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Genetics Accountability Box
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by Carl Koch
Benedictine University and Waubonsee Community College
Lisle, Illinois
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- one box (shoebox size or similar. I use a kit box from Carolina.)
- three mousetraps
Preparation
1. Cut four holes on the bottom side of the box. Space evenly and do not remove the material. Box material should remain attached at the top. Your goal is that the opening is covered and students cannot see into the box.
2. Number the holes from 1 to 4.
3. Tape the mousetraps in the box in front of three of the holes.
4. Set one mousetrap.
Discussion and Activity
The box can be used in the discussion of human genetics, ethics, genetics counseling, and probability. A couple is heterozygous for a serious recessive trait. They are carriers and do not exhibit the trait. Should they take the chance and have a child? Review the probabilities.
1. An individual student can represent a couple or students can be paired up.
2. They must decide on a number (1-4), which will represent their possible offspring.
3. Students are accountable for their choice and take a chance on sticking their finger in the opening of their choice.
Safety Note:
You may tell them that they will stick their fingers in the opening, but do not let them. Instead, they can stick a pencil in the opening.
Note:
In the box, the opening with no mousetrap represents homozygous dominant, the two unset traps are heterozygous, and the set trap is recessive. Teachers can select a disease based on their textbook or curriculum and, being great storytellers, can weave a story to suit their needs regarding genetic diseases, probability, and ethics. Have students write down their choices on a sheet of paper. One student can represent all the couples who selected number 1 followed by students who selected numbers 2 or 3 or 4. Students will be present who selected the opening that represents the recessive individual.
The box can also be used as a focal point in other biology courses involving genetics problems. Give students a problem to solve. Instead of mousetraps, the correct genotypes or phenotypes are inside the box. This adds an element of excitement and friendly competition to the classroom environment.
The box can also be used as a focal point in reverse, such as question 1 of the 2003 exam. Outside of the box are the offspring (phenotypes and ratios). Students can solve the problem and explain the parent's genotype (in the box).
Presented by Joe Ruhle at an Indiana Science Teachers Convention
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