Apologia Biology: Module 8 Monohybrid Practice Problems

Today we did a quick quiz on blood types with four questions: Why is O- a universal donor?  Why is AB- the universal recipent?  Cross AB with Bo.  Cross Ao with Bo.

I discussed monohybrid, dihybrid, and polygenic crosses.  We took time for these monohybrid practice problems.  (There is a key which looks as though it is correct.)

Here are the three problem sets we used.  Photos of the kids doing and correcting problems are not exciting.  I have a white board and recorded the answers for them to check.  We reviewed the trickier problems.  BTY--we quizzed again at the beginning of class.  I quiz like a mad woman during genetics, unlike most other units.

Apologia Biology: Blood tests

Today, we began with a blood type Punnett square quiz.  I drew the Punnett squares on the board as a quiz.  For example, I crossed Ao with oo, AA with Bo.  The quiz required the kids to complete the Punnett squares and describe the phenotypic ratios or percentages.  For example, the cross between Ao and BB results in 50% Type AB and 50% Type B.  Their respective genotypes rTios or percentages are 50% AB and 50% Bo.

Next we performed the simulated blood tests   and then used the Eldon card kits to test their blood types.   I ordered refill kits and used pages 6,7, and 8 as data sheets for the lab.  (Ms. Brown is the patient. Her blood type is A+.  Donor 1 is Mr. Greenand his blood type is B-.  Donor 2 is Mr. Jones who is A+. Donor 3 is Mr. Smith who has O- blood type.).

Lastly, we did the Eldon card blood tests.  These mini kits have the lancet, card (the antisera is dried on the card.). alcohol wipe, mini-pipet, and four stirrers.  Most of the class did their blood tests.  I did not insist.  One child used my blood for the tests.  My blood type is O-; it's useful for comparison.  O- does not clot with Antisera A, B or rH.   I was pleased with the class today--right up to the moment one of the kids spilled a water bottle.  Here are a few photos.

Apologia Biology Module 8: Genetics Blood Types

We’re still learning how to do Punnett Squares and the meaning of key terms: genotype, phenotype, homozygous, herterozygous, dominant, and recessive.  Mendel’s peas Are a dull way to teach Punnett squares.  We’re using blood types.  I was taught using the Is to represent the A and B antigens on the red blood cells.  (This is an example of a Punnett square using traditional letters for blood types.  Very confusing.). This method is much clearer: AA, Ao, AB, BB, Bo, and oo.  I did several examples and then created three  sample monohybrid crosses to try.  The first example was between a man Type AB and a woman with type O.  The second was a man with Type A and a woman with type B.  The second example has four possibilities: AA and BB, Ao and BB, Ao and Bo, AA and Bo, requiring four Punnett square combinations.  The last problem was between a man and woman both heterozygous for rH: Dd and Dd.

I spent quite a bit of time reviewing what blood types are using this image which explains antigens on the surface of a red blood cell.  We stopped with a brief discussion of the percentages of different bloods types in the U.S. and percentage blood type distribution world wide.  For example the percentage of the Japanese population with type AB+ is almost 10%.  In the US, the AB+ percentage is 3.4%.  There are theories that different blood types may have conveyed some immunity to infection.  In any case, I think blood types make a much more interesting topic for Punnett squares than green and yellow peas.  Next class is simulated blood testing and real blood testing—time permitting and my kits arrive.

Apologia Biology Module 8 Genetics

Once I finish graphing the inventory of genetic traits with the kids and check their babies, we have two more activities to introduce Punnett Squares.

We just finished Popsicle Stick Heredity and Mendel and the Genetics of Garden Peas.  (This activity uses index cards and explores M1 and F1 generations.)  We did go over who Mendel was, too.

Apologia Biology: Genetics Module 8 Introduction

We're starting Genetics with a genetic traits inventory and make a baby lab.  The only materials you'll need are PTC paper (available on Amazon) and pennies.  The kids love doing the genetic traits inventory.  This slideshow has images with the human traits.  I used two different inventories because I wanted the kids to see as many traits as possible, including 'Vulcan fingers' and 'Hitch hiker thumb'.  The Baby lab uses coins to determine genotypes and phenotypes.  (Heads are the dominant gene and tails are the recessive trait.)  I like the use of coins because the traits are random, too.  We graphed the traits for the class-just to make sure they remember how to graph.  Here are some pix.

Apologia Biology: Designer Baby

Today was much better than last Thursday when I was pulling out my hair.  Today we talked about some of the major issues surrounding Designer Babies.  First, we discussed the main reasons for infertility.  Then we talked about In Vitro Fertilization (IVF).  Note the drugs such as oral contraceptives and follicle stimulating drugs used—which also have side effects.   Then, we talked about other big issues: embryo storage, custody issues, surrogates, savior siblings, etc.  Our discussion is broad—-not graphic at all.  Our perspective is very pro-life.  Once we covered the broad overview, the kids started to create blog posts.  The first one was an opinion post about IVF.  I want something more than Yuck or Ewwww!  Then the kids are posting separate posts about what are Designer Babies and what is IVF.  Next class we’re doing genetics.  The kids are going to work on these posts at home when class is canceled or snow, ice, high winds, flu....or just for being January and February.

Apologia Biology—still here, but stalled.

Update:  We met today to create new blogs and concept maps.  Total recall app is the one I recommend for iPads or iPhones.  Here is a review of other sites.  The kids are creating blogs now for the Designer Baby Project.  Finally.


We met on Thursday last week to finish the Carbohydrate, Fats, Sugar, and Protein lab tests.  I was afraid it would become the never ending lab.  After Christmas, we are weathering snow and flu.  I hope to meet again Thursday this week.  My goal is to have the kids make the different molecules and describe how they are different.  I’d like them to revise their lab notes, too.  We’re going to start the Designer Baby Project next.  I need to have the kids learn how to create blog posts and use different software apps.  Don’t give up!  I’ll be back.

Apologia Biology: Carbohydrates, Lipids, and Proteins Lab

BTW, this exercise coincides with the Organic Chemistry section in Module 5 of the Apologia textbook.). The class is focusing on the biomolecules.  I plan to teach Chemistry next year to most of the class.  I’ll teach them about the Periodic table, Iona, molecules, and balancing equations then.  So, the kids are learning a bit of biochemistry.


Once the kids finish the Biomolecules exercise, they'll work on the lab, the detection of carbohydrates, proteins, and lipids.  The Bio class will use these tests. (Here are photos.)  Next week, we have two classes, both of which will be this lab.  The goal is to understand what carbohydrates, lipids, and proteins are.  Here's hoping for good results.

Apologia Biology: Designer Baby Project Links

Here are the links:

Chinese Scientists are Creating CRISPR Babies

How CRISPR works

What the Church Teaches about IVF

Begotten Not Made

In Vitro Fertilization Side Effects and Risks

Embryo Adoption

Embryo Adoption Moral Option. (Frankly, I’m still uncertain about the morality of Snowflake adoption.  I believe the issue is ‘morally unresolved’ according to Church teachings.)

Genetic Details of Three Parent Baby

UK Three Parent Baby

Switched Embryos

Embryos Destroyed

Savior Siblings

More on Savior Siblings

Article about Charlie, a ‘savior sibling’

Designer Babies

Ethics of Designer Babies

Apologia Biology: Designer Baby Project

My class is working through biochemistry right now.  I’m prepping a project, Designer Babies.  So far, I started a scoring rubric and have amassed a number of links which are germane.  This article, “Ethics of Designer Babies” is a good place to begin.  Below is the announcement on my Google Classroom page.  As a devote Catholic, I follow Church teachings.  But, I believe the children should struggle through these thorny issues.  As a mother, my heart grieves for infertile couples and families with a sick child.  I firmly believe these are moral issues, not merely controversial ideas that make interesting ethical debates.  One apect is the fear of creating a class of ‘genetically elite’ children rather than the millions of embryos destroyed during IVF.   It appears creating  a ‘genetic elite’  supersedes all of the moral issues. So, my class is going to prepare blogs.  Below is the overview.  I’ll post links in the next post.  Once, we begin, I’ll post screen shots of class submissions.

Update: The project will also include a concept map created with software.

The next big project is to create a blog describing the Roman Catholic perspective on Assisted Reproductive Techniques,  Recently, China published information about babies who have undergone gene-editing, Designer babies.  This project examines invitro fertilization and why the Roman Catholic Church forbids these measures.  (Snowflake or embryo adoption is considered ‘morally unresolved’.)  My goal is for the class to gain a better understanding of Church teachings in light of these controversial methods.

Designer Baby
1.  What are common sources for infertility?
2. Define all terms.
3. What are the inherent issues associated with a designer baby?  Think broadly.  Consider gender, IQ, racial, health selection, Downs Syndrome, etc.
4. In vitro fertilization opens the door to gene editing, selective fetal reduction,  preimplantation embryonic testing, and ‘savior siblings’.  Explain.
5. Why is embryonic donation or Snowflake adoptions ‘morally unresolved’?
6. The goal is to understand a host of controversial issues in light of the Catholic Church.  (This is also an exercise as part of your formation.)
7. Students will create a series of blog posts: a minimum of ten posts, three videos, ten links, and ten photos.  Each blog post must contain an least one paragraph of explanation and opinion.

Apologia Biology: Biomolecules (Module 5–Organic Chemistry)

Yet another update...We have snow.  The kids may never finish working on their molecules.


Quick update: This is going to take awhile to finish.  But it’s so important!  I want them to understand complete carbohydrates are formed from glucose and sucrose is the product of glucose and fructose.  I believe this foundation is key to understand before tackling complete structures such as DNA.  We’ll be working through these structures at least one more class and likely two.

Update: Here is another molecular worksheet if your kit doen’t provide one.  The website allows parents to request a key.). Frankly, I prefer the Labaids materials in their kit.


We need to do a little chemistry, beginning with biomolecules.  Our class is using this kit with the handout in the kit.  This exercise takes forever.  Any molecule set works!  Since there are 19 kids in the class, I ordered the Molecules of Life kit.  If you are working alone, this inexpensive kit works perfectly.  Goodwill (shopgoodwill.com) frequently has nicer molecule kits like this one.

So, what is the class doing?  The kids are working through six pages of lab instructions.  The process is to build the molecules (carbohydrates, lipids, and proteins) and then answer questions about the molecules.  Instead of a lecture on biomolecules, the kids learn on the job.  My role is to help them see how molecules, such as glucose, fructose, and galactose have the same type and number of atoms in different structures.  The kids combine monosaccharides or single sugars into dissaccarides, such as sugar or sucrose--slowly!  Once we build and analyze, we'll do a a lab which tests carbohydrates, lipids, and proteins.