Download EXAM APPENDIX

BI 102 2013 Objectives and Assessments
Week
Activity
#
Any
Any Lecture
1
Nature of
Science
(Lecture)
10
11
Compare and contrast aspects of the lives of Gregor Mendel
and Charles Darwin.
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12
Describe the scientific studies and contributions of both
Mendel and Darwin.
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2
3
4
5
7
8
9
1
Darwin,
Mendel, and
Scientific
Inquiry
(Recitation)
13
14
Genetics and
Evolution of
Corn
(Lab)
15
16
17
18
Readings
(Science,
Darwin)
19
20
Mendel
(Lecture)
21
2
22
DNA and
Proteins
(Lecture)
Primary
Assessment
Describe a current biology news story that was introduced in
lecture.
Describe how science differs from other fields of study.
List and describe the steps of the research process.
Distinguish between theories and laws.
Provide examples of how technology and society impact
science.
Describe early ideas of inheritance and whether species
changed over time.
Discuss the types of data Darwin collected on his voyage
and in the years following the voyage.
List the basic assumptions of Darwin’s theory of natural
selection.
Provide the response to Darwin’s theory and its role in the
organization of biological knowledge.
Define and provide different aspects of science, including
observations, inferences, hypotheses, theories, and laws.
6
Darwin
(Lecture)
Objective
23
Reflect on personal understandings of science.
Describe and complete a monohybrid (“one trait”) cross of
corn kernel color, including three generations (P, F1, and F2).
Define the following genetics terms: dominant, recessive,
genotype, phenotype, gene/allele, homozygous, and
heterozygous.
Provide characteristics of corn structures, traits and life cycle.
Discuss corn history including human domestication and
uses of corn.
Describe four assumptions of the scientific world view, five
aspects of scientific inquiry, and four characteristics of the
scientific enterprise.
Discuss Darwin’s early life, how the Galápagos finches are
an example of natural selection, and how Darwin’s theory
related to the works of Lyell, Malthus, Wallace, and Boucher
de Perthes.
Describe Mendel’s work, including his background, the
organisms used, and the conclusions Mendel drew from his
experiments.
Discuss how Mendel’s work was initially received and how
the work of Meischer and others led to the realization of the
significance of Mendel’s work.
Recall the research studies that led to our understanding that
DNA (not proteins) is the substance of heredity.
Describe the structure of DNA, including the names and roles
of the researchers associated with the discovery of DNA
structure.
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25
26
27
Artificial
Selection
(Recitation)
28
29
30
31
Chromosomes,
DNA, and
Proteins
(Lab)
32
33
34
Readings
(Mendel, DNA
and RNA,
Protein
Synthesis)
35
36
37
38
Mutation and
Variation
(Lecture)
39
40
41
42
Development
(Lecture)
3
43
44
45
Variation
(Recitation)
46
47
48
Reproduction
and Growth
(Lab)
49
50
51
Explain the relationship between chromosomes, DNA,
genes, alleles, proteins, and observable traits.
Provide information on basic protein structure and function
including amino acids and polypeptides.
Outline the steps of protein synthesis and provide examples
of how toxins and antibiotics relate to protein synthesis.
Describe possible processes of how wolves may have
developed into many varieties of modern dogs.
Give examples of traits artificially selected for that appear in
modern dogs.
Provide examples of how inbreeding relates to genetic
disorders in dogs.
Observe corn seedlings and analyze information.
Utilize a model to construct DNA, make an mRNA copy of
DNA (process of transcription) and from the mRNA, produce
a small protein fragment (process of translation).
Describe details of chromosome, DNA, RNA, and protein
structure and function.
Define terms related to genomes, including gene, intron,
exon, and the genetic code.
Summarize the process of protein synthesis in a drawing.
Explain Mendel’s principles of segregation and independent
assortment.
Contrast the structures and functions of DNA and RNA.
Distinguish between the three types of RNA, describe the
processes of transcription and translation, and provide
examples of gene control.
List examples of non-Mendelian inheritance, including
codominance, incomplete dominance, polygenic traits, and
sex-linked traits.
Discuss the complexity of inheritance, including variable
expression of genes, modifier genes, master control genes,
and environmental effects.
Describe types of mutations, causes of mutations, and
effects of mutations.
Link chromosomes to the processes of meiosis, fertilization,
mitosis, growth and overgrowth (cancer).
Outline the role of genes in embryonic development,
including organ development
Explain how gene expression can be controlled, resulting in
different cells making different proteins even though they
have the same chromosomes.
Explain what “nature versus nurture” means, including the
possible impact of epigenetics.
Provide different sources and examples of variation within
species.
Utilize different models linking variation to artificial and
natural selection.
Follow the inheritance pattern of traits in a dihybrid cross.
Complete a dihybrid cross with correct genotypes and
phenotypes.
Describe the processes of mitosis and meiosis.
Link meiosis and mitosis to the life cycles of various species.
Utilize a model to demonstrate how crossing over during
meiosis can lead to increased genetic variation.
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52
53
Readings
(Mutations,
Epigenes, Fruit
Flies)
54
55
56
Mechanisms of
Change
(Lecture)
57
58
59
60
Eons of Life on
Earth
(Lecture)
61
62
63
4
Evolutionary
Case Studies
(Recitation)
64
65
66
67
Eras and
Periods of Time
(Lab)
68
69
70
Readings
(Darwin’s
Finches,
Evolution Today
71
72
73
Tree of Life
(Lecture
74
75
5
Origins of
Species
(Lecture)
Dinosaurs and
76
77
78
79
Map the location of genes on a chromosome using crossover
data.
Distinguish between types of single base (“point”) mutations,
insertions, deletions, translocations, and duplications.
Describe the epigenetics, including what the “epigenome” is
and examples of research studies that may suggest the
significance of epigenetic changes.
Describe the fruit fly as a model research organism, including
the name of the species commonly use, its behaviors,
genome size, and life cycle.
Explain how mutations can increase variation and why
genetic variation is necessary for evolutionary change.
Define genetic drift and gene flow and provide examples of
each.
Define fitness and relate fitness to variation.
Provide examples of selection in various species.
Discuss the Precambrian, including earth’s characteristics
and hypotheses of the origin of life.
Outline major transitions of the Paleozoic, Mesozoic, and
Cenozoic eras.
Provide representative organisms of the Paleozoic,
Mesozoic, and Cenozoic eras.
Describe how fossils, DNA, and geographical data are used
to reconstruct relationships.
Provide examples of the impact of variation on evolutionary
change.
List key aspects of fish evolution.
Analyze exam results to improve learning and performance
on future exams.
Outline geologic time, including major events like the
Permian-Triassic extinction.
Provide examples of different organisms from the
Precambrian and the three most recent eras.
Describe fossil organisms, including specimens found in
Oregon.
Construct a paper timeline that shows the relative timespan
of life on Earth.
Decribe the Grants’ research on the finches of the
Galápagos islands, as well as the conclusions drawn. (you
do not need to do the exercises at the bottom).
Provide examples of vestigial organs, homologies,
characteristics of tetrapods, embryology, and the relationship
of DNA to evolution (you are just responsible for the material
in the “How do we know living things are related?” section)
Define types of evolutionary trees, including phylogenies and
cladograms.
Describe the types of data used to construct evolutionary
trees.
Provide an example of how trees are used to develop and
test hypotheses about evolutionary transitions
Define and provide examples of species.
Explain how species can form, including various forms of
reproductive isolation.
Provide examples of new species forming (speciation).
Provide examples of transitions in vertebrate evolution.
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Other Reptiles
(Recitation)
80
81
82
83
Dinosaurs and
Speciation
(Lab)
84
85
86
Readings
(Speciation,
Alamosaurus
News)
87
88
89
Extinctions
(Lecture)
90
91
92
93
Coevolution
(Lecture)
94
95
96
6
Mammalian
Evolution
(Recitation)
97
98
99
100
Islands and
Introduced
Species
(Lab)
101
102
103
Readings
Reciprocal
Altruism,
Vertebrate
Evolution)
7
Sexual
Selection
104
105
106
Discuss the types of evidence used to reconstruct dinosaur
history, including dinosaur flight.
Link dinosaurs to reptilian transitions to water and the origins
of birds.
Locate and summarize a current news story about dinosaurs.
Utilize a model to describe how geographic isolation can lead
to alterations in allele frequencies and formation of a new
species.
Describe characteristics of dinosaurs, including claws, skulls,
teeth, and feeding characteristics.
Classify and provide examples of different groups of
dinosaurs
Make follow-up observations of corn seedlings and analyze
information.
Describe physical differences between Darwin’s finches, the
role of intense competition in speciation, and speciation in
the house mice of Madeira.
Describe the newly published Alamosaurus fossil find,
including the type of fossil found, its location, the dinosaur
group this fossil belonged to, and its possible significance.
Discuss the possible causes and impacts of previous mass
extinctions.
Explain how researchers are currently utilizing “wild” genes.
Describe the primary causes of current extinctions, including
examples of organisms.
List possible solutions to reduce current extinction rates.
Define coevolution and provide examples.
List and provide examples of types of relationships between
species.
Explain how coevolution can impact impact biodiversity.
Describe how microscopic organisms and viruses became a
permanent part of other species
Describe and provide specific examples of mammalian
evolution.
Examine characteristics and ancestry of primates.
Take detailed notes on mammalian video footage, including
monotremes and marsupials.
List a variety of reasons for current species extinctions on the
Hawaiian Islands.
Analyze phylogenetic trees of lizard species on the Canary
Islands.
Provide specific examples of introduced species as well as
threatened and endangered species.
Locate, organize, and list information about an introduced
species.
Explain reciprocal altruism, including what it is, examples of
organisms that may engage in this process, and why it may
be beneficial for survival (impact fitness).
Starting with “vertebral column and brain case,” list and
describe the evolutionary changes that led to carnivores.
(you are just responsible for these transitions, not all on the
chart)
Hypothesize why sexual reproduction is widespread in
nature.
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Final Exam
(Lecture)
107
108
109
Behaviors
(Lecture)
110
111
Structures and
Behaviors
(Recitation)
112
113
114
115
116
Innate and
Learned
Behaviors
(Lab)
117
118
119
120
Readings
(Bowerbirds,
Crows, Jane
Goodall)
121
122
123
Hominin
(Lecture)
124
125
126
8
Modern
Humans
(Lecture)
127
128
129
130
Human
Genetics
(Recitation)
131
132
133
Describe how sexual reproduction has led to differences in
males and females.
Provide examples of sexual selection, including male
competition, female choice, and unusual forms of sexual
selection.
Distinguish between innate and learned behaviors and
provide examples of organism behaviors that are a
combination of both.
Provide specific examples of different types of innate and
learned behaviors .
Link animal behaviors to genetics and evolution.
Model and describe relationships between predator and prey
populations.
Summarize the impact of chance on a population, as well as
the significance of adaptations.
Analyze and discuss predator-prey data.
Provide examples of innate and learned behaviors that
impact organism fitness.
Describe the activity patterns of montane voles in
relationship to circadian rhythms.
Define invertebrates and describe the physical
characteristics, habitats, and basic behaviors of planaria,
earthworms, daphnia, sowbugs, and Madagascar hissing
cockroaches.
Distinguish between kinesis and taxis behaviors.
Observe crickets and make detailed notes and drawings
about physical structures and behaviors.
Explain how male “satin” bowerbirds attract female
bowerbirds.
Describe recent research on crow cognition, including brain
size, use of tools, and social interactions that may indicate
the presence of imagination
Describe the research of Jane Goodall, including specific
chimpanzee behaviors.
Describe the different types of evidence used to construct a
timeline of human evolution.
List the major transitions in human evolution, including the
approximate times, fossil finds, and representative hominids.
List human evolutionary constraints, the factors that may
impact current human evolution.
Provide examples of evolution in human parasites.
Provide examples of human hosts evolving defenses against
parasites.
Discuss the hypothetical impact of larger brains, language
and emotion on human evolution.
Examine the impact of social behaviors on human survival.
Study human traits to determine whether they follow
Mendelian or non-Mendelian patterns of inheritance.
Analyze human pedigrees to determine the genetic basis of
inherited traits.
Provide characteristics of the human genome, including
karyotype and chromosomal features.
Construct a human pedigree based on family data.
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Parasites and
Human
Evolution
(Lab)
135
136
137
138
Readings
(Flores Man,
Guinea Worm)
139
140
141
Human
Inheritance
(Lecture)
142
143
Genetic
Technologies
and Medicine
(Lecture)
9
144
145
146
147
Genetic
Disorders
(Lab)
148
149
150
Readings
(Gene Therapy,
Stem Cells)
151
152
153
Genetic
Engineering
and Agriculture
(Lecture)
154
155
156
10
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Future Frontiers
(Lecture)
Genetic
Technologies
(Lab)
158
159
160
161
Describe basic structures of viruses, bacteria, protists, and
animals that cause disease in humans, as well as how they
impact the human body.
Provide characteristics of Hominan, as well as research on
Homo sapiens sapiens.
Explain the difference between the four blood types and Rh
factor and the relationship between blood types and human
disease.
Describe how incidence of malaria relates to frequency of the
sickle cell anemia allele.
Discuss how it may be too simplistic to label alleles as “good”
or “bad” using sickle cell anemia as an example.
Describe characteristics of Homo floresiensis.
Describe “Guinea Worm,” including the countries where
human infections are still occurring, the impact on the human
body, and how infection by the parasite can be avoided.
Describe human genetics, including number of chromosomes
and the roles of meiosis, fertilization, and mitosis.
Provide examples of variation in human traits, and possible
explanations of those variations.
Explain the genetic basis and symptoms of various human
genetic disorders.
List various types of genetic screening and the current use of
gene therapy.
Explain what stem cells are, where stem cells are found, the
current use of stem cells, and potential uses of stem cells.
Describe the eugenics movement, including the scientific
flaws associated with the movement.
Identify chromosomal disorders from karyotype data.
Provide the genetic basic, inheritance patterns and
symptoms for various gene-based genetic disorders.
Examine pedigree and geographic data to study the genetic
basis of lactose intolerance.
Describe why humans lack the ability to produce vitamin C.
Describe different approaches to gene therapy and the
factors that have kept gene therapy from becoming an
effective treatment for genetic disorders.
List possible uses of stem cells and the technical problems
that exist related to working with stem cells.
Describe the basic techniques that are used in genetic
engineering.
List the steps involved in making genetically engineered
crops.
Define and provide examples of transgenic organisms.
Describe the technique of cloning and provide examples of
organisms that have been recently cloned.
Describe the genetic basis and evolutionary changes in
cancer
List the genetic and evolutionary aspects of aging, as well as
the potential to “cure” aging processes.
Examine the potentials and pitfalls of reviving relic DNA.
List the basic techniques and uses of genetic technologies.
Provide examples of genetically modified organisms (GMOs),
including successes and failures in producing chimeras.
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Readings
(Cloning)
165
Describe how DNA fingerprinting can be used in criminal and
paternity cases, as well as for tracking genetic disorders.
Give examples of recent advancement in stem cell and
cancer research.
Discuss major themes in biology, and provide supporting
examples from this course.
Distinguish between DNA cloning, reproductive cloning, and
therapeutic cloning and describe possible uses of cloning
technologies.
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