4 Breeding Corn Fa r m e r s t h r o u g h o u t t h e world grow crops and raise animals to sustain
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1 4 Breeding Corn Fa r m e r s t h r o u g h o u t t h e world grow cros and raise animals to sustain their families and communities, and to earn a living. Livestock and most cros reroduce by sexual reroduction in which two arents contribute genetic material to the offsring. Farmers ractice selective breeding to imrove livestock and cros. In selective breeding, organisms with desirable traits are mated with the goal of roducing even more desirable offsring. For examle, farmers have bred ales for different colors, tastes, and tyes of consumtion, such as baking, juicing, and eating. Before the develoment of biotechnology methods that allow scientists to alter lants and animals on a gene-by-gene basis, selective breeding was the only way eole could develo varieties of cros and livestock that had traits they wanted or needed. In this activity, you will exlore the results of selectively breeding two varieties of corn. Challenge 00How can information about the genetic makeu of lants hel farmers breed lants for desirable traits? Materials For each air of students cardboard corn ears A and B set of / allele cards For each student Student Sheet 4.1, Traits and Heredity 282
2 breeding corn Activity 4 Breeding yellow-kernelled corn and urle-kernelled corn will roduce a first generation of urle-kernelled offsring. Breeding those offsring will roduce corn with kernels of both colors. 283
3 Science & Global Issues/Biology genetics rocedure 1. Read the questions osed on Student Sheet 4.1, Traits and Heredity. Fill in the I think column with a resonse to each question. 2. The figure below shows a cross between a corn lant that roduces ears with urle kernels and a corn lant that roduces ears with yellow kernels. The resulting offsring have ears with only urle kernels. With your grou, discuss what you think is haening in the above cross. Share your ideas with the class, as directed by your teacher. The corn shown above has been selectively bred to exhibit many kernel colors. 284
4 breeding corn Activity 4 3. Read the information on the next age in the text box, Basic Genetics, that you will need for the rest of the rocedure. Record information in your science notebook, as instructed. 4. With your artner, and based on what you know about the heredity of traits, use the and allele cards to discuss why the corn kernels (offsring) were all urle. Discuss your ideas with the other air in your grou. Record a summary of your discussion in your student notebook. 5. Record your grou s ideas from Ste 4 in the second column of Student Sheet 4.1 in the My grou thinks column. You will return to these questions later to see how your ideas and understanding of traits and heredity have changed. 6. a. A unnett square is a tool that shows and hels redict the ossible offsring when two organisms reroduce sexually. The unnett square below shows a cross between a urle corn lant that has alleles and a yellow corn lant that has alleles. The alleles written along the to and side of the square are the alleles from each arent organism, in this case the urle corn and the yellow corn. The allele combinations inside the square show the ossible combinations that could be found in the offsring of this cross. b. Draw a blank unnett square in your science notebook, and show what a cross would look like between two arent corn lants with the genes. Note the allele combinations and what color the offsring would be for each combination. 7. Determine the redicted ratio of the different-colored offsring in the unnett square you drew in Ste 6b. How is this different from the ratio for the unnett square shown in Ste 6a? 285
5 Science & Global Issues/Biology genetics background information Basic Genetics An organism has two coies of the gene for each of its traits. These coies are called alleles. Some traits are either dominant, meaning they will mask another version of the trait, or they are recessive, meaning that they will be hidden by a dominant trait. In scientific writing a dominant trait is reresented with a caital letter, which is underlined to be easy to distinguish. A recessive trait is shown with a lower-case letter. For examle, in corn the allele for urle kernel color is, and the allele for yellow kernel color is. The ossible allele combinations for a corn lant are,, or. 8. Read the scenario that follows. Shauna is a gardener who would like to roduce bicolored (two-colored) corn like some samles she got from a friend. In her garden, she has corn with urle kernels and corn with yellow kernels, but no bicolored corn. Shauna begins by crossing the lants with yellow kernels with those with urle kernels. The offsring roduced have all urle kernels, as shown in the unnett Square in Ste 6a. Hel Shauna figure out what to do next to roduce corn like corn ears A and B. 9. In your science notebook, make a data table like the one below. 10. Count the number of urle kernels and the number of yellow kernels on corn ear A. Record them in your data table. Corn Breeding Data Number of urle kernels Number of yellow kernels Ratio of urle kernels to yellow kernels Ratio rounded to the nearest whole number Kernels on ear A Kernels on ear B 286
6 breeding corn Activity Count the number of urle kernels and the number of yellow kernels on corn ear B. Record them in your data table. 12. With your grou, discuss what the ratio of urle to yellow kernels tells you about the genetic information that was assed from the arent generation to each of these corn kernels. Remember: In corn, the trait for urle is dominant over the recessive trait for yellow. 13. From the data you recorded in Stes 10 and 11 calculate the ratio of urle kernels to yellow kernels. To do this, divide the number of urle kernels by the number of yellow kernels. Enter your results on the data table. Then divide the smaller number by itself, to roduce 1. The ratio of urle to yellow kernels would be x : 1. Round the ratio to the closest whole numbers. 14. With your artner, discuss what the genes of the arent corn must have been to roduce the corn kernels on ears A and B. Record your ideas in your science notebook. 15. Based on the ratio of kernels counted, Shauna constructed three unnett squares to show the ossible crosses she thinks may have roduced the corn on ears A and B. unnett Square X 287
7 Science & Global Issues/Biology genetics unnett Square y unnett Square Z 16. Given the data you collected in Ste 10, which of the three unnett squares shown in Shauna s notes X, Y, or Z best describes the cross that roduced ear A? Record your reasoning in your science notebook. 17. Given the data you collected in Ste 11, which of the three unnett squares X, Y, or Z best describes the cross that roduced ear B? Record your reasoning in your science notebook. 18. Follow your teacher s instructions to discuss your ideas from Stes 16 and 17 with the class. Determine if your ideas agree. If not, discuss why, and try to come to agreement. 288
8 breeding corn Activity 4 Analysis 1. How does a unnett square show the ossible results of a cross between two individuals? 2. Describe how your observations of offsring (corn kernels) allowed you to determine the genetic makeu of the two arents. Discuss how you used ratios in this rocess. 3. What do you redict will haen if a urle corn lant with the genes is bred with a corn lant with urle kernels and the genes? Exlain your answer, and include a matching unnett Square. 4. How could scientists use selective breeding to hel solve a sustainability challenge such as breeding a cro that can survive drought? Key Vocabulary allele dominant unnett square recessive selective breeding sexual reroduction trait 289
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