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Student Learning Objectives: Genetics
1. What were the advantages to Mr. Morgan in using Drosophila melangastor (fruit fly)
in genetic experiments? What technique did Morgan’s lab pioneer and what did they
show or prove with this technique?
2. What is meant by the phrase sex linkage? How about linkage groups? How did
Morgan’s protégé, Sturtevant, use the data of linkage groups to explain inheritance?
3. How are the techniques of amniocentesis assays (cellular and chemical), karyotyping,
chorionic villi sampling, fetal tissue sampling, and pedigree generation useful in
diagnosing genetic disorders?
Student Learning Objectives: Molecular Biology
1. What were the contributions of Meischer, Griffith, Chagraff, Luria et. al., Franklin, and
Watson & Crick to the understanding of DNA technology and molecular structure?
2. What is the definition of DNA replication? How do the rules of directionality (3’ to 5”
or 3’ to 5’) and semi-conservative replication apply to DNA replication?
3. Who are the key enzyme players and their roles in DNA replication?
4. Describe the process of DNA replication?
5. Describe the “CENTRAL DOGMA” of molecular biology.
6. What is meant by a “triplet code” and what are the “special” or “specific” codes
found in DNA?
7. Why is the DNA genetic codes redundant in the specification for some amino acids in
a protein and yet not for other amino acids?
8. What is the definition of DNA transcription and RNA translation?
9. What is the process (steps) and who are the key players in transcription of DNA?
10. What are the suspected roles of intron and exon sequences within the DNA?
11. What is the process (steps) and who are the key players in translation of RNA?
12. Which are the key organelles involved in protein synthesis for intracellular vs.
extracellular protein?
Student Learning Objectives: Evolutionary Biology
1. What were the contributions of Linnaeus, Buffon, Hutton, Cuvier, Lamarck, Malthus,
Lyell, Wallace, and Darwin that helped to shape evolutionary biology?
2. What evidence is gleaned from the fossil record, taxonomic studies, comparative
anatomy, comparative embryology, and comparative molecular biology which
support evolutionary thought?
3. What is the definition of a population and microevolution?
4. How does the Hardy –Weinberg equilibrium address changes in populations? What
are the population criteria used to support the H-W equilibrium?
5. How do mutation, genetic drift, gene flow, and natural selection impact population
dynamics and therefore evolution?
6. How do the stabilizing, directional, and disruptive forces affect population stability?
7. What are the three current ideas or modes used to explain population evolution and
how does each support the extant and extinct evolutionary population data?
Biology& 100 Lecture Notes
Mr. Brumbaugh
1
Winter 2017