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Genetics of Taste—Student Laboratory Kits

By: The Flinn Staff

Genetics of Taste Laboratory Kit for Biology and Life Science
Genetics of Taste Laboratory Kit for Biology and Life Science
Genetics of Taste Laboratory Kit for Biology and Life Science
Genetics of Taste Laboratory Kit for Biology and Life Science
Genetics of Taste Laboratory Kit for biology and life science explores whether the ability to taste various substances is genetic. Collect lab and family data on the ability to taste PTC.

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Why are some people very sensitive to the taste of spicy food while others are not? Is this taste sensitivity inherited? This laboratory activity will explore whether the ability to taste various substances is genetic. Students will be involved in collecting class and family data on the ability to taste PTC. Students will then make family pedigrees and determine the genetics of PTC tasting. Taste tests for other substances will illustrate the complexity of the genetics of tasting. Includes worksheets, complete teaching directions and over 400 taste test strips.

Complete for 30 students working individually. Super Value Kit is complete for 5 classes of 30 students working individually.

Correlation to Next Generation Science Standards (NGSS)

Science & Engineering Practices

Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Engaging in argument from evidence
Obtaining, evaluation, and communicating information

Disciplinary Core Ideas

MS-PS1.B: Chemical Reactions
MS-LS1.A: Structure and Function
MS-LS3.A: Inheritance of Traits
HS-LS3.A: Inheritance of Traits
HS-LS3.B: Variation of Traits
HS-LS1.A: Structure and Function

Crosscutting Concepts

Patterns
Systems and system models
Structure and function

Performance Expectations

MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.