## Goals for student learning

Students will know:

- How to graph linear equations.
- Domain and Range on graphs.
- How to use dihybrid crossing
- What phenotypes and genotypes are
- How graphs can be used to predict data.
- What quadratic graphs look like.
- What the Hardy-Weinberg equation is.

## Unit objectives

Students will be able to:

1. Determine functional relationships from data

2. Make and analyze predictions about collected data from functional relationships

3. Represent and interpret data in a graph to analyze the influence that traits have on a population over time

4. Identify domains and ranges of functions

5. Understand mathematical terms and their applications in science

6. Verbally describe mathematics and science behind their investigations

7. Conduct an experimental investigation

8. Make predictions about phenotypes when given a genotype through Punnett squares

9. Makes crosses and predictions using dihybrid crosses

10. Make predictions about populations using the Hardy- Weinberg equation and draw conclusions from quadratic plots.

11. Analyze how different genotypes affect phenotypic outcomes

12. Predict data from the slope of graphs

13. Explain which variable is more cost efficient from linear graphs

1. Determine functional relationships from data

2. Make and analyze predictions about collected data from functional relationships

3. Represent and interpret data in a graph to analyze the influence that traits have on a population over time

4. Identify domains and ranges of functions

5. Understand mathematical terms and their applications in science

6. Verbally describe mathematics and science behind their investigations

7. Conduct an experimental investigation

8. Make predictions about phenotypes when given a genotype through Punnett squares

9. Makes crosses and predictions using dihybrid crosses

10. Make predictions about populations using the Hardy- Weinberg equation and draw conclusions from quadratic plots.

11. Analyze how different genotypes affect phenotypic outcomes

12. Predict data from the slope of graphs

13. Explain which variable is more cost efficient from linear graphs

## TEKS addressed in Unit

teks.docx | |

File Size: | 14 kb |

File Type: | docx |

## Misconceptions/struggles students have with content

- Students may find the use of upper case and lower case letter confusing. For example: T=tall and t=short, Instead of T= tall and S=short.
- Students may have difficulty learning the difference between incomplete dominance and codominance.
- Students may think that only one set of alles is responsible for a phenotype.
- Students may assume that dominant traits are the ones found in a population.
- Students may have difficulty differentiating between "p" and "p^2".
- Students may struggle with word problem to write them out and relate them to graphs.
- Students may confuse slope for "run/rise" instead of "rise/run".
- Students may not understand reasoning for a graph being a function.
- Students may not understand difference between linear and quadratic graphs.
- Students may struggle to talk in front of class, or contribute equally to group work.