Category: Curriculum Map

Chapter 14 – Mendel Objectives

 

 

Chapter 14   Mendel & the Gene Idea
Objectives
Gregor Mendel’s Discoveries
1. Explain how Mendel’s particulate mechanism differed from the blending theory of inheritance.
2. Define the following terms: true-breeding, hybridization, monohybrid cross, P generation, F1 generation, and F2 generation.
3. List and explain the four components of Mendel’s hypothesis that led him to deduce the law of segregation.
4. Use a Punnett square to predict the results of a monohybrid cross, stating the phenotypic and genotypic ratios of the F2 generation.
5. Distinguish between the following pairs of terms: dominant and recessive; heterozygous and homozygous; genotype and phenotype.
6. Explain how a testcross can be used to determine if an individual with the dominant phenotype is homozygous or heterozygous.
7. Use a Punnett square to predict the results of a dihybrid cross and state the phenotypic and genotypic ratios of the F2 generation.
8. State Mendel’s law of independent assortment and describe how this law can be explained by the behavior of chromosomes during meiosis.
9. Use the rule of multiplication to calculate the probability that a particular F2 individual will be homozygous recessive or dominant.
10. Given a Mendelian cross, use the rule of addition to calculate the probability that a particular F2 individual will be heterozygous.
11. 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 dominant for the three traits
b. heterozygous for all three traits
c. homozygous recessive for two specific traits and heterozygous for the third
12. Explain why it is important that Mendel used large sample sizes in his studies.
Extending Mendelian Genetics
13. Give an example of incomplete dominance and explain why it does not support the blending theory of inheritance.
14. Explain how phenotypic expression of the heterozygote differs with complete dominance, incomplete dominance, and codominance.
15. Explain why Tay-Sachs disease is considered recessive at the organismal level but codominant at the molecular level.
16. Explain why genetic dominance does not mean that a dominant allele subdues a recessive allele. Illustrate your explanation with the use of round versus wrinkled pea seed shape.
17. Explain why dominant alleles are not necessarily more common in a population. Illustrate your explanation with an example.
18. Describe the inheritance of the ABO blood system and explain why the IA and IB alleles are said to be codominant.
19. Define and give examples of pleiotropy and epistasis.
20. Describe a simple model for polygenic inheritance and explain why most polygenic characters are described in quantitative terms.
21. Describe how environmental conditions can influence the phenotypic expression of a character. Explain what is meant by “a norm of reaction.”
22. Distinguish between the specific and broad interpretations of the terms phenotype and genotype.
Mendelian Inheritance in Humans
23. Explain why studies of human inheritance are not as easily conducted as Mendel’s work with his peas.
24. Given a simple family pedigree, deduce the genotypes for some of the family members.
25. Explain how a lethal recessive allele can be maintained in a population.
26. Describe the inheritance and expression of cystic fibrosis, Tay-Sachs disease, and sickle-cell disease.
27. Explain why lethal dominant genes are much rarer than lethal recessive genes.
28. Give an example of a late-acting lethal dominant gene in humans and explain how it can escape elimination by natural selection.
29. Define and give examples of multifactorial disorders in humans.
30. Explain how carrier recognition, fetal testing, and newborn screening can be used in genetic screening and counseling.

 
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Chapter 15 – Chromosomal Basis of Heredity Objectives

 

Chapter 15     Chromosomal Basis of Heredity
Objectives
Relating Mendelian Inheritance to the Behavior of Chromosomes

1.  Explain how the observations of cytologists and geneticists provided the basis for the chromosome theory of inheritance.

2.  Explain why Drosophila melanogaster is a good experimental organism for genetic studies.

3.  Explain why linked genes do not assort independently.

4.  Distinguish between parental and recombinant phenotypes.

5.  Explain how crossing over can unlink genes.

6.  Explain how Sturtevant created linkage maps.

7.  Define a map unit.

8.  Explain why Mendel did not find linkage between seed color and flower color, despite the fact that these genes are on the same chromosome.

9.  Explain how genetic maps are constructed for genes located far apart on a chromosome.

10. Explain the effect of multiple crossovers between loci.

11. Explain what additional information cytogenetic maps provide.

Sex Chromosomes

12. Describe how sex is genetically determined in humans and explain the significance of the SRY gene.

13. Distinguish between linked genes and sex-linked genes.

14. Explain why sex-linked diseases are more common in human males.

15. Describe the inheritance patterns and symptoms of color blindness, Duchenne muscular dystrophy, and hemophilia.

16. Describe the process of X inactivation in female mammals. Explain how this phenomenon produces the tortoiseshell coloration in cats.

Errors and Exceptions in Chromosomal Inheritance

17. Explain how nondisjunction can lead to aneuploidy.

18. Define trisomy, triploidy, and polyploidy. Explain how these major chromosomal changes occur and describe possible consequences.

19. Distinguish among deletions, duplications, inversions, and translocations.

20. Describe the type of chromosomal alterations responsible for the following human disorders: Down syndrome, Klinefelter syndrome, extra Y, triple-X syndrome, Turner syndrome, cri du chat syndrome, and chronic myelogenous leukemia.

21. Define genomic imprinting. Describe the evidence that suggests that the Igf2 gene is maternally imprinted.

22. Explain why extranuclear genes are not inherited in a Mendelian fashion.
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Chapter 16 – Molecular Basis of Inheritance

 

Chapter 16   Molecular Basis of Inheritance
Objectives
DNA as the Genetic Material
1. Explain why researchers originally thought protein was the genetic material.
2. Summarize the experiments performed by the following scientists that provided evidence that DNA is the genetic material:
a. Frederick Griffith
b. Oswald Avery, Maclyn McCarty, and Colin MacLeod
c. Alfred Hershey and Martha Chase
d. Erwin Chargaff
3. 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.
4. Describe the structure of DNA. Explain the base-pairing rule and describe its significance.
DNA Replication and Repair
5. Describe the semiconservative model of replication and the significance of the experiments of Matthew Meselson and Franklin Stahl.
6. Describe the process of DNA replication, including the role of the origins of replication and replication forks.
7. Explain the role of DNA polymerases in replication.
8. Explain what energy source drives the polymerization of DNA.
9. Define antiparallel and explain why continuous synthesis of both DNA strands is not possible.
10. Distinguish between the leading strand and the lagging strand.
11. Explain how the lagging strand is synthesized even though DNA polymerase can add nucleotides only to the 39 end. Describe the significance of Okazaki fragments.
12. Explain the roles of DNA ligase, primer, primase, helicase, topoisomerase, and single-strand binding proteins.
13. Explain why an analogy can be made comparing DNA replication to a locomotive made of DNA polymerase moving along a railroad track of DNA.
14. Explain the roles of DNA polymerase, mismatch repair enzymes, and nuclease in DNA proofreading and repair.
15. Describe the structure and function of telomeres.
16. Explain the possible significance of telomerase in germ cells and cancerous cell.

 
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Chapter 17 AP Objectives

 

Chapter 17    From Gene to Protein
Objectives
The Connection Between Genes and Proteins
1. Explain why dwarf peas have shorter stems than tall varieties.
2. Explain the reasoning that led Archibald Garrod to first suggest that genes dictate phenotypes through enzymes.
3. Describe Beadle and Tatum’s experiments with Neurospora and explain the contribution they made to our understanding of how genes control metabolism.
4. Distinguish between the “one geneÐone enzyme” hypothesis and the “one geneÐone polypeptide” hypothesis and explain why the original hypothesis was changed.
5. Explain how RNA differs from DNA.
6. Briefly explain how information flows from gene to protein.
7. Distinguish between transcription and translation.
8. Compare where transcription and translation occur in prokaryotes and in eukaryotes.
9. Define codon and explain the relationship between the linear sequence of codons on mRNA and the linear sequence of amino acids in a polypeptide.
10. Explain the early techniques used to identify what amino acids are specified by the triplets UUU, AAA, GGG, and CCC.
11. Explain why polypeptides begin with methionine when they are synthesized.
12. Explain what it means to say that the genetic code is redundant and unambiguous.
13. Explain the significance of the reading frame during translation.
14. Explain the evolutionary significance of a nearly universal genetic code.
The Synthesis and Processing of RNA
15. Explain how RNA polymerase recognizes where transcription should begin. Describe the promoter, the terminator, and the transcription unit.
16. Explain the general process of transcription, including the three major steps of initiation, elongation, and termination.
17. Explain how RNA is modified after transcription in eukaryotic cells.
18. Define and explain the role of ribozyme.
19. Describe the functional and evolutionary significance of introns.
The Synthesis of Protein
20. Describe the structure and functions of tRNA.
21. Explain the significance of wobble.
22. Explain how tRNA is joined to the appropriate amino acid.
23. Describe the structure and functions of ribosomes.
24. Describe the process of translation (including initiation, elongation, and termination) and explain which enzymes, protein factors, and energy sources are needed for each stage.
25. Describe the significance of polyribosomes.
26. Explain what determines the primary structure of a protein and describe how a polypeptide must be modified before it becomes fully functional.
27. Describe what determines whether a ribosome will be free in the cytosol or attached to the rough endoplasmic reticulum.
28. Describe two properties of RNA that allow it to perform so many different functions.
29. Compare protein synthesis in prokaryotes and in eukaryotes.
30. Define point mutations. Distinguish between base-pair substitutions and base-pair insertions. Give examples of each and note the significance of such changes.
31. Describe several examples of mutagens and explain how they cause mutations.
32. Describe the historical evolution of the concept of a gene.

 
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Protein Synthesis Quiz

Name: 

DNA & Protein Synthesis

 

 

True/False
Indicate whether the sentence or statement is true or false.
1.
When a tRNA anticodon binds to an mRNA codon, the amino acid detaches from the tRNA molecule and attaches to the end of a growing protein chain.
2.
Only ribosomal RNA plays a role in translation.
3.
During DNA replication, the molecule unzips and the exposed DNA nucleotides pair with other
specific nucleotides present in the nucleus
4.
Humans pass exact copies of their DNA to their offspring.
5.
Watson and Crick proposed a model of DNA
6.
Amino acids are linked together by hydrogen bonds.
7.
During transcription, the information on a DNA molecule is “rewritten” into an mRNA molecule.
8.
All codons encode amino acids.
 

Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
9.
Purines and pyrimidines are
a.
bases found in amino acids.
b.
able to replace phosphate groups from defective DNA.
c.
names of specific types of DNA molecules.
d.
bases found in nucleotides.
10.
Chargaff’s rules, or the base-pairing rules, state that in DNA
a.
the amount of adenine equals the amount of thymine.
b.
the amount of guanine equals the amount of cytosine.
c.
the amount of guanine equals the amount of thymine.
d.
Both a and b
11.
ATTG : TAAC ::
a.
AAAT : TTTG
c.
GTCC : CAGG
b.
TCGG : AGAT
d.
CGAA : TGCG
12.
Which of the following types of RNA carries instructions for making proteins?
a.
mRNA
c.
tRNA
b.
rRNA
d.
All of the above
13.
Which of the following is not found in DNA?
a.
adenine
c.
uracil
b.
cytosine
d.
None of the above
14.
Suppose that you are given a polypeptide sequence containing the following sequence of amino acids: tyrosine, proline, aspartic acid, isoleucine, and cysteine. Use the portion of the genetic code given in the table below to determine the DNA sequence that codes for this polypeptide sequence.
mRNA
Amino acid
UAU, UAC
tyrosine
CCU, CCC, CCA, CCG
proline
GAU, GAC
aspartic acis
AUU, AUC, AUA
isoleucine
UGU, UGC
cysteine
a.
AUGGGUCUAUAUACG
c.
GCAAACTCGCGCGTA
b.
ATGGGTCTATATACG
d.
ATAGGGCTTTAAACA
15.
In order for protein synthesis to occur, mRNA must migrate to the
a.
ribosomes.
c.
RNA polymerase.
b.
lac operon.
d.
heterochromatin.
16.
After the primary structure of a protein has been completed
a.
the codons and anticodons unite.
b.
an enzyme attaches adjacent amino acids to each other to form a chain.
c.
the protein folds into the secondary and tertiary structures.
d.
the tRNA molecules remain attached until the protein is secreted from the cell.
17.
Which of the following is  not  part of a molecule of DNA?
a.
deoxyribose
c.
phosphate
b.
nitrogenous base
d.
ribose
18.
During replication in a molecule of DNA, one separation likely to occur is between
a.
cytosine and guanine
c.
ribose and adenine
b.
phosphate and deoxyribose
d.
uracil and thymine
19.
A gene may be described as
a.
a sequence of amino acids.
b.
special proteins found in chromosomes.
c.
a sequence of nucleotides that controls the production of a certain protein.
d.
a sequence of nucleotides coding for the production of starches and sugars.
20.
The synthesis of a new double strand of DNA begins when the two strand of the original DNA helix
a.
‘unzip’.
c.
attract nitrogenous bases.
b.
act as a template.
d.
destroy a genetic code.
21.
Genes(DNA) affect cell structure and function by directing the synthesis of
a.
nucleic acids
c.
nucleotides
b.
hereditary traits
d.
proteins
22.
Protein molecules are made up of
a.
fats
c.
lipids
b.
nucleotides
d.
amino acids
23.
During, DNA replication, DNA
a.
converts to RNA
c.
joins mRNA
b.
joins tRNA
d.
strands separate
24.
Which is not true about proteins?
a.
They control biochemical pathways within the cell.
b.
They direct the synthesis of lipids.
c.
They are composed of sugars.
d.
They take responsibility for cell movement.
25.
Molecules of DNA are composed of long chains of
a.
amino acids.
c.
monosaccharides.
b.
fatty acids.
d.
nucleotides.
26.
Watson and Crick were the first scientists to state that DNA
a.
contains phosphate groups
c.
has four nitrogen bases
b.
undergoes transcription
d.
has a double helix shape
27.
The two chains of a DNA molecule are connected by
a.
nitrogen bonds
c.
bases
b.
relatively weak chemical bonds
d.
nucleotides
28.
All nucleotide molecules contain the same kind of
a.
ribose sugar
c.
pyrimidine
b.
purine
d.
phosphate group
29.
After DNA replication, the two DNA molecules that are made
a.
are complementary.
c.
must replicate again.
b.
are identical.
d.
cannot replicate again.
30.
Sixty-four codons for 20 amino acids requires that
a.
some amino acids lack codons
b.
some amino acids have more than one codon
c.
all amino acids have two codons
d.
none of the above
31.
Which of the following combines with amino acids
a.
DNA
c.
tRNA
b.
mRNA
d.
B and C
32.
rRNA has a function in
a.
synthesizing DNA.
c.
forming ribosomes.
b.
synthesizing mRNA.
d.
transferring amino acids to ribosomes.
33.
The DNA code consists of sequences of nucleotides arranged in groups of
a.
variable number
c.
threes
b.
twos
d.
fours
34.
Unlike mRNA, the DNA molecule is
a.
double-stranded
c.
like a ladder
b.
single-stranded
d.
both A and C
35.
The number of bases in a row in a gene that codes a protein composed of 200 amino acids is
a.
200
c.
600
b.
400
d.
800
36.
A DNA molecule unzips during
a.
replication
c.
translation
b.
transcription
d.
both A and B
37.
A DNA chain has the following sequence of bases, TAG.  The corresponding messenger RNA
chain should have the sequence
a.
ATC
c.
ATG
b.
UTC
d.
AUC
38.
Unlike DNA, RNA
a.
contains deoxyribose.
c.
contains thymine.
b.
is double stranded.
d.
contains uracil.
39.
Which molecule contains deoxyribose
a.
DNA
c.
tRNA
b.
mRNA
d.
both B and C
40.
Each combination of three nitrogenous bases on messenger RNA forms a (an)
a.
anticodon.
c.
enzyme.
b.
codon.
d.
nuclei acid.
41.
In RNA, uracil is complementary to:
a.
guanine
c.
thymine
b.
adenine
d.
cytosine
42.
Once a molecule of transfer RNA has released its amino acid, the tRNA
a.
becomes attached to messenger RNA.
b.
becomes attached to ribosomal RNA.
c.
is destroyed as an individual molecule.
d.
moves away to pick up another amino acid.
43.
If the sequence of bases in a segment of a DNA strand were cytosine, guanine, adenine, thymine, adenine, then the sequence in a complimentary strand of newly-made mRNA would be
a.
cytosine, uracil, adenine, guanine, uracil
c.
uracil, adenine, cytosine, uracil, guanine
b.
guanine, cytosine, uracil, adenine, uracil
d.
cytosine, guanine, uracil, uracil, adenine
44.
Which sugar is present in RNA
a.
glucose
c.
ribose
b.
sucrose
d.
deoxyribose
45.
RNA differs from DNA, in that RNA
a.
is single-stranded.
c.
contains the nitrogen base uracil.
b.
contains a different sugar molecule.
d.
All of the above are correct.

 
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