LAB 20 Application Labs Lab 20. Inheritance of Blood Type: Are All of Mr. Johnson’s Children His Biological Offspring? Teacher Notes Purpose The purpose of this lab is to give students an opportunity to apply what they know about the inheritance of traits to solve a problem. This lab also gives students an opportunity to ȱȱ¡¢ȱǰȱȱȱȱȱȱȱȱȱǰȱȱȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ěȱ between observations and inferences and between data and evidence in science. The Content ȱȱȱȱȱȱ¢ȱȱDZȱǰȱǰȱǰȱȱǯȱȱěȱȱ blood types are due to the presence or absence of certain types of antigens and antibodies. ȱȱȱȱȱȱȱȱȱȱȱȱȱȱǻǼǰȱȱ ȱȱȱȱȱȱȱȱȱǯȱȱȱěȱ types and combinations of these molecules. Figure 20.1 shows which antigens and antibodies Surface antigens and antibodies associated with each blood type in the ABO blood group are associated with each type of blood. FIGURE 20.1 A single gene that consists of ȱěȱȱǻȱallelesǼȱ determines the four blood types in the ABO group. Allele A codes for the synthesis of RBCs that have the type A antigens on their ǰȱ ȱ ȱ ȱ ȱ ȱ synthesis of RBCs that have the ¢ȱ ȱ ȱ ȱ ȱ ǰȱ and allele O codes for RBCs that lack surface antigens. The A and B alleles are codominant to each ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ 276 National Science Teachers Association Copyright © 2014 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. Inheritance of Blood Type Are All of Mr. Johnson’s Children His Biological Offspring? FIGURE 20.2 alleles are dominant over the O allele. ȱ ȱ ȱ ȱ ěȱ The inheritance of ABO blood type in a fictional family alleles associated with the ABO blood ȱ ǰȱ ȱ ȱ ¢ȱ inherits two copies of it—one copy comes from the mother and one copy comes from the father. The ABO blood type therefore follows a multiple allele model of inheritance. To illustrate the inheritance of ȱ¢ǰȱȱȱ¢ȱtrated in Figure 20.2. In this family the father has blood type A but is het£¢ȱȱȱȱȱȱ allele and the O allele. The mother has ¢ȱ ȱ ȱ ȱ ȱ £¢ȱ ȱ ǰȱȱȱȱȱȱȱȱȱ O allele. The father can pass down the A allele or the O allele and the mother can pass down the B allele or the O ǯȱ ȱ ȱ ǰȱ ȱ ȱ ȱ inherit any of the four blood types in ȱȱȱǯȱȱęȱȱȱȱ¢ȱȱȱȱȱȱȱȱȱ an O allele from his mother. He therefore has type A blood. The second child has type AB blood because she inherited an A allele from her father and a B allele from her mother. The third child inherited an O allele from his father and a B allele from his mother. He therefore ȱ¢ȱȱǯȱ¢ǰȱȱȱȱȱ¢ȱȱȱȱȱȱȱȱ allele from both her father and her mother. Timeline The instructional time needed to implement this lab investigation is 130–200 minutes. ¡ȱ Řȱ ǻǯȱ řşŗǼȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱǯȱȱȱǻŘŖŖȱǼȱȱȱȱȱȱȱȱ ȱ ęȱ ȱȱȱȱȱ¡ȱȱȱȱěȱȱ ȱǯȱȱȱěȱȱ ȱȱ¢ȱǰȱȱ¡ǰȱ ȱȱȱȱȱ ȱȱȱȱȱǯȱȱȱǻŗřŖȱǼȱ ȱȱȱȱȱȱȱ ȱęȱ ȱȱȱȱȱȱȱ ȱȱȱȱȱȱ ǯȱȱȱǰȱȱȱȱŜȱǻ ȱ ȱȱǼȱȱȱŞȱǻȱȱȱǼȱȱ ǯ Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9–12 Copyright © 2014 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. 277 LAB 20 Materials and Preparation The materials needed to implement this investigation are listed in Table 20.1. Blood typing ȱ ȱ ȱ ȱ ȱ ǰȱ ǰȱ ȱ Ȭ¢ȱ ȱ ȱ ȱ ȱȱ¢ȱȱ¢ȱ¢ȱǻǯǯǰȱȱǰȱǰȱȱȂȱ Ǽǯȱȱȱȱȱȱȱȱȱȱ¢ǯ TABLE 20.1 Materials list Item Quantity Blood samples from Mrs. Johnson, Mr. Johnson, Mr. Wilson, child 1, child 2, and child 3 in disposable Beral pipettes 1 per group Samples of type A, type B, type AB, and type O blood in disposable Beral pipettes 1 per group Anti-A serum in disposable Beral pipette 1 per group Anti-B serum in disposable Beral pipette 1 per group Blood-typing slide 6 per group Toothpicks 12 per group Student handout 1 per student Whiteboard, 2' × 3'* Peer-review guide and instructor scoring rubric 1 per group 1 per student Șȱȱȱȱȱȱȱȱ ȱȱȱȱ ȱȱȱ¢ȱȱ create their arguments. ȱȱȱȱȱȱȱȱȱȱȱȱȱĴȱ to facilitate the distribution of materials to groups and to limit the amount of blood each ȱȱȱȱǯȱȱȱĴȱ ȱȱȱȱȱȱ ȱǰȱȱ ȱȱȱ¢ǯȱȱȱĴȱ ȱȱŘȱȱȱǰȱȱ DZȱȱ • ǯȱȱȱȱ¢ȱǯ • Child 1 is blood type A. • ǯȱȱȱȱ¢ȱǯ • Child 2 is blood type B. • Mr. Wilson is blood type B. • Child 3 is blood type O. ȱȱĴȱȱȱȱȱȱȱȱǯȱȱȱȱȱȱ ĴȱǻǯǯǰȱȱȱȱǼȱȱȱȱȱȱ ȱȱȱȱ ȱȱǯȱȱȱȱ ȱȱȱȱȱǯȱ It is also important to set up a station where each group can come to collect known blood ȱ ȱ ȱ ȱ ¢ǯȱ ȱ ȱ Ĵȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ¢ȱ ȱ 278 National Science Teachers Association Copyright © 2014 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. Inheritance of Blood Type Are All of Mr. Johnson’s Children His Biological Offspring? ¢ǰȱȱ¢ȱȱȱȱȱǯȱȱ ȱȱȱȱȱȱȱȱ ȱȱȱǯȱȱȱȱĜȱǰȱȱȱȱȱ each blood type can be assembled and provided to each group in a beaker and provided to each group along with the unknown blood samples. Topics for the Explicit and Reflective Discussion Concepts That Can Be Used to Justify the Evidence ȱ ȱ ȱ ȱ ęȱ ȱ ȱ ǰȱ ȱ ȱ ¡ȱ ¢ȱ ¢ȱ included the evidence in their arguments and make the assumptions underlying their ¢ȱȱȱȱȱȱ¡ǯȱȱȱǰȱȱȱȱȱ multiple allele model of inheritance to help justify their evidence. We recommend that you ȱȱȱȱȱ¡ȱȱĚȱȱȱȱȱȱȱ connection. How to Design Better Investigations ȱȱȱȱȱȱĚȱȱȱȱȱ ȱȱȱȱ ¢ȱȱȱȱ¡ȱȱĚȱǯȱȱȱȱȱ ȱȱȱ ¢ȱȱȱȱĚ ǰȱȱǰȱȱȱ ȱȱȱȱǯȱȱȱȱȱȱĚȱȱȱȱȱȱ ǰȱ¢ȱȱȱȱ ȱDZȱ • ȱ ȱȱȱȱȱȱ¢ȱǵȱȱȱȱęǵ • What were some of the weaknesses of your investigation? What made it less ęǵ • ȱ¢ȱ ȱȱȱȱȱǰȱ ȱ ȱ¢ȱȱȱȱȱ ȱȱ¢ȱǵȱȱȱ¢ȱȱȱȱȱȱęǵȱ Crosscutting Concepts ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ĵȱ ȱ ȱ ȱ A Framework for K–12 Science Education, ȱ¢ȱȱ ȱȱȱȱȱ¡ȱȱ Ěȱǯ • ¢ȱȱ¢ȱDZȱȱȱȱȱȱ¡¢ȱȱȱ ȱ¡ȱǯȱȱȱǰȱȱ¡ǰȱȱȱ to use the multiple allele model of inheritance to interpret the results of the blood test. • ȱȱDZȱȱȱȱȱǰȱȱǰȱȱ ¢ȱȱ object is shaped or structured determines many of its properties and functions. In ȱǰȱȱ¡ǰȱȱȱȱȱȱȱȱȱȱ Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9–12 Copyright © 2014 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. 279 LAB 20 of the antibodies determine whether agglutination occurs when the blood sample ȱȱȱȱ¡ǯȱȱȱ ȱȱȱȱ enables us to easily identify blood types. The Nature of Science and the Nature of Scientific Inquiry It is important for students to understand the ěȱ ȱȱȱȱ in science.ȱȱȱȱȱȱȱȱȱȱǰȱ ȱ an inference is an interpretation of an observation. Students should also understand that ȱ ęȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱǯȱȱȱǰȱȱ¡ǰȱȱȱȱȱ ȱȱ ȱȱ ȱȱȱȱȱȱ ȱȱȱ¡ȱ ȱǯȱ Then they infer a blood type based on this clumping. Both their observations and their ȱȱȱȱȱęȱ ǯȱȱ It is also important for students to understand the ěȱ ȱ ȱ ȱ ȱ in science.ȱȱȱǰȱǰȱȱęȱȱȱȱȱȱ ȱȱȱȱȱǯȱǰȱȱǰȱȱ¢£ȱȱȱȱȱȱȱ¢ǯȱȱȱǰȱȱ¡ǰȱȱȱȱ about the clumping behavior of the blood samples—this is their data. They then have to ¢£ȱȱȱȱȱȱ¢ȱȱȱȱȱ¢ȱȱȱȱ support their answer to the guiding question. Hints for Implementing the Lab • Encourage students to test the known blood sample to see what agglutination reactions look like if they are having trouble distinguishing between positive and negative test results. • ȱȱȱȱęȱ¢ȱȱȱȱěȱȱ¢ȱȱ ěȱȱȱȱȱȱȱȱȱȱȱȱȱǯȱȱȱ ȱȱȱȂȱȱ¢ȱęȱ ȱȱȂȱȱ¢ȱǻǯǯǰȱȂȱȱ ȱȱȱȱȱȱȱȱȱȱǼǯ • ȱȱȱǰȱ¢ȱȱ¢ȱȱȱȬ¢ȱȱȱ ǻǯǯǰȱȱȱȱȱ¢ȱȱȱȱȱȱȱȱȱ¢ȱ ȱȱǼǯ Topic Connections ȱ ŘŖǯŘȱ ȱ ȱ ȱ ȱ ȱ ęȱ ǰȱ Ĵȱ ǰȱ ¢ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ǰȱ ȱȱȱȱȱȱȱȱ¡ȱȱĚȱǯȱ¢ǰȱȱȱ ¢ȱȱǻCCSS ELAǼȱȱȱȱȱȱǯ 280 National Science Teachers Association Copyright © 2014 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. Inheritance of Blood Type Are All of Mr. Johnson’s Children His Biological Offspring? TABLE 20.2 Lab 20 alignment with standards Scientific practices • • • • • • • Asking questions Developing and using models Planning and carrying out investigations Analyzing and interpreting data Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating information Crosscutting concepts • Systems and system models • Structure and function Core ideas • LS1: From molecules to organisms: Structures and processes • LS3: Heredity: Inheritance and variation of traits Supporting ideas • • • • • NOS and NOSI concepts • Observations and inferences • Difference between data and evidence Literacy connections (CCSS ELA) • Reading: Key ideas and details, craft and structure, integration of knowledge and ideas • Writing: Text types and purposes, production and distribution of writing, research to build and present knowledge, range of writing • Speaking and listening: Comprehension and collaboration, presentation of knowledge and ideas Multiple allele traits Genotypes Phenotypes Blood typing Pedigrees Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9–12 Copyright © 2014 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. 281
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