Ch 8: DNA: The Molecule of
Heredity
·
Name the 3 parts of a nucleotide;
·
Show how nucleotides bonded to form macromolecules (where covalent,
hydrogen);
·
Understand the structure of DNA: the Watson-Crick model;
·
Say why people once thought that proteins were the genetic material;
·
Use the base-pairing rules to predict the structure of a complementary
strand of DNA;
·
Explain why DNA replication is called “semi-conservative replication”;
·
List the events that take place in DNA replication, with the associated
enzymes;
·
Explain the importance of proofreading in DNA replication;
Ch 9: DNA to Proteins
·
Say what a gene is;
·
Discuss the relationship between genes and proteins, including transcript modification in your discussion;
·
Differentiate between DNA and RNA in terms of strand number, kinds of
bases, sugar present, location in the cell;
·
Understand the differences between transcription and translation;
·
List the types of RNA, their location in the cell and their function;
·
Say what a codon and an anticodon
are, and be able to predict them from a DNA sequence;
·
List the events that take place in transcription, with the associated
enzyme;
·
List the events that take place in translation, and understand the role
of each type of RNA in those events;
·
Predict the amino sequence of a protein from mRNA if given a table of
correspondences between codons and amino acids;
·
Understand what a mutation is, and the mechanisms by which they are
produced;
·
Explain how mutations differ in their effects on
protein structure and function;
·
Tell what is the difference between sexual and
asexual reproduction (What is the end result? What type of cell division
is employed?);
·
Describe the process of binary fission;
·
Distinguish between a chromatid and a
chromosome;
·
Name the
stages on a cell cycle diagram and recognize what is happening at each stage;
·
List the stages of mitosis and describe what happens to the DNA in each
stage;
·
Recognize the stages of mitosis when given a picture of a cell
undergoing mitosis;
·
Describe the daughter cells that result from mitosis compare with the
parent cells;
·
Explain how cytokinesis is different in plant
and animal cells;
·
Tell what a homologous chromosome is, and where they are found (in
gametes, for example?);
·
Differentiate between haploid and diploid cells;
·
Explain what type of cell division is used to form gametes;
·
Tell what crossing over is and when it occurs;
·
Explain what would happen if gametes did not go through meiosis and
become haploid;
·
Explain what the main point of meiosis is;
·
Explain what independent assortment is;
·
Tell what three things contribute to the production of offspring with
new combinations of alleles (and thus variation);
·
Distinguish between mitosis and meiosis (What is the end product of
each? What is the purpose of each?);
·
Understand the terminology of genetics (genotype, phenotype,
homozygous, heterozygous, alleles, locus (loci), F1, F2, monohybrid, dihybrid, etc.);
·
Explain Mendel’s principles of segregation and independent assortment,
and say why they occur;
·
Use a Punnett square to determine the ratios
of genotypes and phenotypes for monohybrid crosses;
·
Use a Punnett square to determine the ratios
of phenotypes for dihybrid crosses;
·
Recognize how incomplete dominance, polygenic inheritance, pleiotropy, and environmental effects may change simple Mendelian ratios;
·
Determine gametes from genotypes where genes are linked or non-linked;
·
Define linkage and sex (X) linkage;
·
Describe sex determination in humans;
·
Recognize the outcomes of changes in chromosome structure and number;
·
Solve simple genetic problems involving
dominance, recessiveness, incomplete dominance, codominance, and sex linkage (hemophilia and color
blindness);
·
Explain the types of genetics experiments that nature has been
performing for billions of years;
·
Recognize how PCR and gel electrophoresis are used in forensics;
·
Understand how transgenic organisms are created;
·
Understand what plasmids are and how they may be used to insert new
genes into recombinant DNA molecules;
·
Explain, using examples, why you believe that human
"tinkering" with genes in different organisms (GMO’s)
is primarily a benefit, or a disaster about happen;
· Discuss the human genome initiative and its ethical
implications;
· Discuss the unity of life’s genetic code, incorporating your 50%
relatedness to a banana, how one organism can produce the products of another, and sequences that match
from you to yeast;
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