Exam 1 Study Guide Biol142 S22 for Professor Spell PDF

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This is a study guide of exam 1 for bio 142 professor spells class. It has all the vocabulary and the general ideas of what you should know for the exam....

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Objectives and Study Guide for Biology142 Exam 1 This is intended to be a guide to help you organize your studying and inform you of the topics and applications for which you will be held responsible. Note that quizzes and exams may include additional information.

Chapter 13 Meiosis 1. Vocabulary: a. gametes b. zygote c. meiosis d. karyotype e. gene f. allele g. autosome h. sex chromosome i. homologous chromosomes (homologues) j. maternal chromosome/paternal chromosome k. Meiosis I/ Meiosis II l. tetrad m. recombination n. synapsis o. synaptonemal complex p. chiasma (pl. chiasmata) 2. Contrast the processes of mitosis and meiosis with respect to the chromosomes and the division process. 3. Identify the sites of independent assortment and segregation of alleles 4. Identify the cells as haploid or diploid. 5. Identify the step(s) at which crossing over occurs. 6. Describe the overall goals of each process and how those goals are met. 7. Explain how sexual reproduction leads to greater diversity in our population. Chapter 14 Mendel and the Gene 1. Vocabulary: a. genotype, genotypic ratio b. phenotype, phenotypic ratio c. dominant allele, recessive allele d. Segregation of Alleles e. Independent Assortment f. allele g. P, F1, F2 h. homozygous, heterozygous i. monohybrid, dihybrid j. 1:0, 1:1, 3:1, 9:3:3:1 k. pedigree

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l. carrier m. sex linkage n. sex determination o. nondisjunction 2. Use examples to explain the cell biology that underlies dominant and recessive alleles (i.e. why some alleles are dominant and some recessive). 3. Given the dominance/recessiveness of alleles of a gene, predict the expected genotypic and/or phenotypic ratio of the offspring from a cross of known genotype. (e.g. AA x aa ?) 4. Given the genotypic and/or phenotypic ratio of the offspring, describe the dominance/recessiveness of alleles of a gene for a cross. (e.g. 2 tall parents 3 tall :1 short offspring, therefore tall is dominant or recessive?) 5. Given the genotypic and/or phenotypic ratio of the offspring and the dominance/recessiveness of alleles of a gene, deduce the genotype of the crossed parents. (e.g. 1 yellow : 1 green phenotypic ratio in the offspring, where yellow is dominant, means that the parents were____?) 6. Given a description of a family, draw the pedigree using the correct symbols for male, female, affected and unaffected individuals. 7. Given a pedigree, predict the most likely mode of inheritance and assign genotypes to the people depicted in the pedigree. 8. Given a pedigree, calculate the probability of individuals in a pedigree obtaining a particular genotype (or phenotype). 9. Apply the laws of probability (additive and multiplicative) to novel inheritance problems (crosses). 10. Predict the outcome of matings of individuals suffering from autosomal and sexlinked disorders or possessing identifiable phenotypes. 11. Calculate conditional probability based on multiple traits (e.g. dwarfism and lethality). 12. Use pedigrees to determine whether traits are dominant, recessive, autosomal or sex-linked. Chapter 14.5 Freeman Genetic Interactions Between Alleles or Genes 1. Vocabulary: a. genetic interaction b. one gene (alleles of one gene combine to make new phenotypes): i. incomplete dominance (R1R2 x R1R2  1 with R1 phenotype:2 with intermediate R1R2 phenotype:1 with R2 phenotype) ii. co-dominance (e.g. IA IB x IA IB  1 blood type A:2 combination blood type AB:1 blood type B) iii. multiple alleles of one gene, dominance series (e.g. IA = IB > Io) iv. lethality (Dd x Dd  2Dd:1DD) c. two genes (two genes affect one phenotype) i. complementary gene interaction (AaBb x AaBb  9:7) 1. complementation (2 parents with mutant phenotype  100% wild type), noncomplementation (2 parents with mutant phenotype  100% mutant)

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2. complementation analysis d. (reduced/incomplete) penetrance e. (variable) expressivity f. polygenic g. pleiotropy Calculate penetrance of a trait given a pedigree or word problem containing relevant information. Explain how variable expressivity might arise (at the cellular/enzymatic/pathway level). Predict the outcome of matings involving incomplete and co-dominant alleles. Explain how incomplete dominance and co-dominance could occur (at the cellular/enzymatic/pathway level). Given the biological role of gene products in the determination of a phenotype, be able to predict what genetic interactions would occur and the expected offspring ratios. Be able to cite examples of the biological cause of complementary gene interactions. Be able to determine if two mutant individuals are mutant in the same gene by complementation analysis.

Linked genes and Mapping 1. Vocabulary: a. linked genes, linkage b. non-recombinant (i.e. “parental”) and recombinant offspring c. cis /trans or coupled/repulsive d. recombination frequency, map units, centimorgans e. genome-wide association studies GWAS 2. Determine the potential genotypes and phenotypes of the offspring given the genotypes of the parents and the linkage relationship of the genes. 3. Calculate the recombination frequency and a map given the numbers of offspring resulting from a test cross. 4. Given the map of linked genes, be able to calculate the expected percentage of the different phenotypes in the offspring from a cross. 5. Given the numbers of F2 offspring with different phenotypes, determine the parental and F1 genotypes. 6. Explain why the shortest distances are the most accurate when measuring genetic distance. 7. Explain whether the relationship between genetic distance (map units) and physical distance (number of base pairs) is constant for different parts of the genome, for all members of a species, in all species. 8. Understand the use of linkage analysis to identify genes involved in heritable diseases. 9. Explain how genome wide association studies can be used to identify genes. 10. Based on studies of the human genome, compare the abundance of noncoding DNA, repetitive DNA (e.g. transposons), and coding DNA.

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Genomics 1. Vocabulary a. SNP b. open reading frame (ORF) c. gene duplication d. gene family e. pseudogene f. transposon 2. Based on studies of the human genome, compare the abundance of noncoding DNA, repetitive DNA (e.g. transposons), and coding DNA. Transcription/Translation (Chapter 16 and 17 Freeman) 1. Vocabulary: a. coding strand vs. template strand (i.e. sense strand vs. antisense strand) b. promoter c. RNA polymerase d. mature RNA e. messenger RNA (mRNA) f. transfer RNA (tRNA) g. exon vs. intron h. unambiguous code i. degenerate (or redundant) code j. non-overlapping code k. START codon l. STOP codons m. E site, P site, A site 2. Be able to draw a detailed picture of a gene, including the sequences important for the processes of where transcription and translation begins and ends. 3. Explain the role of the promoter in transcription. 4. Given the sequence of a nucleic acid, be able to predict the sequence and structure of its complement. 5. Be able to describe experiments that would demonstrate the nature of the genetic code. 6. Describe the genetic code in one sentence. 7. Be able to read the protein sequence from a DNA sequence, given the genetic code table, and vice versa. 8. Be able to predict the effect of a frameshift or base substitution mutation on the protein sequence encoded by a gene or a RNA. 9. Compare the location of transcription and translation in prokaryotes and eukaryotes.

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