Worksheet Module 2 PDF

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The goal for Module 2...

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Worksheet Class: BIO2133 A&B

Module 2

Important messages Online content & activities: Complete activities of Module 2. Deadline: Saturday, February 1st, 3am Important dates and information: - Wednesday January 22th: Class – Section A: 1130am; Section B: 230pm - Monday January 27th: Class – Section A: 1pm; Section B: 4pm - Wednesday January 29th: Class – Section A: 1130am; Section B: 230pm Midterm #1 – Saturday February 1st, 1pm-3pm. Those writing with SASS are required to register to the exam in VENTUS. Please follow instructions provided by Marc Charette in terms of setting up you times.

Module 2 Core Concepts and Expected Outcomes of Learning At the end of this module, you should be able to demonstrate your conceptual understanding of the core concepts by doing the following….. The Nature of the Genetic Material – How is DNA Organized?  

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Describe the types of DNA regions that do not encode proteins: the general organization, possible function, and frequency of genes and non-gene DNA sequences in a typical eukaryotic genome. Explain what is meant by single-nucleotide polymorphism (SNP) and short tandem repeats (STR), and explain how SNPs and STRs can be used as genetic markers even if they do not cause phenotypic changes. Discuss how DNA is packaged in the chromosomes in terms of histones, nucleosomes, and chromatin. Explain the meaning of ploidy (haploid, diploid, aneuploidy, etc.) and how it relates to the number of homologues of each chromosome. Distinguish between sister chromatids and homologous chromosomes. Describe how the positions of individual genes on a given chromosome are related to their positions on the homolog of that chromosome. Differentiate between a gene and an allele, including the recognition that genes may have many alleles. Explain the functional significance of packaging DNA into chromosomes and the lack of correlation between chromosome size and genetic information content.

Transmission – What are the mechanisms by which an organism’s genome is passed on to the next generation?    

Distinguish between somatic and germline cells; listing similarities and differences. Compare and explain the inheritance of germline and somatic mutations. Describe the process of meiosis. How mistakes in these processes can be identified? Describe, using diagrams, the sequence of events involving DNA in meiosis from chromosome duplication through chromosome segregation. Explain how meiosis is different from mitosis.

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Distinguish between sister chromatids and homologous chromosomes. Discuss how errors in chromosome number can arise during meiosis, and why such alterations can be detrimental. Diagram the movements of the homologous chromosomes and sister chromatid given nondisjunction in meiosis I and II, respectively. Given diagrams of cells in meiosis, identify which ones 1) had nondisjunction and 2) correctly identify if the nondisjunction event occurred in meiosis I or II. Calculate the probability of a particular gamete being produced from an individual, assuming independent segregation. Calculate the probability of a particular genotype, given independent segregation and random union of gametes between two individuals. Contrast the mechanisms of inheritance of nuclear and organellar genetic information. Explain how independent assortment of alleles during meiosis can lead to new combinations of unlinked genes.

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Transmission – How does the phenomenon of linkage affect the assortment of alleles during meiosis?    

Diagram the process of homologous recombination during meiosis and explain how it can lead to new combinations of linked alleles. Explain the role of homologous recombination in ensuring proper segregation of homologs in meiosis I. Explain how a specific combination of linked alleles (haplotype) can persist through many generations (linkage disequilibrium). Explain how genetic distance is different from physical distance.

Core Competencies At the end of this course, you should be able to successfully demonstrate the following basic course expectations… 

Evaluate experimental evidence.

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Generate and/or interpret graphs displaying experimental results. Develop and defend logical coherent arguments. Apply concepts of genetics to evaluate and analyse case scenarios and research data, and solve problems. Explain genetics concepts to different audiences. Demonstrate professional work habits and ethical conduct when working individually or as part of a team. Fully engage in the learning opportunities offered in the course AND to honestly complete work by scheduled due dates.

Online and in-class learning tasks Content Readings: Worksheet, targeted textbook readings; summaries to genetic concepts to study.

Deadline – Ongoing studying, complete module activities by Saturday Feb 1stth at 3am or sooner.

Online learning activities Access the “Worksheet, textbook reading” sub folder in Module 2 Readings: - Targeted reading: DNA organization in chromosomes - Targeted reading: Organization of the genome - Targeted reading: Meiosis - Targeted reading: Mechanisms of sex determination Web link: What are chromosomes? Structure and org. Video: How DNA is packaged? Web link: How do scientists read chromosomes? Web link: Make a karyotype Web link: Mitosis, meiosis, and fertilization Web link: Meiosis Web link: Genetic mechanisms of sex determination Web link: The meaning of sex: Genes and Gender

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Online activities

Access the Activity Zone in Module 2

Activity Zone

Interactive Activities: - Activity #1: Interactive Activity: Chromosome Structure - Activity #2: Interactive tutorial on Meiosis. - Activity #3: Interactive tutorial on Meiotic NonDisjunction. - Activity#4: Application of concepts – Sex verification testing of athletes. - Activity #5: Mastering Genetics Module 2 Homework (for BLOCK 2 marks)

Deadline: Saturday Feb 1stth at 3am or sooner. Note: Mastering Genetics Module 2 Homework – for Block 2 grades

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Metacognition prompts (Block 3 marks): Activity #6: Pre-midterm #1 Survey - will be posted on January 24th.

In class learning activities Gender testing in athletic competition clicker case study and interactive lectures. - Features of the genome - Homologous chromosomes, sister chromatids - Genome packaging - Genes vs alleles - Meiosis - Sex determination Block 2 marks: Engagement in the course: Wednesday January 22th Monday January 27th Wednesday January 29th

Suggested activities to support your learning Create a concept map of the organisation of the genome, chromosomes and genes, and meiosis Consult web sites. Here’s a few that could be helpful:   

Nature Education Scitable resources: https://www.nature.com/scitable/topic/genetics-5 National Library of Medicine - Genetics Home Reference: https://www.nigms.nih.gov/science-education HHMI: https://www.hhmi.org/

Questions that should drive studying: DNA Organization in Chromosomes 1. How is DNA organized in organisms? 2. What is chromatin and how can it be remodelled? 3. What is the difference between euchromatin and heterochromatin? 4. What information does chromosome banding provide us? 5. What is the typical anatomy of a gene? 6. What is repetitive DNA and how are they organized in the genome? Organization of the Genome 7. What is meant by ploidy, aneuploidy, euploidy? 8. How do aneuploidies occur? 9. What are polyploidies? 10. What are the different types of variations in composition and arrangements of chromosomes? 11. What are deletions, duplications, inversions and translocations? 12. What are karyotypes and how can they help us measure chromosome numbers and variations? Meiosis 13. What are the mechanisms by which an organism's genome is passed on to the next generation? 14. What is the sequence of events involving DNA in meiosis? 15. How can independent assortment of alleles during meiosis lead to new combinations of alleles of unlinked genes? 16. How do crossing-overs cause new combinations of alleles of linked genes? 17. What happens when meiosis does not go according to plan? Mechanisms of Sex Determination (in humans) 14. What are the determinants of gender in humans and other organisms? 15. Are they the same or different? 16. Are the Y-chromosomes a requisite to determine maleness? 17. What are strategies for sex chromosome dosage compensation?...