Final Gentics

Running head: CIESE-Human Genetics Project
1
CIESE- Human Genetics Project
Mimi Philips
Azusa Pacific University

CIESE-‐Human Genetics Project 2

Synopsis of the Human Genetics Project
The Human Genetics Project is an internet-based project, which enriches a student’s
leaning experience through the “unique and compelling” applications of instructional
technology. Using the Internet and applying educational techniques, my students collaborated in
this project by adding data from our class to the large data collection efforts that span across
distances in the United States and across the world.
We surveyed phenotypic traits in our class, compiled our data, and compared it to student
groups from around the world. We then analyzed the data to determine if the prevalent
phenotype is dominant or recessive alleles. Additionally, we did an optional red-green colorblind
inherited trait test. Several of the male students had no idea they were color bind, which is
always an interesting discovery.
Students then used Excel to calculate the percentage of students who have each of the
phenotypes surveyed. They then used iPads to post their results. Data included is from the
project, but not from my class. My class has not yet been posted on this project.

CIESE- Human Genetics Project
Structures utilized and implemented into existing curriculum.
1. Structure 8- Database Creation

2. Structure 9- Electronic Publishing to the project’s website
3. Structure 11- Pooled Data Analysis
Learning Goals and Outcomes
California State Standards: Genetics
1. Mutation and sexual reproduction lead to genetic variation in a population. As a basis for
understanding this:
a. Students know meiosis is an early step in sexual reproduction in which the pairs of
chromosomes separate and segregate randomly during cell division to produce
gametes containing one chromosome of each type.
b. Students know only certain cells in a mutlticellular organism undergo meiosis.
c. Students know how random chromosome segregation explains the probability that a
particular allele will be in a gamete.
d. Students know new combinations of alleles may be generated in a zygote through the
fusion of male and female gametes (fertilization).
e. Students know why approximately half of an individual’s DNA sequence comes from
each parent.
f. Students know the role of chromosomes in determining an individual’s sex.
g. Students know how to predict possible combinations of alleles in a zygote from the
genetic makeup of the parents.
2. A multicellular organism develops from a single zygote, and its phenotype depends on its
genotype, which is established at fertilization. As a basis for understanding this concept:
a. Students know how to predict the probable outcome of phenotypes in a genetic cross
from the genotypes of the parents and mode of inheritance (autosomal or X-linked,
dominant or recessive).
b. Students know the genetic basis for Mendel’s laws of segregation and independent
assortment.
c.* Students know how to predict the probable mode of inheritance from a pedigree
diagram showing phenotypes.
d.* Students know how to use data on frequency of recombination at meiosis to estimate
genetic distances between loci and to interpret genetic maps of chromosomes.

ESLRS
ESLR Characteristics
RC Responsible Citizen Clean up labs and classroom, take care of equipment, and no
playing around
CW Collaborative Worker Work as a group in labs – do not become a dictator
CT Critical Thinker Stretch your brain when thinking, think out of box, and do
not copy other person’s work
SML Self-Motivated Learner Finish work during allotted time, go the extra mile, pay
attention, and ask questions
EC Effective Communicator Write legible on papers, communicate to lab partners when
do not understand, or explain to lab partners effectively
Preparation
The Human Genetics Project is an Internet-based project, which will enriched the student's
learning experience through "Unique and Compelling" applications of instructional technology.
In particular, this project taped into some of the exciting applications of the Internet in education
by having students collaborate in large numbers of groups across great distances to "pool" large
amounts of data. By participating in this project, students were able to publish their own findings
to this project web site.

Power points were shown and discussed to introduce this topic, along with a video NOVA,
“Cracking the Code of Life” on Genetic. This introduced to them some of the information. Basic
math was needed for this project, and materials needed were Notebooks, pencils, and Student
Worksheet.
Connections
In a power point presentation I began reviewing with the students about mitosis and remind them
how genes are passed on from parent to offspring.
Engaging the students in an easy punnett square problem to show the probability of passing on a
trait from parent to offspring was done. I then used a pedigree diagram to explain how these
traits get passed from one generation to the next and how you can see this. Examples were
shown how a genetic counselor uses this kind of technique when a couple is determining is they
have a fetus with a genetic disorder or when they get pregnant if they are at risk of passing this
trait on to the fetus. This usually helps the students to understand the importance of knowing this
information.
Initial Direct Experience with Concepts
This investigation is designed so that students can answer these questions:

• How often do certain easily observable human traits occur in a population?
• Is there a relationship between the frequency of a trait in a population and whether the
trait is dominant or recessive?

• Is red-green color blindness in humans an inherited trait? If so, do Mendel's Laws apply
to its inheritance?
Procedures
Step One: Conduct surveys

1. Conduct a survey in the class
2. Use the items from the list on the website.
3. Determine whether each person in the class displays the Dominant or the recessive trait.
4. Use the form from the website to record data
5. Record the total number of students surveyed for each of the traits, using dominant and
recessive.
6. We will do the extra lab to determine whether we have students that are red-green color-blind.
Step Two: Tabulate results

1. Once the survey is complete tally up the groups
2. Count the total number of students and the total number of dominant and recessive groups
3. Record the counts
4. We will also include the color-blind test in our data
5. We will submit our data to the Webmaster for the website for posting in the months to follow
Assessment for understanding for this project was included in our exam for this chapter. The
questions listed above were asked in a class forum. I did this project with only one class of my
five classes. I also included my student aides and myself. We did this activity in the middle of
December last year, 2010.
CIESE: Human Genetics Project
Home New for the 2009-2010 school year... The Human

Genetics Project will be open September 21, 2009
Running the Project until June 21, 2010. Feel free to participate
Instructions and Help anytime!!!
Schedule
Lesson Plans
Discussion Area/Data Submittal Step one: Click here to Register!
______________________________
Extra
Glossary
Reference Materials
Is the dominant trait the most prevalent trait?
Student Gallery and Archives
Other Participating Schools Or put another way, does the dominant allele for a given trait show up as the
Contact Project Leader prevalent phenotype in the population at large?
Other CIESE Projects
Participants in this project will:
Survey phenotypic traits of

classmates and
schoolmates.
Compile data with students

from around the world.
Analyze data to determine

if the prevalent phenotype
is the dominant allele.
Ms. Ornovitz 's class Springfield, New Jersey, USA
Join the project for a unique opportunity to study genetics as experienced scientists do!
There is NO fee to participate however we do ask you to register first. To do so, go to the
Instructions and Help section.
Stay up to date on current issues in genetics! Go to current issues.
Newcomers Welcome!
If you are new to this project, please read the project Instructions and Schedule, and then
register to join. Also, feel free to look at the list of Schools currently registered for the
project.
If you have any problems, don't hesitate to contact the Project Leader.
http://www.ciese.org/curriculum/genproj_f2/index.html[7/2/10 9:45:46 AM]

CIESE: Human Genetics Project
Copyright © 2008 Stevens Institute of Technology,

Center for Innovation in Engineering and Science Education (CIESE)
All Rights Reserved.
http://www.ciese.org/curriculum/genproj_f2/index.html[7/2/10 9:45:46 AM]

Letter of Introduction
Let me introduce our school. We are Marina High School, part of a Unified High School District in
Huntington Beach California. The class that participated in this project is my Physiology class. Most of
the students are seniors but we do have a few juniors. We have 700 juniors at our school and 685 seniors at
our school. We are a unique school in Orange County demographically so I am including our statistics in
our introduction.
GROOUP % of Total Enrollment
African American 1.03
American Indian 7.32
Asian 17.45
Filipino 1.63
Hispanic or Latino 14.19
Pacific Islander 1.27
White 56.65
Socioeconomically Disadvantaged 0.46
English learner 12.0
Disabilities 9.0
Our Hypothesis was formed by looking at our demographics at our school and then in our class. The
students asked the question if this (the type of demographics) would make an impact on our results. We
expected that it might.
Final Report

The students have already learned about Genetics in Biology. This was a good
review to cover to remind them about dominant and recessive traits. We used this
as a review only and looked at how our demographics might have played a part in
our results. We concluded that our demographics had no impact on the results that
we obtained.
Name of school
city
state
country
date
Ear lobe total
# free
# attached
total #
Whate forlocks
with

without
Total dimples #
With dimpes
w/0out dimples
Thumb total #
# straight
# # curved
total #
Mid-‐digital hail
With MDH
Without MDH
blind total
Red green color
# normal
# colorblind
Marina High school HB CA USA 12/15/10 48 40 8 48 0 48 48 25 23 48 10 38 48 6 42 48 40 8

CIESE:
Human Genetics Project Database
DATA
School Name Teacher Name City State Country Date

Minnie Howard
Minnie Howard School Jennifer Lay Alexandria VA USA 3/27/08
Ingleside Middle School Ms. Leigh Arscott Alexandria Virginia USA 4/2/08
Ingleside Middle School D'Anne McDaniel Phoenix Arizona United States 4/4/08
F.K. White Middle School D'Anne McDaniel Phoenix Arizona United States 4/4/08
F.K. White Middle School Sherry Dattola Lake Charles Louisiana United States of4/11/08
America
America
America
America
Richard M. Teitelman Sherry Dattola Lake Charles Louisiana United States of4/11/08
America
Brownell Middle School Mrs. Shelley Vogelei Cape May New Jersey United States 4/14/08
Richard M. Teitelman Susan Gallik Grosse Pointe Farms
Michigan USA 4/24/08
Richard M. Teitelman Mrs. Shelley Vogelei Cape May New Jersey United States 4/14/08
Presbyterian Day School Mrs. Shelley Vogelei Cape May New Jersey United States 4/14/08
Presbyterian Day School TN Memphis TN united states 4/24/08
Wheeler High School TN Memphis TN united states 4/24/08
South Floyd High School Dr. Okwoche Marietta Georgia United States 4/28/08
South Floyd High School Angela S. King Hi Hat Ky Floyd 4/28/08
Woodbury Junior Senior High School
Angela S. King Hi Hat Ky Floyd 4/28/08
Colleen Fitzgerald Woodbury New Jersey USA 4/28/08
Bishop Flaget School Colleen Fitzgerald Woodbury New Jersey USA 4/28/08
Mrs. Norris Chillicothe OH USA 4/29/08
Neyshabur Students' ResearchColleen
House Fitzgerald Woodbury New Jersey USA 4/30/08
Neyshabur Students' ResearchMohammad
House Nurizadeh Neyshabur Khorasan Razavi
Iran 4/30/08
Iran 4/30/08
Iran 4/30/08
Miami Springs Middle School Mohammad Nurizadeh Neyshabur Khorasan Razavi
Iran 4/30/08
jonathan dayton high school Ms. Escalante Miami Florida U.S.A. 4/30/08
Palm Desert Charter Middle School
Irene ornovitz springfield new jersey USA 5/1/08
Mrs. Loe Palm Desert CA USA 5/4/08
Colleen Fitzgerald Woodbury New Jersey USA 5/4/08
Dighton Middle School Mrs. Loe Palm Desert CA USA 5/4/08
Valley View SChool Mrs Dennis Dighton Massachusetts
United States 5/5/08
Dighton Middle School Elaine Chesebro watchung NJ United States 5/5/08
Minnie Howard School Mrs Dennis Dighton Massachusetts
Dighton Middle School Ms. Hearding Alexandria Virginia U.S.A. 5/5/08
Dighton Middle School Mrs Dennis Dighton Massachusetts
PALS Sussex Mrs Dennis Dighton Massachusetts
jonathan dayton high school Shawnee Steeves Sussex NB CANADA 5/5/08
Pahokee High Scholl Irene ornovitz springfield new jersey USA 5/5/08
Pahokee High Scholl Jennifer Davis Pahokee Florida USA 5/5/08
Dighton Middle School Jennifer Davis Pahokee Florida USA 5/5/08
Saint Augustine of Canterbury Mrs
School
Dennis Dighton Massachusetts
Saint Augustine of Canterbury Wasek
School Kendall Park New Jersey United States of America
5/5/08
Sherwood Middle School Wasek Kendall Park New Jersey United States of America
5/5/08
Sherwood Middle School Ms. Crocker Creighton MO USA 5/5/08
Podještědské gymnázium Ms. Crocker Creighton MO USA 5/5/08
Wheeler High School Jiří Jansa Liberec Liberec Czech republic 5/7/08
Naples Elementary School Okwoche Marietta Georgia U.S. 5/7/08
East Irondequoit Middle SchoolDon Gawlik Naples Campania Italy 5/8/08
East Irondequoit Middle SchoolAmy Gilbert Rochester NY USA 5/8/08
The Gerrard Berman Day School Amy Gilbert Rochester NY USA 5/8/08
Union Middle School Mr. Raider Oakland NJ USA 5/8/08
Union Middle School Leslie Matthis Clinton North Carolina
Highland Elementary School Leslie Matthis Clinton North Carolina
Carole Steel Midland Park New Jersey USA 5/9/08
Copyright © 2008 Stevens Institute of Technology,

Center for Improved Engineering and Science Education
All Rights Reserved
Ear Lobes White Forelocks Dimples
Total # # free # attached Total # # with # without Total # # with # without
17 12 5 17 1 16 17 7 10
86 70 16 86 0 86 86 29 57
22 13 9 22 0 22 22 9 13
24 17 7 24 0 24 24 8 16
23 19 4 23 0 23 23 8 15
23 19 4 23 0 23 23 6 17
21 17 4 23 0 23 23 10 13
14 4 10 15 0 15 17 8 9
19 9 10 19 3 16 19 9 10
15 10 5 14 3 11 15 7 8
21 11 10 21 4 17 21 10 11
24 14 10 19 1 18 20 8 12
509 315 194 527 62 465 530 235 295
18 13 5 20 1 19 20 8 12
18 13 5 17 1 16 19 8 11
18 13 5 17 1 16 19 8 11
18 13 5 25 2 23 20 8 12
19 14 5 19 0 19 19 7 12
18 10 8 18 0 18 18 6 12
18 11 7 18 0 18 18 8 10
18 9 9 18 0 18 18 5 13
13 12 1 13 0 13 13 3 10
21 8 13 21 1 20 21 4 17
21 13 8 21 0 21 21 7 14
22 22 0 22 0 22 22 0 22
11 8 3 11 0 11 11 4 7
29 26 3 29 0 29 29 4 25
17 11 6 17 0 17 17 8 9
24 10 14 24 1 23 24 14 10
23 20 3 23 0 23 23 7 16
186 166 20 186 4 182 186 49 137
115 67 48 116 8 108 115 64 51
200 141 59 200 4 196 200 64 136
170 168 2 170 22 148 170 83 87
16 15 1 16 0 16 16 9 7
100 60 40 100 1 99 100 36 64
657 435 222 619 38 581 520 281 239
184 121 63 184 30 154 184 91 93
211 160 51 226 14 212 225 112 113
20 12 8 20 0 20 20 4 16
469 247 222 456 22 434 463 218 245
29 13 16 29 1 28 29 10 19
43 20 23 43 0 43 43 22 21
26 16 10 26 1 25 26 5 21
95 63 32 95 0 95 95 38 57
23 15 8 23 1 22 23 5 18
24 16 8 24 1 23 24 2 22
18 14 4 18 0 18 18 5 13
189 112 77 189 3 186 189 67 122
20 13 7 20 0 20 20 5 15
15 14 1 15 0 15 15 4 11
23 18 5 23 0 23 23 5 18
13 10 3 13 0 13 18 5 13
22 14 8 22 0 22 22 4 18
26 23 3 26 0 26 26 12 14
25 16 9 25 1 24 25 9 16
16 14 2 16 0 16 16 1 15
17 15 2 17 0 17 17 3 14
16 14 2 16 0 16 16 3 13
18 2 16 18 0 18 18 3 15
197 111 86 197 0 197 197 85 112
304 227 77 304 7 297 304 73 231
112 51 61 111 23 88 111 55 56
22 20 2 22 0 22 22 7 15
17 14 3 17 0 17 17 3 14
16 11 5 16 0 16 16 4 12
18 16 2 18 0 18 18 3 15
180 143 37 180 33 147 179 88 91
22 16 6 22 0 22 22 6 16
20 11 9 20 0 20 20 5 15
20 16 4 20 0 20 20 14 6
20 15 5 20 0 20 20 8 12
25 17 8 25 0 25 25 7 18
22 19 3 22 0 22 22 6 16
362 293 69 362 5 357 362 111 251
Thumb Pinky Mid-Digit Hair
Total # # straight # curved Total # # bent # straight Total # # with #without
17 12 5 17 8 9 17 5 12
97 67 30 95 39 56 86 39 47
22 13 9 22 13 9 22 3 19
24 5 19 24 15 9 24 5 19
23 12 11 23 7 16 23 4 19
23 4 19 23 16 7 23 6 17
23 6 17 23 11 12 23 7 16
17 8 9 17 9 8 17 15 2
19 5 14 19 6 13 17 15 2
15 4 11 15 2 13 15 11 4
21 8 13 21 16 5 21 19 2
21 7 14 18 6 12 0 0 0
522 270 252 515 252 263 512 136 376
19 6 13 19 6 13 0 0 0
20 6 14 20 6 14 0 0 0
18 7 11 17 6 11 0 0 0
18 6 12 18 6 12 0 0 0
19 16 3 19 11 8 19 13 6
18 11 7 18 8 10 18 9 9
18 8 10 18 5 13 18 14 4
18 7 11 18 7 11 18 10 8
13 6 7 13 11 2 13 12 1
21 8 13 21 5 16 21 3 18
21 5 16 21 5 16 21 5 16
22 5 17 22 8 14 22 9 13
11 2 9 11 4 7 11 5 6
29 14 15 29 13 16 29 6 23
17 7 10 17 9 8 17 1 16
24 13 11 24 14 10 24 10 14
23 8 15 23 15 8 23 2 21
186 83 103 186 123 63 186 132 54
115 64 51 115 43 72 115 72 43
200 48 152 200 48 152 200 148 52
170 95 75 170 80 90 170 102 68
16 9 7 16 3 13 16 8 8
100 35 65 100 57 43 100 30 70
849 409 440 895 487 408 863 359 504
184 82 102 183 110 73 184 76 108
233 110 123 229 110 119 229 70 159
20 10 10 20 10 10 20 1 19
465 171 294 470 303 167 471 221 250
29 14 15 29 15 14 29 9 20
13 2 11 43 26 17 43 10 33
26 4 22 26 11 15 26 13 13
95 49 46 95 65 30 95 13 82
23 12 11 23 16 7 23 8 15
24 11 13 24 16 8 24 9 15
18 9 9 18 5 13 18 5 13
189 77 112 189 93 96 189 93 96
20 9 11 20 15 5 20 8 12
15 5 10 15 13 2 15 3 12
23 11 12 23 19 4 23 6 17
13 7 6 13 13 0 12 1 11
22 9 13 22 15 7 22 8 14
26 9 17 26 14 12 26 4 22
25 6 19 25 10 15 25 3 22
16 8 8 16 4 12 16 6 10
17 2 15 17 10 7 17 3 14
16 11 5 16 9 7 16 5 11
18 5 13 18 5 13 18 9 9
197 97 100 197 138 59 197 58 139
304 164 140 304 202 102 304 182 122
111 52 59 111 56 55 111 22 89
22 12 10 22 14 8 22 19 3
17 10 7 17 4 13 17 2 15
16 5 11 16 10 6 16 4 12
18 9 9 18 8 10 18 4 14
168 98 70 165 67 98 184 117 67
22 9 13 22 14 8 22 8 14
20 9 11 20 7 13 20 6 14
20 7 13 20 9 11 20 6 14
20 6 14 20 5 15 20 3 17
25 9 16 25 11 14 25 6 19
22 11 11 22 10 12 22 5 17
362 126 236 362 266 96 362 137 225
Red-Green Colorblindness
Total # # normal # colorblind
17 15 2
86 6 80
22 6 16
24 7 17
23 2 21
23 18 5
19 17 2
17 17 0
19 19 0
15 15 0
21 19 2
25 19 6
516 499 17
19 0 19
19 19 0
19 19 0
19 19 0
19 17 2
18 13 5
18 17 1
18 18 0
13 13 0
21 18 3
21 21 0
22 21 1
11 11 0
29 27 2
17 17 0
0 0 0
23 23 0
186 186 0
115 113 2
200 200 0
170 168 2
16 16 0
0 0 0
0 0 0
0 0 0
0 0 0
20 20 0
0 0 0
29 29 0
4 3 1
26 25 1
95 92 3
23 20 3
24 21 3
18 18 0
0 0 0
20 20 0
15 15 0
23 23 0
13 13 0
22 19 3
26 26 0
25 25 0
16 15 1
17 17 0
16 16 0
18 17 1
197 196 1
304 296 8
111 110 1
22 21 1
17 17 0
16 15 1
18 18 0
159 137 22
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
0 0 0
Cumulative Genetics Project Survey Data
Earlobes White Forelock Dimples Thumb Pinky
Sem/Yr Total #free #att Total #w/ #w/o Total #w/ #w/o Total #str #cvd Total #bent #str
F98 2446 1583 863 2440 115 2325 2503 1089 1314 2447 1248 1099 2441 823 1618
S99 2932 1941 991 2883 552 2331 2878 1217 1661 2856 1336 1520 2880 1057 1823
F99 4713 2900 1813 4648 712 3936 4731 2090 2641 4737 2387 2349 4745 1947 2796
S00 9765 6446 3319 9317 1838 7469 9637 4151 5491 9641 4874 4871 9526 3839 5713
F00 4128 2683 1445 4046 642 3404 4059 1676 2383 4032 1994 2040 4047 1682 2365
S01 18760 11971 6789 18620 2025 16595 18714 8200 10544 19120 9640 9468 18376 7801 10575
F01 9047 5912 3135 8122 1452 6670 8819 3768 5051 8811 4436 4375 8622 4845 3777
S02 14378 9234 5144 11686 555 11131 14121 5867 8254 13516 6814 6702 14263 7440 6823
F02 12508 8080 4428 9278 640 8638 12223 5413 6810 12260 6089 6171 12075 6729 5346
S03 14644 9545 5099 10387 680 9707 14854 6001 8853 15393 8081 7312 14434 7916 6518
F03 4539 2941 1598 4243 867 3376 4554 1464 3090 4539 2126 2413 4520 2058 2462
S04 5811 3842 1966 5794 601 5186 5813 2076 3737 5793 2774 3019 5729 2738 2991
F04 2791 1837 955 2791 263 2528 2791 1199 1592 2791 1366 1415 2791 1589 1202
S05 6929 4302 2624 6965 765 6200 6955 2573 4304 6904 3202 3738 6876 3873 3002
F05 5237 3470 1767 5196 463 4733 5101 2166 2935 5142 2291 2851 4990 2474 2516
S06 4927 2960 1967 4909 477 4432 4952 2246 2706 4900 2182 2718 4877 2634 2243
F06 4289 2798 1491 4256 624 3572 4374 1798 2576 4263 1844 2419 4321 2284 2023
S07 4257 2758 1499 4262 221 4041 4236 1591 2645 4265 1992 2273 4245 2546 1699
F07 1516 903 613 1514 75 1439 1513 580 933 1514 729 785 1511 966 545
S08 5487 3750 1737 5473 300 5173 5389 2157 3232 5683 2556 3127 5743 3108 2635
TOTALS 139104 89856 49243 126830 13867 112886 138217 57322 80752 138607 67961 70665 137012 68349 68672
Mid-Digital Hair Color Blindness
Total #w/ #w/o Total #no #yes
2447 829 1618 2507 2457 50
2801 1210 1591 2380 2286 94
4717 1789 2928 3922 3773 149
9175 4090 5086 8585 8200 395
3916 1665 2251 2463 2351 112
18496 7680 10816 10785 10282 433
7854 3105 4749 5285 5016 269
14251 5865 8386 6063 5858 205
12403 5493 6910 8738 8461 277
15165 6305 8860 10810 10467 341
4622 2332 2290 3413 3272 141
5738 1569 4176 5109 4848 261
2792 1018 1774 2273 2156 117
6881 2175 4686 6126 5882 245
4948 2184 2764 3372 3263 109
4913 1856 3057 4728 4017 711
4179 1741 2438 2620 2527 94
4250 1663 2587 3703 3558 145
1495 543 952 1107 1012 95
5625 2378 3247 3114 2859 255
136668 55490 81166 97103 92545 4498

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Running head: CIESE-Human Genetics Project

CIESE- Human Genetics Project

Azusa Pacific University

The Human Genetics Project is an internet-based project, which enriches a student’s

leaning experience through the “unique and compelling” applications of instructional

distances in the United States and across the world.

phenotype is dominant or recessive alleles. Additionally, we did an optional red-green colorblind

always an interesting discovery.

Structures utilized and implemented into existing curriculum.

1. Structure 8- Database Creation

Learning Goals and Outcomes

California State Standards: Genetics

Initial Direct Experience with Concepts

This investigation is designed so that students can answer these questions:

Step One: Conduct surveys

Step Two: Tabulate results

Home New for the 2009-2010 school year... The Human

Participants in this project will:

Survey phenotypic traits of

Compile data with students

Analyze data to determine

Ms. Ornovitz 's class Springfield, New Jersey, USA

Stay up to date on current issues in genetics! Go to current issues.

http://www.ciese.org/curriculum/genproj_f2/index.html[7/2/10 9:45:46 AM]

Copyright © 2008 Stevens Institute of Technology,

http://www.ciese.org/curriculum/genproj_f2/index.html[7/2/10 9:45:46 AM]

Ear lobe total

School Name Teacher Name City State Country Date

Copyright © 2008 Stevens Institute of Technology,

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