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CENTRAL TEXAS COLLEGE SYLLABUS FOR BIOL 1406 GENERAL BIOLOGY I. INTRODUCTION A. B. C. D. II. General Biology 1406 is an introductory, one-semester course survey of contemporary biology that covers the chemical basis of life, structure and functions of the cell, molecular biology, energy transformations and genetics. As a 4-credit hour course, there are two, 2 – hour lectures a week. The corresponding laboratory requires two, 2 - hour labs. The laboratory course provides practical experience and reinforcement of the topics discussed in the lecture. This course satisfies the Biology requirement in most curricula. This course is occupationally related and serves as preparation for careers in science. Prerequisite: Minimum math/reading THEA of 240 or ASSET II of 45. LEARNING OUTCOMES Upon successful completion of this course, General Biology 1406, the student will: A. Work independently and cooperatively to use scientific methods during laboratory investigations. B. Use critical thinking and scientific problem-solving to make informed decisions in a real-world context. C. Relate evolution as the core theme of biology and understand that evolution accounts for both the diversity and the unity of living things. D. Describe the structure and function of macromolecules and recognize the role of carbon in the molecular diversity of life. E. Explain the effects of water’s polarity. F. Recognize that cells are the basic structure of all living things and occur as different cell types which have specialized parts that perform specific functions. G. Describe the form and function of cellular membranes and relate the importance of the structure of the plasma membrane to the transport of materials into or out of the cell. H. Describe the key roles of cell division. Identify the phases of the cell cycle and be able to compare mitosis in different types of cells. I. Describe metabolic processes and energy transfers. J. Demonstrate and communicate an understanding of the structure, function, and role of nucleic acids. K. Describe the connection between genes and proteins. L. Examine the mechanisms of the genetic basis of development. Biol 1406 Price Campbell 9th 1 III. INSTRUCTIONAL MATERIALS The instructional materials identified for this course are viewable through www.ctcd.edu/books IV. COURSE REQUIREMENTS: A. Reading Assignments: Specific chapters from Biology will be included in the course outline (Section VIII). Students should read the materials prior to lecture and again before scheduled tests. Lecture tests may include any materials listed in the course outline and any additional lecture materials. B. Class Participation: Students are expected to attend lecture and lab during their scheduled time. It is the responsibility of the student to sign-in during lecture and lab. Signing-in after class time will not be allowed. A total of four absences (adding together both lecture and lab) will be regarded as insufficient attendance which may result in an administrative withdrawal with a grade of F as stated in the college catalog. Excessive absences are usually reflected in the final grade and should be avoided. C. Computer lab: Students may want to make use of Cyber-Ed software that is available in the Science computer lab – room 1077 in the Science building. V. EXAMINATIONS: There will be five unit exams during the scheduled lecture time. These exams may consist of multiple choice, matching, true/false, short answer, labeling, definitions, and essay questions. There will be no exam review given during lecture time. If a student misses an exam then the comprehensive final lecture exam will count in place of the one missed exam. Other missed exams will result in a zero being recorded in the gradebook. The final examination will be comprehensive and will be given on the date as listed in the schedule bulletin. VI. SEMESTER GRADE COMPUTATIONS General Biology 1406 course grade is based on a total of 1000 points. UNIT EXAMS- Five @ 100 points FINAL EXAM- One @ 150 points REQUIRED LABS- 350 points COURSE TOTAL: Biol 1406 Price Campbell 8th 500 points 150 points 350 points 1000 points 2 COURSE GRADE: A900-1000 points B800-899 C700-799 D600-699 F0-599 *There are no opportunities for extra credit. VII. NOTES AND ADDITIONAL INSTRUCTIONS FROM THE INSTRUCTOR A. Course Withdrawal: It is the student’s responsibility to officially withdraw from a course if circumstances prevent attendance. Any student who desires to, or must, officially withdraw from a course after the first scheduled class meeting must file a Central Texas College Application for Withdrawal (CTC Form 59). The withdrawal form must be signed by the student. CTC Form 59 will be accepted at any time prior to Friday of the 12th week of classes during the 16-week fall and spring semesters. The deadline for sessions of other lengths is: 10-week session 8-week session 5-week session Friday of the 8th week Friday of the 6th week Friday of the 4th week The equivalent date (75% of the semester) will be used for sessions of other lengths. The specific last day to withdraw is published each semester in the Schedule Bulletin. A student who officially withdraws will be awarded the grade of “W” provided the student’s attendance and academic performance are satisfactory at the time of official withdrawal. Students must file a withdrawal application with the College before they may be considered for withdrawal. A student may not withdraw from a class for which the instructor has previously issued the student a grade of “F” or “FN” for nonattendance. B. Administrative Withdrawal: An administrative withdrawal may be initiated when the student fails to meet College attendance requirements. The instructor will assign the appropriate grade on CTC Form 59 for submission to the registrar. C. Incomplete Grade: The College catalog states, “An incomplete grade may be given in those cases where the student has completed the majority of the coursework but, because of personal illness, death in the immediate family, or military orders, the student is unable to complete the requirements for a course...” Prior approval from the instructor is required before the grade of “I” for incomplete is recorded. A student who merely fails to show for the final Biol 1406 Price Campbell 8th 3 examination will receive a zero for the final and a “F” for the course. D. Cellular Phones and Beepers: Cellular phones and beepers will be turned off while the student is in the classroom or laboratory. The number for your family members to call in an emergency is 254-526-1200. Appropriate personnel will immediately communicate the message to you. E. Americans With Disabilities Act (ADA): The Disability Support Services Program provides services to students who have appropriate documentation of a disability. Students requiring accommodations for class are responsible for contacting the Office of Disability Support Services (DSS) located on the main campus. This service is available to all students, regardless of location. Explore the website at www.ctcd.edu/disability-support for further information. Reasonable accommodations will be given in accordance with the federal and state laws through the DSS office. F. Instructor Discretion: The instructor reserves the right of final decision in course requirements. G. Civility: Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result a disciplinary action up to and including expulsion. H. ABSOLUTELY NO FOOD OR DRINKS IN THE LECTURE CLASSROOM OR THE LABORATORY ROOM. I. Courtesy dictates that you discuss any problem with your instructor first. If you cannot resolve the problem, then contact the Head of the Science and Agricultural Department. VIII. COURSE OUTLINE A. CHAPTER TWO: The Chemical Context Of Life 1. Learning Outcomes: Upon successful completion of this chapter, the student will: a. Distinguish between an element and a compound. b. Identify the four elements that make up 96% of living matter. c. Describe the structure of an atom. d. Define and distinguish among atomic number, mass number, and valence. e. Given the atomic number and mass number of an atom, how do Biol 1406 Price Campbell 8th 4 2. 3. B. you determine the number of its neutrons? f. Explain why radioactive isotopes are important to biologists. g. Explain how the electron configuration influences the chemical behavior of an atom. h. Distinguish among nonpolar covalent, polar covalent, and ionic bonds. i. Define the term trace element and give an example. j. Explain how two isotopes of an element are similar. Explain how they are different. k. Explain why electrons in the first electron shell have less potential energy than electrons in higher electron shells. l. Explain why strong covalent bonds and weak bonds are both essential in living organisms. m. Distinguish between hydrogen bonds and van der Waals interactions. n. Give an example that illustrates how a molecule’s shape can determine its biological function. Learning Activities: These learning outcomes will be evaluated on Exam 1. Equipment and Materials: Textbook Assignment: Chapter 2 CD-ROM: Student Media CHAPTER THREE: Water & The Fitness Of The Environment 1. Learning Outcomes: Upon successful completion of this chapter, the student will: a. Describe how water contributes to the fitness of the environment to support life. b. c. d. e. f. g. h. i. j. Biol 1406 Price Campbell 8th Describe the structure and geometry of a water molecule, and explain what properties emerge as a result of this structure. Explain the relationship between the polar nature of water and its ability to form hydrogen bonds. List four characteristics of water that are emergent properties resulting from hydrogen bonding. Describe the biological significance of the cohesiveness of water. Explain how water’s high specific heat, high heat of vaporization, and expansion upon freezing affect both aquatic and terrestrial ecosystems. Distinguish among a solute, a solvent, and a solution. Explain how the polarity of the water molecule makes it a versatile solvent. Distinguish between hydrophilic and hydrophobic substances. Distinguish between a mole and the molecular weight of a 5 2. 3. substance. k. Explain the basis for the pH scale. l. Explain how acids and bases directly or indirectly affect the hydrogen ion concentration of a solution. m. Describe the causes of acid precipitation and explain how it harms the environment. n. Explain how you would make up a one molar (1M) solution of ethyl alcohol. o. Using the bicarbonate buffer system as an example, explain how buffers work. Learning Activities: These learning outcomes will be evaluated on Exam 1. Equipment and Materials: Textbook Assignment: Chapter 3 CD-ROM: Student Media C. CHAPTER FOUR: Carbon & The Molecular Diversity Of Life 1. Learning Outcomes: At the conclusion of this chapter, the student will be able to: a. Explain how carbon’s electron configuration accounts for its ability to form large, complex, and diverse organic molecules. b. Describe how carbon skeletons may vary, and explain how this variation contributes to the diversity and complexity of organic molecules. c. Name the major functional groups and describe the chemical properties of the organic molecules in which they occur. function. d. Describe the basic structure of a hydrocarbon and explain why these molecules are hydrophobic. e. Distinguish among the three types of isomers: structural, geometric, and enantiomer. 2. Learning Activities: These learning outcomes will be evaluated on Exam 1. 3. Equipment and Materials: Textbook Assignment: Chapter 4 CD-ROM: Student Media D. CHAPTER FIVE: The Structure & Function Of Macromolecules 1. Learning Outcomes: At the conclusion of this chapter, the student will be able to: a. Explain how monomers are used to build polymers. b. List the four major classes of macromolecules. c. Compare condensation and hydrolysis. d. Describe the distinguishing characteristics of carbohydrates and Biol 1406 Price Campbell 8th 6 e. f. g. h. i. j. k. l. m. n. o. p. q. r. s. t. u. v. w. x. y. z. aa. bb. Biol 1406 Price Campbell 8th explain how they are classified. Distinguish between monosaccharides and disaccharides. Identify a glycosidic linkage and describe how it is formed. Describe the structure and functions of polysaccharides. Distinguish between the glycosidic linkages found in starch and cellulose and explain why the difference is biologically important. Explain what distinguishes lipids from other major classes of macromolecules. Describe the unique properties, building-block molecules, and biological importance of the three important groups of lipids: fats, phospholipids, and steroids. Identify an ester linkage and describe how it is formed. Distinguish between a saturated and an unsaturated fat and list some unique emergent properties that are a consequence of these structural differences. Name the principal energy storage molecules of plants and animals. Describe the characteristics that distinguish proteins from the other major classes of macromolecules and explain the biologically important functions of this group. List and describe the four major components of an amino acid. Explain how amino acids may be grouped according to the physical and chemical properties of the side chains. Identify a peptide bond and explain how it is formed. Distinguish between a polypeptide and a protein. Explain what determines protein conformation and why it is important. Define primary structure in reference to a protein. Describe the two types of secondary protein structure. Explain the role of hydrogen bonds in maintaining the structure. Explain how weak interactions and disulfide bridges contribute to tertiary protein structure. Using collagen and hemoglobin as examples, describe quaternary protein structure. Define denaturation and explain how proteins may be denatured. Describe the characteristics that distinguish nucleic acids from the other major groups of macromolecules. Summarize the functions of nucleic acids. List the major components of a nucleotide, and describe how these monomers are linked to form a nucleic acid. List the major components of a nucleotide, and describe how these monomers are linked to form a nucleic acid. Distinguish between a pyrimidine and a purine. 7 2. 3. E. cc. Briefly describe the three-dimensional structure of DNA. Learning Activities: These learning outcomes will be evaluated on Exam 1. Equipment and Materials: Textbook Assignment: Chapter 5 CD-ROM: Student Media CyberEd. Inc. Multimedia CD-ROM: Biochemistry CHAPTER SIX: A Tour Of The Cell 1. Learning Outcomes: At the conclusion of this chapter, the student should be able to: a. Distinguish between magnification and resolving power. b. Describe the principles, advantages, and limitations of the light microscope, transmission electron microscope, and scanning electron microscope. c. Describe the major steps of cell fractionation and explain why it is a useful technique. d. Distinguish between prokaryotic and eukaryotic cells. e. Explain why there are both upper and lower limits to cell size. f. Explain why compartmentalization is important in eukaryotic cells. g. Describe the structure and function of the nucleus and briefly explain how the nucleus controls protein synthesis in the cytoplasm. h. Explain how the nucleolus contributes to protein synthesis. i. Describe the structure and function of a eukaryotic ribosome. j. Distinguish between free and bound ribosomes in terms of location and function. k. l. m. n. o. p. q. r. s. Biol 1406 Price Campbell 8th List the components of the endomembrane system, describe their structures and functions, and summarize the relationships among them. Explain how impaired lysosomal function can cause the symptoms of storage diseases. Describe the different structures and functions of vacuoles. Describe the structure of a mitochondrion and explain the importance of compartmentalization in mitochondrial function. Distinguish among amyloplasts, chromoplasts, and chloroplasts. Identify the three functional compartments of a chloroplast. Explain the importance of compartmentalization in chloroplast function. Explain the roles of mitochondria and chloroplasts. Explain the role of peroxisomes in eukaryotic cells. Describe the functions of the cytoskeleton. 8 t. 2. 3. F. Describe the structure, monomers, and functions of microtubules, microfilaments, and intermediate filaments. u. Explain how the ultra structure of cilia and flagella relate to their functions. v. Describe the development of plant cell walls. w. Describe the structure and list four functions of the extra cellular matrix in animal cells. x. Describe the structures of intercellular junctions found in plant and animal cells and relate those structures to their functions. Learning Activities: These learning outcomes will be evaluated on Exam 2. Equipment and Materials: Textbook Assignment: Chapter 6 CD-ROM: Student Media CyberEd. Inc. Multimedia CD-ROM: The Cell Membrane Structure CHAPTER SEVEN: Membrane Structure And Function 1. Learning Outcomes: At the conclusion of this chapter, the student will be able to: a. Describe the properties of phospholipids and their arrangement in cellular membranes. b. Explain what freeze-fracture techniques reveal about the arrangement of proteins in membranes. c. Describe the fluid properties of the cell membrane and explain how membrane fluidity is influenced by temperature & membrane composition. d. Explain how cholesterol resists changes in membrane fluidity with temperature change. e. f. g. h. i. j. k. l. m. n. o. Biol 1406 Price Campbell 8th Describe how proteins and carbohydrates are spatially arranged in cell membranes and how they contribute to membrane function. Describe factors that affect the selective permeability of membranes. Describe the locations and functions of transport proteins. Distinguish between channel proteins and carrier proteins. Distinguish between peripheral and integral membrane proteins. Define diffusion. Explain what causes diffusion and why it is a spontaneous process. Explain how hydrophobic molecules cross cell membranes. Explain what regulates the rate of passive transport. Explain why a concentration gradient across a membrane represents potential energy. Distinguish between hypertonic, hypotonic, and isotonic solutions. Define osmosis and predict the direction of water movement based 9 2. 3. G. on differences in solute concentrations. p. Describe how living cells with and without cell walls regulate the balance of water content. q. Explain how transport proteins facilitate diffusion. r. Distinguish among osmosis, facilitated diffusion, and active transport. s. Describe the two forces that combine to produce an electrochemical gradient. t. Explain how an electrogenic pump creates voltage across a membrane. u. Explain how active transport differs from diffusion. v. Describe the process of co-transport. w. Explain how large molecules are transported cross the cell membrane. x. Compare pinocytosis and receptor-mediated endocytosis. Learning Activities: These learning outcomes will be evaluated on Exam 2. Equipment and Materials: Textbook Assignment: Chapter 7 CD-ROM: Student Media CyberEd. Inc. Multimedia CD-ROM: The Cell Membrane Structure CHAPTER EIGHT: An Introduction To Metabolism 1. Learning Outcomes: At the conclusion of this chapter, the student will be able to: a. Explain the role of catabolic and anabolic pathways in the energy exchanges of cellular metabolism. b. Distinguish between kinetic and potential energy. c. Distinguish between open and closed systems. d. Explain, in your own words, the first and second laws of thermodynamics. e. Describe the relationship between free energy and equilibrium. f. Distinguish between exergonic and endergonic reactions. g. Describe the three main kinds of cellular work. h. Describe the function of ATP in a cell. i. List the three components of ATP and identify the major class of macromolecules to which ATP belongs. j. Explain how ATP performs cellular work. k. Describe the function of enzymes in biological systems. l. Explain the relationship between enzyme structure and enzyme specificity. m. Explain the induced-fit model of enzyme function and describe the catalytic cycle of an enzyme. n. Describe the mechanisms by which enzymes lower activation Biol 1406 Price Campbell 8th 10 2. 3. H. energy. o. Explain how substrate concentration affects the rate of an enzymecontrolled reaction. p. Explain how enzyme activity can be regulated or controlled by environmental factors, co-factors, and enzyme inhibitors. q. Explain how metabolic pathways are regulated. Learning Activities: These learning outcomes will be evaluated on Exam 2. Equipment and Materials: Textbook Assignment: Chapter 8 CD-ROM: Student Media CyberEd. Inc. Multimedia CD-ROM: Enzymes CHAPTER NINE: Cellular Respiration: Harvesting Chemical Energy 1. Learning Outcomes At the conclusion of this chapter, the student will be able to: a. Distinguish between fermentation and cellular respiration. b. Describe the summary equation for cellular respiration. Also note the specific chemical equation for the degradation of glucose. c. Explain how ATP is recycled in cells. d. Define oxidation and reduction. e. Explain how redox reactions are involved in energy exchanges. f. Explain why organic molecules that have an abundance of hydrogen are excellent cellular fuels. g. Describe the role of NAD+ and the electron transport chain during respiration. h. Describe the cellular regions where glycolysis, the Citric Acid cycle, and the electron transport chain occur. i. j. k. l. m. n. o. p. Biol 1406 Price Campbell 8th Explain why ATP is required for the preparatory steps of glycolysis. Identify where sugar oxidation, substrate-level phosphorylation, and the reduction of NAD+ occur in glycolysis. Describe where pyruvate is oxidized to acetyl CoA, what molecules are produced, and how this process links glycolysis to the Citric Acid cycle. Describe the form and fate of the carbons in the Citric Acid cycle. Explain how the exergonic “slide” of electrons down the electron transport chain is coupled to the endergonic production of ATP by chemiosmosis. Distinguish between substrate level phosphorylation and oxidative phosphorylation. Describe the process of chemiosmosis. Explain how membrane structure is related to membrane function 11 2. 3. I. in chemiosmosis. q. Summarize the net ATP yield from the oxidation of a glucose molecule by constructing an ATP ledger that includes coenzyme production during the different stages of glycolysis and cellular respiration. r. State the basic function of fermentation. s. Compare the fate of pyruvate in alcohol fermentation and lactic acid fermentation. t. Compare the processes of fermentation and cellular respiration. Learning Activities: These learning outcomes will be evaluated on Exam 2. Equipment and Materials: Textbook Assignment: Chapter 9 CD-ROM: Student Media CyberEd. Inc. Multimedia CD-ROM: Respiration CHAPTER TEN: Photosynthesis 1. Learning Outcomes: At the end of this chapter, the student will be able to: a. Distinguish between autotrophic and heterotrophic nutrition. b. Describe the structure of chloroplasts and indicate their locations within plant cells. Describe where most chloroplasts are located in a leaf. c. Explain how chloroplast structure relates to its function. d. Write a summary equation for photosynthesis. e. Explain the role of redox reactions in photosynthesis. f. Describe in general the two main stages of photosynthesis. g. Describe the wavelike and particle-like behaviors of light. h. 2. Describe the relationship between an action spectrum and an absorption spectrum. i. Explain why the absorption spectrum for chlorophyll differs from the action spectrum for photosynthesis. j. List the wavelengths of light that are most effective for photosynthesis. k. Explain what happens when chlorophyll or accessory pigments absorb photons. l. List the components of a photosystem and explain their functions. m. Trace electron flow through photosystems II and I. n. Compare cyclic and noncyclic electron flow and explain the relationship between these components of the light reactions. o. State the function of each of the three phases of the Calvin cycle. p. Describe the role of ATP and NADPH in the Calvin cycle. Learning Activities: Biol 1406 Price Campbell 8th 12 3. J. These learning outcomes will be evaluated on Exam 3. Equipment and Materials: Textbook Assignment: Chapter 10 CD-ROM: Student Media CyberEd. Inc. Multimedia CD-ROM: Photosynthesis CHAPTER ELEVEN: Cell Communication 1. Learning Outcomes At the conclusion of this chapter, the student will be able to: a. Describe the basic signal-transduction pathway used for mating in yeast. b. Define ‘paracrine signaling’, and give an example. c. Define local regulation and explain why hormones are not local regulators. d. Explain how plant and animal hormones travel to target cells. e. List and briefly define the three stages of cell signaling. f. Describe the nature of a ligand-receptor interaction and state how such interactions initiate a signal-transduction system. g. State where signal receptors may be located in target cells. h. Compare and contrast G-protein-linked receptors, tyrosine-kinase receptors, and ligand-gated ion channels. i. Describe two advantages of using a multistep pathway in the transduction stage of cell signaling. j. Explain how the original signal molecule can produce a cellular response when it may not even enter the target cell. k. Describe how phosphorylation propagates signal information. l. Explain why a single cell may require hundreds of different protein kinases. m. n. o. p. q. r. s. Biol 1406 Price Campbell 8th Explain how protein phosphatases turn off signal-transduction pathways. Define the term ‘second messenger’. Briefly describe the role of these molecules in signaling pathways. Describe how cyclic AMP is formed and how it propagates signal information in target cells. Explain how the cholera bacterium causes the symptoms of cholera by disrupting G-protein signaling pathways. Describe how the cytosolic concentration of Ca2+ can be altered and how the increased pool of Ca2+ is involved with signal transduction. Describe how signal information is transduced into cellular responses in the cytoplasm and in the nucleus. Explain why different types of cells may respond differently to the same signal molecule. 13 Explain how scaffolding proteins help to coordinate a cell’s response to incoming signals. Learning Activities: These learning outcomes will be evaluated on Exam 3. Equipment and Materials: Textbook Assignment: Chapter 11 CD-ROM: Student Media t. 2. 3. K. CHAPTER TWELVE: The Cell Cycle 1. Learning Outcomes At the conclusion of this chapter, the student will be able to: a. Explain how cell division functions in reproduction, growth, and repair. b. Describe the structural organization of a prokaryotic and eukaryotic genome. c. Describe the major events of cell division that enable the genome of one cell to be passed on to two daughter cells. d. Describe how the chromosome number changes throughout the human life cycle. e. List the phases of the cell cycle and describe the sequence of events that occurs during each phase. f. List the phases of mitosis and describe the events characteristic of each phase. g. Recognize the phases of mitosis from diagrams and micrographs. h. Draw or describe the spindle apparatus, including centrosomes, kinetochore microtubules, nonkinetochore microtubules, asters, and centrioles (in animal cells). i. Explain the current model for poleward chromosomal movement and elongation of the cell’s polar axis. j. Compare cytokinesis in animals and plants. k. Describe the role of checkpoints, cyclin, Cdk and MPF in the cell cycle control system. l. Describe the internal and external factors that influence the cell cycle control system. m. Explain how the abnormal cell division of cancerous cells differs from normal cell division. n. Distinguish between benign, malignant, and metastatic tumors. 2. Learning Activities: These learning outcomes will be evaluated on Exam 3. 3. Equipment and Materials: Textbook Assignment: Chapter 12 CD-ROM: Student Media CyberEd. Inc. Multimedia CD-ROM: The Cell Cycle Biol 1406 Price Campbell 8th 14 L. CHAPTER THIRTEEN: Meiosis And Sexual Life Cycles 1. Learning Outcomes At the conclusion of this chapter, the student will be able to: a. Explain why organisms reproduce only their own kind and why offspring more closely resemble their parents than unrelated individuals of the same species. b. Distinguish between asexual and sexual reproduction. c. Diagram the human life cycle and indicate where in the human body that mitosis and meiosis occur; which cells are the result of meiosis and mitosis; and which cells are haploid. d. List the phases of meiosis I and meiosis II and describe the events characteristic of each phase. Recognize the phases of meiosis from diagrams or micrographs. e. Describe the process of synapsis during prophase I and explain how genetic recombination occurs. f. Describe the key differences between mitosis and meiosis. Explain how the end result of meiosis differs from that of mitosis. g. Explain how independent assortment, crossing over, and random fertilization contribute to genetic variation in sexually reproducing organisms. h. Explain why heritable variation is crucial to Darwin‘s theory of evolution by natural selection. 2. Learning Activities: These learning outcomes will be evaluated on Exam 4. 3. Equipment and Materials: Textbook Assignment: Chapter 13 CD-ROM: Student Media CyberEd. Inc. Multimedia CD-ROM: The Cell Cycle M. CHAPTER FOURTEEN: Mendel & The Gene Idea 1. Learning Outcomes At the conclusion of this chapter, the student will be able to: a. List several features of Mendel’s methods that contributed to his success. b. Define true breeding, hybridization, monohybrid cross, P generation, F1 generation, and F2 generation. c. Explain how Mendel’s law of segregation got its name. d. Use a Punnett square to predict the results of a monohybrid cross and state the phenotypic and genotypic ratios of the F2 generation. e. Distinguish between the following pairs of terms: dominant and recessive; heterozygous and homozygous; genotype and phenotype. f. Explain how a testcross can be used to determine if a dominant phenotype is homozygous or heterozygous. g. Use a Punnett square to predict the results of a dihybrid cross and Biol 1406 Price Campbell 8th 15 h. i. j. k. l. m. n. o. p. q. r. s. t. u. v. w. Biol 1406 Price Campbell 8th state the phenotypic and genotypic ratios of the F2 generation. State Mendel’s law of independent assortment and describe how this law can be explained by the behavior of chromosomes during meiosis. Use the rule of multiplication to calculate the probability that a particular F2 individual will be homozygous recessive or dominant. Given a Mendelian cross, use the rule of addition to calculate the probability that a particular F2 individual will be heterozygous. Use the laws of probability to predict from a trihybrid cross between two individuals that are heterozygous for all three traits, what expected proportion of the offspring would be: a. homozygous for the three dominant traits b. heterozygous for all three traits c. homozygous recessive for two specific traits and heterozygous for the third Explain why it is important that Mendel used large sample sizes in his studies. Give an example of incomplete dominance and explain why it is not evidence for the blending theory of inheritance. Explain how the phenotypic expression of the heterozygote is affected by complete dominance, incomplete dominance, and codominance. Explain why Tay-Sachs is considered recessive at the organismic level but co-dominant at the molecular level. Explain why genetic dominance does not mean that the dominant allele subdues a recessive allele. Illustrate your explanation with the use of the round versus wrinkled pea seed shape. Explain why dominant alleles do not necessarily mean that the allele is more common in a population. Illustrate you explanation with the character polydactyly. Describe the inheritance of the ABO blood system and explain why the IA and IB alleles are said to be co-dominant. Describe the inheritance of the ABO blood system and explain why the IA and IB alleles are said to be co-dominant. Define and give examples of pleiotropy and epistasis. Describe a simple model for polygenic inheritance and explain why most polygenic characters are described in quantitative terms. Describe how environmental conditions can influence the phenotypic expression of a character. Explain what is meant by a “norm of reaction”. Distinguish between the specific and broad interpretations of the terms “phenotype” and “genotype”. 16 x. 2. 3. N. Explain why studies of human inheritance are not as easily conducted as Mendel’s work with his peas. y. Given simple family pedigree, deduce the genotypes for some of the family members. z. Explain how lethal a recessive gene can be maintained in a population. aa. Describe the inheritance and expression of cystic fibrosis, TaySachs disease, and sickle-cell disease. bb. Explain why lethal dominant genes are much rarer than lethal recessive genes. cc. Give an example of a late-acting lethal dominant in humans and explain how it can escape elimination. dd. Define and give examples of multifactorial disorders in humans. Learning Activities: These learning outcomes will be evaluated on Exam 4. Equipment and Materials: Textbook Assignment: Chapter 14 CD-ROM: Student Media CHAPTER FIFTEEN: The Chromosomal Basis Of Inheritance 1. Learning Outcomes At the conclusion of this chapter, the student will be able to: a. Define and compare linked genes and sex-linked genes. Explain why the inheritance of linked genes is different from independent assortment. b. Distinguish between parental and recombinant phenotypes. c. Explain why linked genes do not assort independently. d. Explain how crossing over can unlink genes. e. f. f. g. h. i. j. Biol 1406 Price Campbell 8th Explain how genetic maps are constructed for genes located far apart on a chromosome. Explain how sex is genetically determined in humans and the significance of the SRY gene. Explain why Mendel did not find linkage between seed color and flower color, despite the fact that these genes are on the same chromosome. Explain the effect of multiple crossovers between loci. Explain why sex-linked diseases are more common in human males. Describe the inheritance patterns and symptoms of color blindness, Duchenne muscular dystrophy, and hemophilia. Describe the process of X inactivation in female mammals. Explain how this phenomenon produces the tortoiseshell coloration in cats. 17 k. 2. 3. O. Distinguish among nondisjunction, aneuploidy, trisomy, triploidy, and polyploidy. Explain how these major chromosomal changes occur and describe the consequences. l. Distinguish among deletions, duplications, inversions, and translocations. m. Describe the types of chromosomal alterations implicated in the following human disorders: Down syndrome, Klinefelter’s syndrome, extra Y, triple-X syndrome, Turner’s syndrome, cri du chat syndrome, and chronic myelogenous leukemia. Learning Activities: These learning outcomes will be evaluated on Exam 4. Equipment and Materials: Textbook Assignment: Chapter 15 CD-ROM: Student Media CHAPTER SIXTEEN: The Molecular Basis Of Inheritance 1. Learning Outcomes At the conclusion of this chapter, the student will be able to: a. Explain why researchers originally thought protein was the genetic material. b. Summarize the experiments performed by the following scientists that provided evidence that DNA is the genetic mater: 1. Frederick Griffith 2. Oswald Avery, Maclyn McCarty, and Colin MacLeod 3. Alfred Hershey and Martha Chase 4. Erwin Chargaff c. Explain how Watson and Crick deduced the structure of DNA and describe the evidence they used. Explain the significance of the research of Rosalind Franklin. d. Describe the structure of DNA. Explain the “base-pairing rule” and describe its significance. e. Describe the process of DNA replication. Note the structure of the many origins of replication and replication forks and explain the role of DNA polymerase. f. Explain what energy source drives the polymerization of DNA. g. Define “antiparallel” and explain why continuous synthesis of both DNA strands is not possible. h. Distinguish between the leading strand and the lagging strand. i. Explain how the lagging strand is synthesized even though DNA polymerase can add nucleotides only to the 3’ end. Describe the significance of Okazaki fragments. j. Explain the roles of DNA ligase, primer, primase, helicase, topoisomerase, and single-strand binding proteins. k. Explain the roles of DNA polymerase, mismatch repair enzymes, Biol 1406 Price Campbell 8th 18 2. 3. P. and nuclease in DNA proofreading and repair. l. Describe the structure and functions of telomeres. Explain the significance of telomerase to healthy and cancerous cells. Learning Activities: These learning outcomes will be evaluated on Exam 5. Equipment and Materials: Textbook Assignment: Chapter 16 CD-ROM: Student Media CyberEd. Inc. Multimedia CD-ROM: DNA The Molecule Of Life CHAPTER SEVENTEEN: From Gene To Protein 1. Learning Outcomes At the conclusion of this chapter, the student will be able to: a. Explain how RNA differs from DNA. b. Briefly explain how information flows from gene to protein. c. Distinguish between transcription and translation. d. Compare where transcription and translation occur in prokaryotes and in eukaryotes. e. Define “codon” and explain the relationship between the linear sequence of codons on mRNA and the linear sequence of amino acids in a polypeptide. f. Explain why polypeptides begin with methionine when they are synthesized. g. Explain in what way the genetic code is redundant and unambiguous. h. Explain the significance of the reading frame during translation. i. Explain how RNA polymerase recognizes where transcription should begin. Describe the promoter, the terminator, and the transcription unit. j. Explain the general process of transcription, including the three major steps of initiation, elongation, and termination. k. Explain how RNA is modified after transcription in eukaryotic cells. l. Describe the functional and evolutionary significance of introns. m. Describe the structure and functions of tRNA. n. Describe the structure and functions of ribosomes. Define and explain the role of ribozyme. o. Describe the process of translation (including initiation, elongation, and termination) and explain which enzymes, protein factors, and energy sources are needed for each stage. Explain the significance of wobble. p. Describe the significance of polyribosomes. q. Explain what determines the primary structure of a protein and describe how a polypeptide must be modified before it becomes Biol 1406 Price Campbell 8th 19 2. 3. Q. fully functional. r. Describe what determines whether a ribosome will be free in the cytosol or attached to the rough endoplasmic reticulum. s. Compare protein synthesis in prokaryotes and eukaryotes. t. Define “point mutations”. Distinguish between base-pair substitutions and base-pair insertions. Give examples of each and note the significance of such changes. u. Describe several examples of mutagens and explain how they cause mutations. Learning Activities: These learning outcomes will be evaluated on Exam 5. Equipment and Materials: Textbook Assignment: Chapter 17 CD-ROM: Student Media CyberEd. Inc. Multimedia CD-ROM: From DNA To Protein CHAPTER EIGHTEEN: Regulation of Gene Expression 1. Learning Outcomes At the conclusion of these chapters, the student will be able to: a. Briefly describe two main strategies that cells use to control metabolism. b. Explain the adaptive advantage of bacterial genes grouped into an operon. c. Using the trp operon as an example, explain the concept of an operon and the function of the operator, repressor, and corepressor. d. Explain how repressible and inducible operons differ and how those differences reflect differences in the pathways they control. e. Describe how the lac operon functions and explain the role of the inducer, allolactose. f. Distinguish between positive and negative control. Give examples of each from the lac operon. g. Explain how cyclic AMP and catabolite activator protein are affected by glucose concentration. h. Define differential gene expression. At what level is gene expression generally controlled? i. Distinguish between heterochromatin and euchromatin. j. Explain how DNA methylation and histone acetylation affects chromatin structure and the regulation of transcription. k. Define epigenetic inheritance. l. Describe the role of the transcription initiation complex. m. Define control elements and explain how they influence transcription. n. Distinguish between general and specific transcription factors. Biol 1406 Price Campbell 8th 20 o. p. q. r. s. t. u. v. w. x. y. z. aa. bb. cc. dd. ee. ff. gg. hh. ii. jj. kk. Biol 1406 Price Campbell 8th Explain the role of promoters, enhancers, activators, and repressors in transcriptional control. Explain how eukaryotic genes can be coordinately expressed. Describe an example of coordinate gene expression in eukaryotes. Describe the process and significance of alternative RNA splicing. Describe the processing of pre-mRNA in eukaryotes. Describe factors that influence the lifespan of mRNA in the cytoplasm. Compare the longevity of mRNA in prokaryotes and eukaryotes. Explain how gene expression may be controlled at the translational and post-translational level. Describe the formation of microRNAs (miRNAs). Distinguish between small interfering RNAs (siRNAs) and miRNAs. What is the evolutionary significance of cellular RNA interference (RNAi) pathways? Describe the role of siRNAs in the formation of yeast centromeric heterochromatin. Name three interrelated processes that are responsible for embryonic development. Distinguish between determination and determination. Explain why determination precedes differentiation. Describe the molecular basis of determination. Explain the relationship between differentiation and differential gene expression. Describe the two sources of information that instruct a cell to express genes at the appropriate time. Describe the role of myoD in skeletal muscle development. Describe how Drosophila was used to investigate the basic aspects of pattern formation (axis formation and segmentation). Explain how maternal effect genes affect polarity and development in Drosophila embryos. Describe how morphogen gradients may specify the axes of developing Drosophila embryos. Distinguish between proto-oncogenes and oncogenes. Describe three genetic changes that can convert a proto-oncogene to an oncogene. Explain how mutations in tumor-suppressor genes can contribute to cancer. Explain how excessive cell division can result from mutations in the ras proto-oncogene. Explain why a mutation knocking out the p53 tumor suppressor gene can lead to excessive cell growth and cancer. Describe three 21 2. 3. ways that p53 prevents a cell from passing on mutations caused by DNA damage. ll. Describe the set of mutations typically associated with the development of cancer. mm. Explain how inherited cancer alleles can lead to a predisposition to certain cancers. nn. Explain how viruses can cause cancer. Name a tumor virus. Learning Activities: These learning outcomes will be evaluated on Exam 5. Equipment and Materials: Textbook Assignment: Chapters 18, 20 CD-ROM: Student Media CyberEd. Inc. Multimedia CD-ROM: Microevolution Biol 1406 Price Campbell 8th 22