Download BIO105 Learning objectives for test 3 Topic: The Cell cycle and

BIO105 Learning objectives for test 3
Topic: The Cell cycle and Mitosis
After attending lecture, studying their notes, and reading the textbook, a student should
be able to:
- describe how chromosome number changes throughout the human life cycle
- indicate where in the human body meiosis and mitosis occur, and which cells are
haploid and which cells are diploid
- list the phases of the cell cycle and describe what happens during each phase
- list the phases of mitosis and describe what is happening during each phase
- be able to draw a diagram of the chromosomes in metaphase and anaphase of mitosis
- describe the spindle apparatus and its role in mitosis
- describe the roles of checkpoints, cyclin, cyclin-dependent kinases, and MPF in the cell
cycle-control system
- explain how abnormal division of cancerous cells differs from normal cell division
Topic: Meiosis
After attending lecture, studying their notes, and reading the textbook, a student should
be able to:
- describe the products of meiosis I and meiosis 2
- be able to draw a diagram of the chromosomes in metaphase and anaphase of
meiosis I and II
- describe key differences between mitosis and meiosis I
- explain how independent assortment, crossing over (recombination) and random
fertilization contribute to genetic variation in sexually-reproducing organisms
- explain why genetic variation in a population was a crucial element of Darwin's theory
of natural selection as a means of adaptive evolution
Topic: Mendel and the Gene Idea, Mendelian genetics
After attending lecture, studying their notes, and reading the textbook, a student should
be able to:
- describe Mendel's experiments on the inheritance of traits in pea plants, and how his
observed results are inconsistent with the blending model of heredity
- predict the results of a monohybrid cross, a dihybrid cross, & a sex-linked trait
- distinguish between genotype and phenotype, heterozygous and homozygous,
dominant and recessive
- explain how a testcross can distinguish if a phenotypically dominant individual is
heterozygous or homozygous
- explain why it is significant that allele separation during meiosis and fusion of gametes
at fertilization are random events
- use the rule of multiplication to calculate the probability that F2 individual will
have specific genotype/phenotype
-state Mendel's Law of Segregation, & understand genetic basis (separate alleles in
separate gametes) &Law of independent Assortment, and understand genetic basis (each
pair of homologous chromosomes line up independently in metaphase of meiosis I)
- describe and explain the inheritance of the ABO blood type system and explain why the
A & B alleles are codominant
-describe and explain incomplete dominance and epistasis
THE MOLECULAR BASIS OF INHERITANCE
After attending lecture, reviewing their notes, and reading the chapter, a student should
be able to:
- List the three components of a nucleotide.
- Distinguish between deoxyribose and ribose; know how to number the carbons
- Describe the structure of DNA, and explain what kind of chemical bond connects the
nucleotides of each strand and what type of bond holds the two strands together.
- Explain semiconservative replication-Describe the process of DNA replication, and
explain the role of helicase, single strand binding protein, DNA polymerase I & III,
ligase, & primase. focus on Figures 16.13 through 16.16
-Define antiparallel; explain why both DNA strands are not synthesized continuously &
Distinguish between the leading strand and the lagging strand. Explain how the lagging
strand is synthesized when DNA polymerase can add nucleotides only to the 3' end
-Describe the role of telomeres DNA replication
-define mutation
-explain how DNA pol III can repair some mutations, and explain how methyl-directed
mismatch repair can preferentially target the newly synthesized strand of DNA
KEY TERMS
double helix
semiconservative model
origins of replication
replication fork
DNA polymerase
primer
leading strand
lagging strand
primase
nuclease
helicase
single-strand binding
DNA ligase
telomerase
protein
FROM GENE TO PROTEIN
After attending lecture, reviewing their notes, and reading the chapter, a student should
be able to:
- Explain how RNA differs from DNA.
- In their own words, briefly explain how information flows from gene to protein.
- Distinguish between transcription and translation.
- Describe where transcription and translation occur in prokaryotes and in eukaryotes;
explain why it is significant that in eukaryotes, transcription and translation are separated
in space and time.
- Define codon, and explain what relationship exists between the linear sequence of
codons on mRNA and the linear sequence of amino acids in a polypeptide.
- Explain the process of transcription including the three major steps of initiation,
elongation, and termination.
- Explain how RNA polymerase recognizes where transcription should begin.
- Distinguish among mRNA, tRNA, and rRNA.
- Given a sequence of bases in DNA, predict the corresponding codons transcribed on
mRNA and the corresponding anticodons of tRNA.
- Describe the differences between prokaryotic and eukaryotic mRNA.
- Explain how eukaryotic mRNA is processed before it leaves the nucleus.
- Describe some biological functions of introns and gene splicing.
- Explain why base-pair insertions or deletions usually have a greater effect than basepair substitutions.