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Chapter 14
1. Use Figure 14.3 & 14.5 to explain the genetics of how 2 same colored flowers can produce flowers of
different colors (Law of Segregation).
2. In a population of pea plants in a greenhouse, self-pollination can occur. Refer back to Concept 13.1
and explain whether self-pollination is considered asexual or sexual reproduction. Please address
your reasoning for both asexual & sexual reproduction.
3. Use Figure 14.7 to describe a testcross and how it is used.
4. Use Figure 14.8 to explain Mendel's Law of Independent Assortment.
5. Use Figure 14.10 to explain incomplete dominance.
6. Use Table 14.2 to explain blood type & multiple alleles.
7. Use Figure 14.11 to explain epistasis.
8. Use Figure 14.12 to explain the role of polygenic inheritance.
9. What is the norm of reaction?
10. Explain the recessively inherited diseases (Tay-Sachs, cystic fibrosis, & sickle-cell disease) in
humans.
11. Explain the dominantly inherited diseases in humans (Huntington's Disease & achondroplasia).
12. Explain the various types of genetic tests that are used for genetic counseling.
Chapter 15
1. Use Figure 15.2 to explain how the Laws of Segregation & Independent Assortment lead to many
different gametes, genotypes & phenotypes.
2. Explain the Inquiry & Experiment in Figure 15.4. Include in your explanation why only the males have
white eyes. Is it possible for females to have white eyes? Provide evidence to support your answer.
3. Use Figure 15.5 to explain whether the genes for body color & wing type are on the same or different
chromosomes.
4. Use Figure 15.6 to discuss recombination of chromosomes due to crossing over.
5. Discuss how recombination frequencies can be used to create a linkage map (Figure 15.7).
6. Use Figure 15.10 to explain transmission of sex-linked recessive traits.
7. Explain how hemophilia is transmitted (from mother to son) & why calico cats are almost always
female.
8. Use Figure 15.12 to explain non-disjunction.
9. Use Figure 15.14 to explain different ways chromosome can be altered.
Chapter 16
1. In Griffith’s experiment, why was he able to rule out the possibility that the R cells could have simply
used the capsules of the dead S cells to become pathogenic?
2. In the Hershey – Chase experiment, how would the results have been different if proteins carried
the genetic information?
3. Given a polynucleotide sequence such as GAATTC, can you tell which is the 5’ end & which is the 3’
end? If not then what further information do you need to identify the ends?
4. Consider the Meselson – Stahl experiment. If they had first grown the cells in 14N-containing
medium & then moved them to 15N-containing medium before taking samples, what would the results
have been? Please draw the tubes of these results.
5. Use Figure 16.13 to explain what is meant when we say that each DNA strand has directionality?
6. Also, use Figure 16.13 to explain the exergonic & endergonic reactions shown in the energy coupling
reaction of DNA synthesis.
7. Figure 16.16 highlights the “left-hand” replication fork of a replication bubble. Use this figure as a
reference to draw the right-hand fork of this replication bubble. Include each of the molecules
present in Figure 16.16 and a description of their role in DNA replication. Please remember that DNA
is anti-parallel.
8. Use Figure 16.17 to describe how DNA is repaired.
9. Use Figure 16.18 to describe how telomeres are replicated & why they shorten in the somatic cells of
an adult.
Chapter 17
1. Using the inquiry found with Figure 17.2, discuss how the Beadle & Tatum experiment supported the
idea of the 1 gene = 1 enzyme theory.
2. The template strand of a gene contains the sequence 3’-TTCAGTCGT-5’. Draw the non-template
sequence & the mRNA sequence indicating the 5’ & 3’ ends of each. Please state the similarities &
differences you notice?
3. Imagine that the non-template sequence in question 3 was transcribed instead of the template
sequence. Draw the mRNA sequence and translate it using Figure 17.5. (Be sure to pay attention to
the 5’ & 3’ ends.)
4. What enables RNA polymerase to start transcribing a gene at the right place on the DNA of a
bacterial cell? In a eukaryotic cell?
5. How can human cells make 75,000 – 100,000 different proteins, given that there are about 20,000
human genes?
6. What would be the effect of treating cells with a chemical agent that removed the cap from
mRNAs? Why would this occur?
7. Use Figure 17.18 to explain how a polypeptide chain is formed during translation.
8. Describe the 8 different roles of RNA in a eukaryotic cell.
9. What happens when one base pair is lost from the middle of the coding sequence of a gene?
10. How & where are proteins modified & targeted to different places in the cell?
11. Use Figure 17.26 to summarize transcription & translation. Include all the events shown.