed Chapter I, you should have done the test for42 Part B by now.

5iy-

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st4i*i6,7 Y-H*05"*.tic

yr Circle any of the excursions for this chapter tha you completed..6- I ; 6-2

06-1.- You are going to have a chance to create an Iggy offspring. Thetabks below show the bits of heredity information carried by each ofthe parent Iggys. j.

Bits of InformationIggy Parent A

I. Round cars (H)Round ears, (T)

2. Straight antennae (H)Curly antennae (T)

3_ Black eyes (H)White eyes-(T)

4. Large nose (H)Small nose (T)

5. Plump body (H)Thin body (T)

6, Short legs (H)Lang legs.(T)

Bits of InformationIggy Parent B

1. Pointed ears (T)Round ears (H)

2. Straight antennae (T)Straight antennae (H)

3. White eyes (T)White eyes (H)

4_ Large nose (T)Small nose (H)

5. Thin body (T)Thin body (H)

6. Long legs (T)Lohg legs (H)

Bits of information are passed on by chance. Flip a coin for eachpair of bits to decide whether the heads (H) bit or the .tails (1`) bit willbe passed on to the Iggy offspring. Record the bit' that are passed onin the table below.

. Feature*

Parent A Bit Parent B Bit Iggy Offspring Features

I. Ears .

2. An te n7k.

3.--Eyes -

4. Nose.'-.. c --

5. Body ...,

,

6. Legs,

52

SELF-EVALUATION 6

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0.1

Vt.

,

tor.,7t %, 4

ft

rL-

Now eotnpletc..the lgg , Offspring Features column, making use ofthe AO that the follow p bits are dominant. s'?

Pointed itrs Large nose. Curly arAennae Plump body

Black eyes Short legs

06-2, 1-lere is your chance to try some real planned parenthood!Perhaps you didn't really like how your lggy offspring looked whenyou used chance in select(ng the information bits he got from hisparents. You can't get away fromichance 'as determining which bit ispassed on, but maybe if you set up iloroperly the bits that you choosefrom, you can guarantee the kind of offspring you will get.

Lees sce if you can figure out how to do it.First, select:vhat features you want in yqur new Iggyfffspring and .write them in the table t1elow:

Features I Want inMy Iggy Offspring

Information Bits inMy Iggy Offspring Parent A Bits Parent B Bits

Ears-

Antennae-...

Eyes- , et.

Nose-,

Body-. .

_ -

Legs--

Next, by consulting the' table showing which bits are dominant,determine what bits your Iggy offspring needs to have to look the wayyou have decided. Write in the table the bits he could have.

Finally, determine what bits each parent must have so that no matterwhich bit is passed on, your Iggy offspring gets the bits that he needs.

SELF-EVALUAT1ON 7 Circle any of the excursions for this chapter that you completed,7-1; 7-2; 7-3; 7-4; 7-3; 7-6; 7-7

411&71. Briefly explain by using the two-bit ModeLhow features arepaseed froM human parents to,,their offspring.

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07-2.. la. If a red shorthorn bull is bred with a while shorthorn cow,all the offspring arc roan (brownish-red) in color. Explain how youmight modil the two-bit model to explain this phenomena.

b. If two roan offspring were mated, what do you predict would bethe color or colors of the second-generation offspring. (Include numbersif necessary.)

LS

c. !India what two informaiion bits for color a red shorthorn bullhas. .

Explain.

07-3. Now that you have had a chancetto expand yoUr twoJdi model,try question 1-3 of Part B again: In fruit flies whenever a White-eyedfemale is crossed with a red-eyed male, only the female offSpring havewhite eyes. All the male pllspridg have red eyes. Un your expandedtwo-bit model to explain why this occurs.

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SELF-EVALUATION AN1.1A/FR KEY

SELF-EVALUATION 1a Part A

1-1. You should have said thala pure strain is one that will produce generation after generationof offspring that.are identicid in the feature you arc observing. Figure 1-3 shows this well.1-2. If the female has previously mated, the offspring will reflect thc characteristics of the previousmating rather than the mating that you planned. This would conftise the experimental results.1-3. The wings of an overetherized fruit fly are spread, and the wings of a properly etherizedone ait folded. Check over Figurc 1-1 if you had difficulty.

1-4. You should have realized that crossing two identical pure-strain flics will produce generationafter generation ofies with the same feature. This was part of your operational definition ofpure strain in question I-1.

1-5. If you had difficulty etherizing the flies, you should review Activities 1-3 to 1-/. If yourproblem was in separating the male and female flies, take another look at Figure 1-2.14. You sitould have said that the first-generation offspring are the children of the original parentpair.

1-7. . Yoli could have defined a model in many different ways_ However, your answer shouldhave said that a model is something that is used to explain and predict observations.

b. Good models arc usually simple enough to be used to explain the observations made,and they should be able to predict and explain future observations.

SSLF-EVALUATIONPart 13

1-1. a. Your answer should have indicated that all the first-generation offspring will have stripedboclieS. This is becahse the 'striped bit masks.the bitfor a black body.

b. Three fourths of the seond-genciatiOn fruit flies will gave striped bodies and the otherone fourth mill have black bodies. If you had problems with this, you should review the ia-asof the,two-bit Model in Chapter 4., .

.49. 47

es-

4

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49

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t

, '

1-2. Nhere are two different experiments that you could perform.a. You could have mated the red-eyed flies and looked for variations in the eye color in the

first- ond secondleneration offspring. Remember that a pure strain is one that will producegeneration offer- generation of offspring that show,no change in the feature. See this in Figure 1-3

b., lit bec other experiment you could have performed would bc a test cross tween the red-eyedflies a

Id some pure-strain brown-eyed flies. If your.flies were pure strain for red eyes, all the

first-generation offspring should have red eyes. If you have forgogen how to do a test cross, youshould review thc section on test crosses near the end of Chapter k,

1-3- S. You should have indicated that the two-bit model will not account for this pattern ofin heritance.

b. According to the two-bit model, all the first-generation offspringshOUld haVelhown oneof the featutes. Since this pattern shows some link between the scx of the fly and the eye color,the two-bit model cannot account for it. This pattern is caused by a "sex-linked feature" andis discussed in Excursion 7-2.

SELF-EVALUATION 2

2-1. You should have selected vial 2-IA as the one containing the first-generation offspring ofa cross between two different pure-strain parentThe color inherited from one of the parentsshould completely mask the color finm the other parent in the first generation_ The bkans invial 2-IB arc just a mixture of beans of two different cqlors.

If you had planted the beans from vial 2-1A to test your prediction, you would have obtaineda ratio of 3 brown beans to 1 white bean in this next generation. Look over your data tuFigure 2-2 if you got this wrong.

2-2_ a. The roifgh ratio is about 5.055 to I.b. Theurounded ratio is 5 to I.

Excursbn willhelp straighten you out if youhad problems with these calculations.

2-3. You should have predicted a ratio of 3 yellow pcas to 1 green pta in the second generation.If y6u had the colois miked up, look carefully at the results you recorded in Figure 2-2.

2-4. You should havcpredicted that you cannot tell whether a seed is pure strain just by lookingat it. The featbre you see may be masking another feature. The brown beans in the first-generationoffspring of the cross of pure-strain brown and i3ure-str1iin white beans did this. However, asyou become more familiar with which feature will mask another, you may be able to make somepretty intelligent guesses as to whether certaitr features arc pure strain or not.

SELF-EVALUATION 3

3-1. You should have predicted for both a and b that all seeds in both generations wiffbe smooth.This inheritance of identical fetures is part of your definition of a pure strain,-

3-2. There will be a ratio of 3 tall pea plants to I dwarf pea plant. You should have been ableto tell that there would be more of the tall vafiety, because all thc first-generation offsprisg weretall.

43-3. a. You should have indicated that these are not pure-strain corn plants. If they had been,then all thcir offspring would have been tall.

b. Thc parents of the corn plants were pure strain. One was taff.and the othcr was dwarf.

3-4 a.The,lirst-generation roses were all red.b. One of the parent roses was pure-strain white and the other was pure-strain red.

If you had difficulties with questions 2. 3. or 4, you should go sack and review thc sectionsfrom Activity 3-3 to Problem Break 3-1. You need to understand this well before going olt toChapter 4.

- k-

56

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SELF-EVALUATION

4-1. a. You should have indicated that a good model is one that accurately describes youroblervations and makes accurate predictions.

b. You may has4 answered this question in runny ways. However, you should have indicatedthat the assumptions arc the statements or things that must be true if the model is to work.4-2. You may have used different words to express your answer but the ideas should be the same.

a. Each individual has two bits of information for each feature, and these bits determine theappearance of the individual.

b. During reproduction, each parent passes on to the offspring One bit of information abouteach feature.

a_ Which of thc parent's two bits is passed on to gm offspring is determined by chance.d. One bit of information for a feature mny mask the other bit of information for the same ,

feature.

4-3. a. The one-bit model best predicts this pattern of inheritance.b. The thing that should have convinced you that it was the one-bit model that was correct

was the half-and-half split between the features in each generation_ If you had problems withthis question, you should review the ideas of the one-bit model on page 44.4-4_ a. The two-bit model bcst describes this pattern_

b. You should have said that straight wing does mask curly wing. Yob can tell this fromthe fact that all the tint-generation offspring have straight wings.

ct.. Unless the original parents weretpure strain, one for straight wing and the other for curlywing, you would not get thc three-to-one ratio of features in the second-generation offspring.

44. You could have used several different experiments to test this. The best would be to crossthe plants and see whether the future generations show any variation in features. A tcst crosswould be difficult to do because yoki would need to know what features were masked and thenobtain a plant tha) was pure strain for the riaasked features.

SELF-EVALUATION 5

5-1. a. You should have indicated that the information bit for curly hair masks the bit for straighthair when both are present in the same individual. 'N,

b. This time the straight hair information bit is masked 1, the bit for curly hair.If you had problems with this, take a look at the discussio -.of recessive and domitont bits

on page 61.

5-2. a. You Should have saig that the yellow bit is dOminant. You can tell this from the informa-tion that all thc first-generation oMpring are yellow.

b. None of the plants can bc pure strain for yellow.One of the parents is pure strain for green color (yy) so that ply first-generation

off§pring must have at kast one of these bits. A-.-.c_ Some of the offspring are pure strain for green. -

The clue to this is the statement in the question that ". . . some of thc seeds of the first-generation ofirsprittg rit. green. . . ." Since green is the recessive bit, the only way you cars havegreen. seeds ifis- the plaiV is pure strain for green.

5-3. The Oart below shot.;is the correct information bits. The strategy_for attacking this problemis as tbllows: One parent is normal so she must be (ww), since norlual color is recessive; all thedrst-gederation offspring have white forelocks so they must be mixed (Ww) and the other parentmust be (WW). Since a normal child is produced in the second generation, thc outside individual(far tight on second line)-must also be mixed (Ww). The second-generation offspring arc the normalcombinations of (WW), (Ww), and (ww) that you would expect. If you had problems with this,check over Figure 5-1 again.

11

5 7

ii

49

1.` o!. `444a'

50

WhiteWW

White White White White WhitcWw Ww Ww Ww Ww

WhiteWW

WhiteWw

NormalWW

64, a. You should have recognized that the brown bit is dominant because it is symbolized bya capital letter.

b. BroWnc,. Browncf. Brown, White

Review the section on dominant and recessive bits if you had difficulties with this.question.

SELF-EVALUATION 6

6-1. You could have many possible answers for this question. One thing to check though is whetheryou matched up the Iggy offspring features with the bits correctly. Look over the table of dominantfeatures again to make sure that your lggy offspring features correspond to the bits hat he inherited.

6-2. Once you have written down" the bits that the lggy offspring should have, the rest is easy.Just make each parent pure strain for that feature so that no matter which bit is passed on, theIggy offspring will have the same set of information bits.

EXAMPLE:

,,

Feature Wanted_

Offspring Bits Parent A Paral B

Round ears rr IT rr7

A.

Curly antennae Aa_

AA aa

SELF-EVALUATION 7

7-1. Your answer should mention the following points.a. Each parent has two information bits for each feature'and passes one of the two on to the

offspring.b. Which bit is passed on is determined by chance.c. The offspring receives one bit -from each parent and his features are determined by his

particular combination of bits.If you had difficulty with this question, look over Excursion 74 again.

578

4 1,1 44,5

Ire

K

-t`IW;t4400.414,AttVeiVitto,At-t

'41 ,ror,"

7-2. a. You might have changed your model so that when an individual has one hit for each0010f, his coat color is a new color. In this case, a bit tot red color (R) combines with a bit (Inwhite color (W) t produce a roan offspribg (RW)

En:tm your work with the two-bit model, you should have predicted that one quarterwill be white (WW), onc half will bc roan (WR or RW), and onc quarter will be red (RR).

a. IN red bull must he pure strai) for red. If he had any information bits (or white, hiscolor would be roan (RWl.

If you had difficulties with this question, chcck over Excursion 7-1 again. ')

7-.11. With your expanded two-bit model you.should have had no difficuhy in piledicting that thebit for eye color and the bit for scx arc linked and arc passed on to the offspring as a singlepackage. See !Excursion 7-2 forban explanation of this.

A

51

My ProgressXcep track of your progress in the course by plotting the percentcorrect for each Self Evaluation as you complete it.

tcorrecberPercent correct = NumX 100Number of questions

To find how you are doing, draw lines connecting these points. Afteryou've tated yourself-6ft all chapters, yoti may want to draw a best-fitline. But in the meantime, unless you always get the same percentcorraft, your graph Will look like a series of mountain peaks.

RECORD OF MY PROGRESS

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u.1 60cccc

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1 2 3 4 5 6 7CHAPTERS 66

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