BLACK RHINOS GENETICS INVESTIGATION
Investigation Designer:
Grade level:
John O’Donnell
High School 9 -10/Middle School (with scaffolding)
Time Required:
2 hours
Investigation Focus:
Genetics
Confirmation
Structured
Guided
Open
State Learning Standards:
Massachusetts Curriculum Frameworks: High School Biology
3. Genetics
3.5 Differentiate between dominant, recessive, codominant, polygenic, and sex-linked traits.
3.6 State Mendel's laws of segregation and independent assortment.
3.7 Use a Punnett Square to determine the genotype and phenotype of monohybrid crosses.
SIS1. Make observations, raise questions, and formulate hypotheses.
Observe the world from a scientific perspective.
Pose questions and form hypotheses based on personal observations, scientific articles, experiments, and knowledge.
Read, interpret, and examine the credibility and validity of scientific claims in different sources of information, such as
scientific articles, advertisements, or media stories.
SIS2. Design and conduct scientific investigations.
Articulate and explain the major concepts being investigated and the purpose of an investigation.
Select required materials, equipment, and conditions for conducting an experiment.
Identify independent and dependent variables.
Write procedures that are clear and replicable.
Employ appropriate methods for accurately and consistently
making observations
making and recording measurements at appropriate levels of precision
collecting data or evidence in an organized way
Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers)
including set-up, calibration (if required), technique, maintenance, and storage.
Follow safety guidelines.
SIS3. Analyze and interpret results of scientific investigations.
Present relationships between and among variables in appropriate forms.
Represent data and relationships between and among variables in charts and graphs.
Use appropriate technology (e.g., graphing software) and other tools.
Use mathematical operations to analyze and interpret data results.
Assess the reliability of data and identify reasons for inconsistent results, such as sources of error or uncontrolled
conditions.
Use results of an experiment to develop a conclusion to an investigation that addresses the initial questions and
supports or refutes the stated hypothesis.
State questions raised by an experiment that may require further investigation.
Learning Outcomes:
1. Students will be able to analyze population data for rhino phenotypes
2. Students will be able to use phenotype information to determine dominant and recessive traits
3. Students will be able to use dominant and recessive traits information to determine genotypes
4. Students will be able to use genotypes data to construct a Punnett square with a dihybrid cross
Materials List:
calculators
lab notebooks
Pathfinder Regional Vocational Technical High School
Biology: Genetics Black Rhino Dihybrid Cross lab handout
Engaging Experience:
Instructor will introduce the black rhinoceros and its perils due to poaching by presenting the WWF website: WWF - Black
rhinoceros. The instructor and students will spend about 10 minutes viewing the web page and discussing the present status of
the rhino and its several threats to its survival in the wild. The discussion should bring up several threats, including habitat loss,
predators, low birth rate, and poaching. Then, the instructor should post three questions, and give the students five minutes to
respond in writing in their notebooks.
1. What are the main challenges to preventing the extinction of the species?
2. How can habitat fragmentation be addressed when forming wildlife preserves for the rhino?
3. How can demand for rhino horns be reduced?
After the five minutes are up, the instructor will pass out the first four pages of the lab handouts, Black Rhino Dihybrid Cross.
(Do not hand out the fifth page, this is the solution key for the instructor!!) The instructor will point out that there are two
traits that are known to improve the survivability of individual rhinos in the wild, namely: extra-long prehensile lips, and
extra-long ears. The instructor will explain to the students that it is their job is to determine the genotypes associated with the
traits, and to prove their claims by using evidence from the raw data, and their analysis of the data using Punnett Squares of a
dihybrid cross.
Guiding Question(s):
(1) How do you use the raw data to determine the phenotypes of the two traits?
(2) How do you know which traits are dominant, and which are recessive?
(3) Using the evidence from the population data, how do you assign genotypes to the traits and construct a dihybrid cross?
Investigations:
See the attached file.
Present Findings and Draw Conclusions:
Student teams demonstrate their inquiry investigation, data collection, and analysis according to the rubric in the investigation.
Assessment:
(1) Presentation scored by rubric: Peer presentation rubric
(2) Investigation scored by rubric: Investigation Presentation Rubric
Resources:
Laboratory handout, with instructor key
Wrap Up:
Study questions for homework (formative assessment)
1. Construct a Punnett Square for a hybrid cross between a female rhino that is heterozygous for both traits and a male
rhino that has extra-long prehensile lips and is heterozygous for ear length. What percentage of offspring will have
both extra-long prehensile lips and extra-long ears?
2. Suppose that the trait for prehensile lip length was co-dominant. How would the distribution of offspring look; i.e.,
what would be the distribution of phenotypes?
3. If the trait for ear length was sex-linked, what would you expect to see in the phenotypes of the offspring of three
generations of descendents?
Pathfinder Regional Vocational Technical High School
Biology: Genetics