SYSTEMS LAB · MISSION 01

GENETICS FACILITY

YEAR 8 · TERM 3 · WEEK 1

Inheritance Lab

How does biological information move from one generation to the next?

INHERITANCE LAB · INFORMATION SYSTEM ONLINE: A new generation is being modelled, but the lab has mixed up DNA, chromosomes, genes and inherited variants. Restore the information pathway, then test what a simplified inheritance model can predict — and what it cannot.

ENTER MISSION →

MISSION DECKSYSTEMS LAB / WEEK 01SELECT A MODULE

01BRIEFMission

02LEARNIntel

03INVESTIGATEEvidence

04ENGLISHEvidence case

05DECIDEMake the call

06DATANumbers

07PROJECTBuild

08CHECK-INReflect

★GAMEReward

ACTIVE OBJECTIVEINHERITANCE LAB · INFORMATION SYSTEM ONLINE: A new generation is being modelled, but the lab has mixed up DNA, chromosomes, genes and inherited variants. Restore the information pathway, then test what a simplified inheritance model can predict — and what it cannot.

WORLDSYSTEMS LAB

SEQUENCE01 / 08

REWARDGAME BREAK

Jump to a lesson part

READY?

Watch. Check the clues. Have a go.

Everything you need is on this page.

Start mission →

Need help getting started?

YOU NEED

Required: a device with this page open.
Optional: headphones for video or read-aloud.
Optional: pen + paper for rough working if that helps you think.

HOW TO DO IT

Read or listen to the Briefing + Learn.
Do the interactive mission.
Use facts from the reading and maths parts.
Make your choice and save your project step.
Play the weekly game. Finish Check-in.

WORK YOUR WAY

Short bursts are fine. Use Learning Tools for easier reading, read-aloud, less on screen, stronger contrast, no-rush and quieter-screen options.

If you get stuck, look at the example and try again.

SCIENCE SAFETY: The science investigations in this Senior mission are designed as virtual/screen-based activities unless the page clearly says otherwise. Do not improvise mains electricity, heating or chemical experiments at home.

PROJECT NOTE: Your project can stay digital. Physical making is optional unless you choose that format.

MISSION BRIEFING

INHERITANCE LAB · INFORMATION SYSTEM ONLINE: A new generation is being modelled, but the lab has mixed up DNA, chromosomes, genes and inherited variants. Restore the information pathway, then test what a simplified inheritance model can predict — and what it cannot.

✓Explain the relationship between DNA, chromosomes and genes using a nested information model.

✓Explain that sexual reproduction combines genetic information from two parents and contributes to variation among offspring.

✓Use a simplified allele model to calculate possible genotype outcomes and probabilities.

✓Identify important limitations of a one-gene model and avoid treating complex human traits as if they follow one simple dominant/recessive pattern.

MISSION MEDIA · Amoeba Sisters

DNA, Chromosomes, Genes and Traits

Connect DNA → chromosome → gene → trait before testing the inheritance model.

YOUTUBE ↗

Captions are controlled inside the YouTube player. If the embed is unavailable, use the YouTube link.

LEARN

INFORMATION → COMBINATION → VARIATION → LIMITS

Genetic information is stored in DNA. Long DNA molecules are packaged into CHROMOSOMES, and GENES are sections of DNA that contribute to biological characteristics. Different versions of a gene are called ALLELES. In sexual reproduction, offspring receive genetic information from two parents, producing new combinations of alleles and contributing to variation. For learning, a one-gene model can show how allele combinations produce probabilities, but many real characteristics are influenced by multiple genes, environment and development. Use INFORMATION → COMBINATION → POSSIBLE OUTCOMES → VARIATION → MODEL LIMITS.

LEARNING BUILD

Learn it. See it. Try it.

Look at the example. Check another point of view. Then try the task.

Step 1: Choose a starting clue

WHAT YOU ALREADY KNOW

Reasoning lens:SYSTEM → VARIABLES → MECHANISM → COMPETING EXPLANATION → EVIDENCE → REDESIGN

What do you already know?

English / communication:Scientific explanation using models, diagrams, precise terminology and model limitations.

Maths / data:Ratios, simple probability, proportions and outcome comparison.

Topic knowledge:DNA, genes, chromosomes, alleles, sexual reproduction, inheritance and genetic variation.

This week’s first target:Explain the relationship between DNA, chromosomes and genes using a nested information model.

Which clue is a good place to start?

Choose a source that can directly support part of the investigation. More than one source may be useful, but start with evidence that does not outrun its support.

Need more help? See the teaching

TEACH 1 · CORE MODEL

TEACH 2 · WHAT TO NOTICE

Explain the relationship between DNA, chromosomes and genes using a nested information model.Explain that sexual reproduction combines genetic information from two parents and contributes to variation among offspring.

TEACH 3 · CONNECT + TRANSFER

Use a simplified allele model to calculate possible genotype outcomes and probabilities. Identify important limitations of a one-gene model and avoid treating complex human traits as if they follow one simple dominant/recessive pattern.

WORKED EXAMPLE · EVIDENCE

DNA

DNA carries genetic information. Genes are sections of DNA rather than separate substances floating outside it.

Reasoning: Start with exactly what the source establishes. Connect it to the relevant concept, then stop before the claim becomes broader than the evidence. In this source set, every evidence card is marked strong. That means the next job is comparison and limitation, not inventing a weak source.

Why caution still matters:Every supplied source is useful evidence here, but “strong” never means unlimited proof. A careful conclusion still compares sources, keeps context visible and names what the collection cannot establish.

WORKED EXAMPLE · MATHS / DATA ROUTE

In a simplified fictional one-gene model, two parents each have genotype Gg. What proportion of the four equally likely model combinations is gg?

This week’s maths/data focus:Ratios, simple probability, proportions and outcome comparison.

Name the variable or relationship, keep the units visible, calculate or compare, then interpret the result as evidence about the system. A result can support an explanation without proving every possible cause.

WE DO · GUIDED PRACTICE

Every source in this set is marked strong. What is the best next move?

Strong evidence still has scope. Choose the move that keeps comparison and limitations visible.

YOU TRY · INDEPENDENT PRACTICE

For Inheritance Lab, explain one core idea, connect it to one named source or observation and one quantitative/data point from this page, then state an alternative explanation, trade-off or limitation that a strong judgement must consider.

Write at least 30 words. Name the evidence or data you are using and keep the claim inside what it can support.

MISCONCEPTION CHECK

STRONG ≠ UNLIMITED PROOF. A source can be strong for one question and still be unable to represent every perspective, cause, scale or consequence.

Every supplied source is useful evidence here, but “strong” never means unlimited proof. A careful conclusion still compares sources, keeps context visible and names what the collection cannot establish.

HELP

Try: “If ___ changes, the mechanism predicts ___. Evidence ___ supports/challenges that. An alternative explanation is ___. I would test ___ next.”

STRETCH · OPTIONAL

Build the strongest reasonable counter-argument or alternative explanation. Name one additional piece of evidence that could distinguish between the two positions.

GENETIC INFORMATION CONTROL

INHERITANCE LAB · MODEL BAY

Restore the information pathway. Then test what the model can actually predict.

Identify the levels of genetic information, solve a simplified inheritance model and audit the limits of the model before accepting its claims.

INFORMATION ID · 4 TARGETS

FILE 1

A section of DNA that contributes to a biological characteristic.

FILE 2

A different version of the same gene.

FILE 3

A structure containing a long DNA molecule.

FILE 4

The molecule that stores genetic information.

SIMPLIFIED ONE-GENE MODEL · Gg × Gg

Gg GGGGg gGggg

What genotype ratio does the model produce?

PROBABILITY MEANING

The model gives gg a probability of 1/4. What does that mean?

MODEL AUDIT

Which statement best describes the limit of this inheritance model?

Identify all four information terms, then solve the inheritance ratio, probability meaning and model-limit checks.

OPEN THE SYSTEM EVIDENCE

SOURCE 1

DNA

DNA carries genetic information. Genes are sections of DNA rather than separate substances floating outside it.

SOURCE 2

CHROMOSOMES

Chromosomes are structures containing long DNA molecules. In sexually reproducing organisms, offspring inherit chromosome sets through reproductive cells from two parents.

SOURCE 3

ALLELES

Alleles are different versions of the same gene. A simplified model can track which allele version is inherited from each parent.

SOURCE 4

VARIATION

Sexual reproduction creates new combinations of genetic information. Genetic variation can arise from inherited differences, while many observed characteristics are also influenced by environmental factors.

SOURCE 5

MODEL LIMIT

A single-gene Punnett-style model is useful for learning probability, but it does not represent the full complexity of most human traits.

INVESTIGATE + ENGLISH · EVIDENCE CASE

Inheritance is an information system — but the model has limits

DNA stores genetic information. Chromosomes package long DNA molecules, and genes are sections of DNA within those chromosomes. Different versions of a gene are called alleles. During sexual reproduction, genetic information from two parents is combined, so offspring can inherit different allele combinations. This contributes to variation within a population. A simplified inheritance grid can calculate the probability of particular allele combinations, but probability does not guarantee the outcome for one individual. The model is also deliberately limited: many real characteristics involve many genes as well as environmental and developmental influences. Good scientific reasoning uses the simple model for the question it can answer without pretending it explains everything.

BUILD THE EVIDENCE CASE · CLAIM → EVIDENCE → REASONING

MAKE THE CALL

Run the fictional Gg × Gg model. Report the possible genotype ratio, explain what the probabilities mean, and state two claims you would refuse to make because the model is too simple to support them.

BUILD YOUR CASE CONCLUSION1. Make the call. 2. Use at least two relevant pieces of evidence. 3. Explain one limitation or uncertainty. 4. Finish with what can responsibly be concluded.Strong structure: My judgement is… The strongest evidence is… However, we still do not know… Therefore…

CASE CONCLUSION: Write 220–290 words explaining inheritance as an information system. Correctly connect DNA, chromosome, gene and allele; explain how sexual reproduction contributes to variation; interpret one probability from the Inheritance Lab; and identify two limitations of the simplified one-gene model.

YOUR REASONING

0/220 words minimum for this writing mission.

CLAIMEVIDENCELIMITATIONCONCLUSION

MATHS + DATA LAB

Check the numbers.

HOW TO SUCCEEDRead the situation first. Estimate what a sensible answer should look like, choose an efficient calculation, then use the feedback to check your reasoning.For data questions, explain what the number shows — and what it does not prove.

In a simplified fictional one-gene model, two parents each have genotype Gg. What proportion of the four equally likely model combinations is gg?

Estimate first, then choose the answer.

MISSION 05 · MATHS + DATA LAB

DATA TRAINING

NUMBER · YEAR 8 EXTENSION

6 PROBLEMS

QUICK METHODNUMBER

Estimate first, choose an efficient operation, then check whether the answer is reasonable.

GUIDED · Q01–Q03Use the quick method, then check the explanation.

Q01

32 × 8 = ?

Q02

256 ÷ 8 = ?

Q03

40 − 8 = ?

INDEPENDENT · Q04

Which is greatest?

INDEPENDENT · Q05

Estimate 32 × 8 to the nearest ten.

INDEPENDENT · Q06

A total of 256 is shared equally among 8 groups. Each group gets…

OPTIONAL CHALLENGE · OPEN RESPONSE

Find two different calculations that produce the same answer as one question above, then justify why both are valid.

0 words · optional

PROJECT HQ · PROJECT FILE 01

CHOOSE — define a system for the Resilient Systems Challenge.

Start something real. Build an idea, test it, improve it, and share it. Make your move.

Your Resilient Systems Challenge starts now. Choose a system worth analysing, define its boundary and inputs/outputs, and decide what evidence would reveal a failure point. You will choose more of your own variables, tests and redesign decisions as the term develops.

MAP SYSTEM→FIND WEAK POINT→DISRUPT→DESIGN→TEST→REVISE→PRESENT

CHOOSE YOUR RESILIENT SYSTEM · Pick a starting system. Year 8 can also define an original system if none of these fits.

Choose one system before completing Week 1. You can refine its exact boundary as you investigate.

Project sharing will be optional. A future upload system must keep private submission separate from public-showcase/marketing permission.

CHECK-IN

What changed in your thinking?

One thing I learned or questioned

YEAR 8 · REMIX · TERM 3 / WEEK 1

STARFALL

Survive the scrolling sector and dismantle the command ship.

UPGRADED DIFFICULTYBEST SCORE SAVED

PLAY STARFALL

A remastered ICONIC GAMES favourite · phone + keyboard controls.