Unit 4 Reflection

   In class, we recently did the "Coin Sex Lab" where we experimented with probabilty and predictability while applying scientific concepts we learned throughout the unit. In this lab, we collected information and defined many terms. Coins served as a model for our genetics concept when we covered them with tape and labelled them with different genotypes. We created punnet sqaures for each cross of phenotypes, and predicted possible outcomes. We then flipped them silmultaneuosly, stimulating sex, and testing probability. Then we recorded the genotypes and phenotypes as well as calculating the ratios. Lastly, we analyzed our results by comparing our results to our predictions, and relating parts of the lab to scientific concepts learned in class. We did multiple crosses;  In our dyhybrid cross stimulation, we tested two individuals and their double heterozygous phenotypes. We assessed the possible gametes based off the cross, as well as calculating a phenotypic ratio in our dyhybrid punnett square. We expected to have two homozygous children, based off of our punnet square calculations. The experiment resulted in zero homozygous children, which was not surprising considering the fact that homozygous individuals are less common. This shows that no matter what the probability may be there is no way to predict anything with complete certainty. The limit of using probability to predict offsprings' traits would be if parents were too dependent on the predictions. There is never a 100% chance of something happening, let alone an equal probability. For example, you could have two children, both girls, although the probability would be a 50/50 chance. In the dyhybrid cross, zero out of the 16 children were double homozygous for the two genes. Understanding this concept relates to the key concept of the broad differences between predicability and probability.
   This unit's essential understanding revolved around the basic principals of genetics, and how they tie in to the more complex areas of study. We focused mainly on the processes of mitosis and meiosis, forms of cell division, as well as comparing them and their widespread roles. We looked at genetics at a larger scale as well in the forms of reproduction, both sexual and asexual and the different types. We learned about how DNA is passed from generation to generation and how individuals either have the same 2 alleles(homozygous) or different 2 alleles(heterozygous). The basic vocabulary of genes, alleles, dominance, recessive, genotypes and phenotypes were explained as well as as Mendel's laws of segregation and independent assortment where gene pairs separate from each other when gametes are formed, or randomly during meiosis. Besides being introduced to the basic rules and reasons for making punnet squares, we were able to gradually apply them as we learned more concepts. We talked about X-linked and autosomal inheritance, and how dominant and recessive traits were to be portrayed in a punnet square, as well as understanding how the location of where a gene is inherited has an important role in genetic disorders. Codominance, where both alleles are completely expressed, as well as incomplete dominance where neither allele is completely dominant or recessive.  Gene linkage, epistasis, mulitifactorial disorders, and polygenetics were also summarized. Lastly, crosses were discussed. The different types of crosses that occur between parents during reproduction can determine the genotype and phenotype of the offspring by looking at certain ratios and relating the cross to all the other topics of this unit, like we assessed in the "Coin Sex Lab."
   Towards the end of the unit, the subjects we were studying began to get more complex, and as I forgot most of the foundation I had built earlier in the unit, I struggled to recall some of the most important information. My lack for review was a major setback, but after a lot I feel a lot more confident about knowing enough for the test.  The skills I was able to use during the lab helped everything make a lot more sense as it all came together. The infographic I created was an amazing help as for reviewing because I felt as if I got my ideas across efficiently. This made my infographic a  great, simple, studying tool to use early on in the studying process. I recently found out that my preferred learning style is multimodal which means that I can learn material presented in all different ways, but I have to go out of my way to study material in all these different forms. My modes of learning vary, but it takes some time to tap into the best way for me to learn in a certain subject. These results sound correct, because I have always been weary trying to find just one learning style. As for studying strategies, I know now that I need to give myself more time to study in different ways.
https://www.brightstorm.com/science/biology/mendelian-genetics/codominance-incomplete-dominance/

http://rannazbioblog.blogspot.com/2016/11/blog-post_21.html


Works cited for image: 

   The Cell Cycle. Digital image. Wikimedia. N.p., n.d. Web. 28 Nov. 2016. <https://upload.wikimedia.org/wikipedia/commons/thumb/2/2f/Animal_cell_cycle-en.svg/2000px-Animal_cell_cycle-en.svg.png>.

Genetics Infographic-Bachelors of Science in Genetics