1997 WWLPT Biology Institute:
Life Cycles: Reproduction & Embryological Development
Development of I.Q. and the Degree
Myrtle Beach High School
Myrtle Beach, S. C. 29577
Target Age or Ability Group Audience
Teacher Instructions/Special Precautions
Materials & Equipment Needs
Background [Prior Knowledge
or vocabulary necessary to complete activity]
The Student Lab
Method of Evaluation/Assessment
Using a research study based on genetic and nongenetic relationships of
I.Q., students make observations and discuss correlations from a diagram.
Cooperative learning teams discuss questions and present to the class.
Cooperative learning teams discuss research in small groups.
Teams present information to whole class for discussion.
Target Audience or Age Group
Biology I, II or AP
Notes to the Teacher:
Required of students: Use variety
of resources to define terms such as internet/text/cd.
Preparation time needed: Need to make class set of handouts
Class time needed:
Materials & Equipment
Needs to top
One page handout required which includes diagram of research on one
side and discussion questions on the other side.
Vocabulary Necessary :
The Student Lab to
Development of I.Q. and the Degree of Relatedness
Directions: Using the diagram, I.Q.
and the Degree of Relatedness, with resources provided by your teacher,
answer the following questions with your cooperative learning leam.
Be prepared to present your answers to the whole class for discussion.
1. What do
the following values mean for the correlation coefficients? (-1) (0) (+1)
2. Based on
the diagram, I.Q. and the Degree of Relatedness, compare unrelated persons
(such as two children adopted into the same family) with monozygotic twins
raised together. How
might genotype account for the correlations of I.Q. phenotype?
3. Using a
variety of resources, define intelligence. Are there different types of
4. What does
I.Q. (intelligence quotient) measure? How and at what age is it calculated?
5. Do you
feel I.Q. tests adequately measure a person's intelligence? What
criteria is used to measure
intelligence? How is the embryological development of the brain related
to the development of I.Q.?
6. Why might
the genetic correlation between parent-child be the same as for siblings?
7. Why might
dizygotic twins resemble siblings more in their genetic correlation than
for the higher correlation of I.Q. in monozygotic twins reared together
than those reared
9. If environmental influence
is important in I.Q. development, account for the low correlation in the
foster parent-child group.
10. Some current studies show
the hereditarian argument to have more influence on I.Q. than the
environment. Based on this diagram, what do you think influenences
a person's I.Q. more: their
genotype or their environment in which they are raised? Give specific
Methods of Evaluation/Assessment
Various methods may be used for assessment depending on how the
activity is used by the teacher. Written answers to questions may
be turned in by each individual student or the team for evalution.
Teachers may choose to use this for an introductory activity without individual
assessment but might choose to give team points for completion.
Ideas to top
Further topics for discussion: Inheritance of personality, lifestyle,
alcoholism, criminality, and schizophrenia.
References Including Web Addresses
Davis, Kevin, Questions of Intelligence. Nature Genetics, vol.9,
Gibbs, W. W., Seeking the Criminal Element. Scientific American,
Goldman,David, Dopamine Transporter, Alcoholism and other diseases.
Nature Medicine,July 1995.
Jenkins, J.B., Human Genetics, Harper & Row Publishers,1990.
Lewis, Ricki, Human Genetics Concepts and Application, Wm. C.Brown
Peltonen, Leena, Chroromosome Six, Nature, December 14, 1995.