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Department of Biological Sciences KINGSBOROUGH COMMUNITY COLLEGE of THE CITY UNIVERSITY OF NEW YORK COURSE OUTLINE FOR BIOLOGY 33 Prof. Gary Sarinsky Course Coordinator Office: Room S 218 Telephone: 368-5503 e-mail: gsarinsky@kbcc.cuny.edu |
JANUARY, 2003
EDITION 9.2
Dear Student:
Biology 33, Introduction to Modern Concepts of Biology, is a one-semester course that emphasizes major biological topics and how they directly influence you and other members of society. This course is highly recommended for non-science major students who expect to transfer to upper level colleges and universities.
Various faculty members have actively prepared the topics, laboratories, and other experiences for what we hope will be a dynamic and important course. For some of you, it may be the only course you ever take in the biological sciences while you are at college. For others, because of this course and your new interest in biology, you might decide to take other courses in the biological sciences. You might even perhaps, decide to become a biology major or prepare for a career in the biological sciences.
The faculty wants you to succeed and it offers you a number of suggestions that will help you. Make every effort to do the required readings while the topic is being considered in class lectures and discussions. Come prepared for each laboratory experience by reading the introduction for the assigned laboratory. When you are unsure of something, arrange to see the instructor so that he/she can make recommendations or clarify the topic. Prepare to satisfy the objectives that have been given to you for each unit. Be active in your efforts, recognizing that a good portion of the responsibility for learning is yours.
Much learning takes place well beyond the classroom. Check local newspaper listings for television programs that are directly related to your efforts in this course. The Nova Series and television specials that focus on nature and biological issues are informative, up to date, and for the most part, well done. Articles in local newspapers (The New York Times on Tuesdays, Science Times) and magazines (Scientific American) provide up-dated writings that will give you more details on many topics that directly affect your life. Visits to the college library and your community library can expose you to many historical writings and readings in the sciences. Once again, you must be an active participant in your learning.
We hope that you are as excited about taking this course as we are in offering it. We believe that as a result of this course, you will experience changes in your thinking and actions, and these changes are what education is all about. If you have any difficulty, be sure to communicate with your instructor. If you have any suggestions as to how this course can be improved even more, please convey them to your instructor, or to me.
Best wishes in this course.
Sincerely,
Gary Sarinsky
Coordinator for Biology 33
FACULTY
Prof. Gary Sarinsky Office: S 218
Coordinator for Biology 33 Telephone: (718) 368-5503
or 368-5502
PROFESSOR
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PROFESSOR
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TUTOR
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TABLE OF CONTENTS
TEXTBOOK AND GRADING POLICIES……………………………1
TEXTBOOK………………………………………………………... 1
LAB MANUAL …………………………………………………….. 1
GRADING POLICIES…………………………………………….. 1
EXTRA CREDIT………………………………………… 1
STUDENT RESPONSIBILITIES………………………………………2
ABSENCES…………………………………………………2
WRITTEN ASSIGNMENTS………………………………………. 2
LECTURE SYLLABUS...................................………………………… 3
ORGANIZING CONCEPTS OF BIOLOGY AND THE
NATURE OF BIOLOGICAL INQUIRY...……….…… 3 BIOETHICS................................………………………………. 5
PRINCIPLES OF EVOLUTION - MACROEVOLUTION..…… 9
HUMAN EVOLUTION...........................………………………. 9
POPULATION ECOLOGY........................……………………. 11
COMMUNITY INTERACTIONS....................…………………. 11 ECOSYSTEMS................................…………………………… 13
HUMAN IMPACT ON THE BIOSPHERE.............……………. 15
CELL STRUCTURE AND FUNCTION..............……………… 17
CELL DIVISION AND MITOSIS................……………………. 18 MEIOSIS...................................………………………………… 18
PRINCIPLES OF INHERITANCE.................………………….. 20
CHROMOSOME VARIATIONS AND HUMAN GENETICS…. 21
THE MOLECULAR BASIS OF INHERITANCE........………… 23
GENETIC INFLUENCES ON EVOLUTIONARY
PRINCIPLES – MICROEVOLUTION...…………….. 24
WEEKLY LECTURE SCHEDULE............................………… 26
WEEKLY LABORATORY SCHEDULE.........................………27
LECTURE SYLABUS BIOLOGY 33
TEXTBOOK AND GRADING POLICIES
TEXTBOOK: Pruit, Nancy, Underwood, Larry S., Surver, William. BioInquiry: Making Connections in Biology. John Wiley & Sons. 2002
LAB MANUAL: Laboratory Manual for Biology 33/ Introduction to Modern Concepts of Biology. Harcourt College Publishers. 2000.
GRADING POLICIES
LECTURE:
2 Lecture Exams @ 15% = 30%
Final Exam = 20%
50%
LABORATORY:
Laboratory Reports = 25%
Laboratory Quizzes = 25%
50%
100%
*Students must return all graded laboratory reports at the end of the semester. Failure to comply will result in an incomplete (I) grade.
EXTRA CREDIT MAY BE EARNED IN THE FOLLOWING WAY:
Term Paper------up to 5 additional points added on to lecture average.
Information about the term paper:
1. 5 type written - double spaced pages or equivalent if printed or written.
2. Topic selected with the approval of the instructor.
3. Use bibliographic format and at least three (3) sources.
4. The term paper that you submit must be your original work. Presenting someone else's work, ideas or words as your own is plagiarism. When writing a term paper, you must give credit to those authors, researchers, and others whose ideas, words and research you are using.
5. The term paper will not be accepted after the end of the 9th semester week.
STUDENT RESPONSIBILITIES
Absence policy
A student who has been absent 15% of the total number of instructional hours in Biology 33 is deemed to be excessively absent. The 15% excessive absence policy applies to either the laboratory or lecture component.
Each student lateness will be counted as ½ hour of absence.
Excessive absences may result in the instructor assigning either a lower grade or a “WU” grade for that course.
The absent student must take the initiative for remaining up to date in the course and is responsible for all covered material and assigned work. It may be possible to make up missed laboratory activities. The student must discuss absences from laboratory activities with his or her professor. This should be done prior to an anticipated absence or immediately following a missed activity session.
CELL PHONES AND BEEPERS
The use or ringing of cell phones and beepers in the classroom during class sessions is a disruption of class and a violation of the Henderson Rules. Violation of this policy may result in a disciplinary referral.
WRITTEN ASSIGNMENTS
You will be given laboratory reports to complete each week. The questions and problems will be based on the observations and experiments that you perform. While you may be performing these experiments in groups, your reports must reflect your independent observations, interpretations, and conclusions.
LECTURE SYLLABUS BIOLOGY 33
ORGANIZING CONCEPTS OF BIOLOGY
AND THE
NATURE OF BIOLOGICAL INQUIRY
1. The scientific methods
2. Limitations on science
3. Technology - applying scientific principles
4. Biology - The study of life
5. Major Theories of Biology
6. Shared Characteristics of life
7. Life's diversity
a) Six kingdoms
b) An evolutionary view of diversity
READING ASSIGNMENT: TEXT - pages 1 – 17; 247 – 248; 266 - 296
LEARNING OBJECTIVES
I. You should be able to use and define or describe the following words:
science biology
hypothesis experiment
control group experimental group
theory organelle
cell tissue
organ organ system
photosynthesis cellular respiration
kingdom species
organism metabolism
homeostasis reproduction
mutation inheritance
adaptation evolution
genus technology
II. You should be able to:
1. List the steps in the scientific method, and apply them to investigating a sample scientific problem.
LECTURE SYLLABUS BIOLOGY 33
2. State the differences between science and technology.
3. State why scientific knowledge and technology has assumed a position of enormous importance in modern society, and the role that citizens should try to follow concerning this knowledge and its applications.
4. Identify the limitations that are imposed on science and scientists.
5. List the characteristics of living things, and state why it is difficult to define life.
6. Arrange in order, from smallest to largest, the levels of organization that occur in nature. Define each as you list it.
7. Although organisms share many characteristics of life, different life forms present a great diversity of characteristics as well. Explain what is meant by the term diversity and discuss its significance.
FOCUS ON BIOETHICS
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LECTURE SYLLABUS BIOLOGY 33
BIOETHICS
OVERVIEW FOR STUDENTS
"Ethics" is the study of voluntary human actions and whether they are right or wrong. "Bioethics" is that study as it relates to the life and medical sciences. As biology students, it is important for you to recognize and analyze bioethical issues, and to use your intelligence to determine what is right and wrong. As citizens, long after you have completed your formal education, you will face and deal with bioethical issues for the rest of your life.
Recent developments in biology research and biotechnology enable man to interfere with or control life. Although society has the capacity to achieve certain results, the question often is whether it should do so.
1. We may be able to clone humans to achieve various objectives, e.g., to establish an embryo bank from which prospective parents could choose a child with genetic characteristics they desire, or to produce a society of superwomen and supermen. Should we do so?
2. We have a limited amount of resources for health care. Should we deny health care to persons over the age of 55 years if there is a younger person requiring the same treatment?
3. Should everyone be compelled to undergo compulsory drug testing?
4. Should smoking be banned entirely because of the reported effect of "second hand smoke"?
5. Should health care professionals be required to make public the names of all persons with diseases which are or are suspected to be contagious?
6. Should trained biologists, particularly genetic engineers, who have demonstrated practical applications of recombinant DNA technology, such as the production of human growth hormone and insulin in microbes, and who have produced an FDA approved genetically altered tomato now being marketed, be limited in their activities because of the concern that the formation of new plant and microbial organisms might some day lead to the creation of new kinds of human beings?
7. Does the insertion of genes from higher organisms to lower organisms by recombinant DNA technology itself represent interference in evolution?
8. Do we have the right to interfere with natural selection when we do not know where it will lead?
9. Recent advances in human genetics provide new methods for diagnosing and treating diseases, and promoting human health. Walter Eckhart, Ph.D. of The Salk Institute, raises the following bioethical issues:
".....the new knowledge poses questions about who should have access to information about an individual's genetic makeup, how the information should be used, and what genetic manipulations should be permitted in an attempt to prevent or cure genetic diseases."
LECTURE SYLLABUS BIOLOGY 33
Dealing with bioethical issues requires a step-by-step approach.
1. To recognize the existence of bioethical issues, because not all biological facts involve bioethical issues.
2. Where a bioethical issue exists, you must be able to define or describe the biological facts and principles related to the issue.
3. To think about the issue and to decide which course of action appears to be right. In doing so, keep in mind that society and other individuals may make an opposite choice, that the outcome of your choice is uncertain, and that it may turn out that in the long run your choice may prove to be unwise or perhaps even disastrous.
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STUDENT OBJECTIVES FOR BIOETHICS
BIOETHICAL TOPICS AND READING ASSIGNMENTS WILL BE PROVIDED BY THE INSTRUCTOR AT APPROPRIATE TIMES DURING THE COURSE
I. You should be able to use and define or describe the following words:
ethics drug
morals pharmaceutical
bioethics eugenics
euthanasia diagnosis
death cloning
genetic engineering fetology
abortion genetic screening
health - good and poor handicapped
experimentation suicide
II. You should be able to:
1. Identify major issues for the individual and the society that are considered bioethical.
2. Cite biological facts that do not involve bioethical issues.
LECTURE SYLLABUS BIOLOGY 33
2a. Use the following model when considering bioethical issues:
A. BIOETHICAL FACTS
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B. BIOETHICAL ISSUE
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C. POSSIBLE ACTIONS. D. ETHICAL DECISIONS
WHY RIGHT? WHY
WRONG?
1..........
2..........
3..........
etc.
2b. Example 1 uses the model above to demonstrate how to make your own bioethical decisions. Select a bioethical issue, state the biological facts involved and possible
opposing courses of action that might be taken to resolve the issue, and discuss why each course of action might be right or wrong. While you are looking at the format of Example 1, complete Section D by making your own ethical decisions and explaining your reasons for them.
Example 1
A. BIOLOGICAL FACT. Nicotine damages the organs of the respiratory system. In addition, recent research suggests that cigarette smoke harms the health of persons near the smoker.
B. BIOETHICAL ISSUE. Should smokers be prevented from smoking near others in order to protect the health of non-smokers nearby?
C. POSSIBLE ACTIONS.
ACTION 1. Prohibit smoking in the presence of non-smokers.
ACTION 2. Require smokers to warn non-smokers that the smoker intends to smoke, so that the smoker can move away.
Action 3. Allow smokers to smoke where they wish.
Action 4. Ban smoking under all conditions.
Action 5. ??????????????????????
D. ETHICAL DECISIONS RIGHT WRONG
Action 1 ?????? ??????
Action 2 ?????? ??????
Action 3 ?????? ??????
Action 4 ?????? ??????
Action 5 ?????? ??????
LECTURE SYLLABUS BIOLOGY 33
3. Identify a single issue that you believe our society will be confronting in the twenty-first century and how the society could resolve it.
4. Discuss the relationship between science and morality.
5. Contrast the view of human responsibility for the stewardship of "life's continuity on earth", by Stephen Jay Gould with the belief that humans have a right to enjoy and use as much of the world's resources as they want.
LECTURE SYLLABUS BIOLOGY 33
PRICIPLES OF EVOLUTION
MACROEVOLUTION
HUMAN EVOLUTION
1. Emergence of Evolutionary Thought
a) Lamark - Theory of Acquired Characteristics
b) Darwin and Wallace - Theory of Evolution through Natural Selection
2. Evidence of Macroevolution
a) The fossil record
b) Dating fossils
c) Comparative morphology
d) Comparative biochemistry
e) Branchings , extinctions, and adaptive radiations
3. Origin of Life
a) Early earth and its atmosphere
b) Synthesis of biological molecules
c) Self replicating systems
d) The first plasma membrane
4. Human Evolution
a) The primates - Origins and evolutionary trends
b) The hominids
READING ASSIGNMENT: TEXT - pages 19 – 60; 248 – 257
LEARNING OBJECTIVES
I. You should be able to use and define or describe the following words:
fossils evolution
macroevolution comparative morphology
comparative biochemistry homologous structures
morphological divergence analogous structures
morphological convergence reducing atmosphere
ozone heterotroph
autotroph chemosynthetic
bipedal stereoscopic vision
primate hominid
Australopith Homo erectus
Homo sapiens evolutionary tree
extinction adaptive radiation
II. You should be able to:
1. Describe Lamark's Theory of Acquired Characteristics and its significance to the study of evolution.
LECTURE SYLLABUS BIOLOGY 33
2. Outline the Darwin - Wallace theory of evolution by natural selection.
3. Define macroevolution and explain the value of fossil evidence.
4. Define comparative morphology and distinguish between homologous and analogous structures; relate these terms to morphological divergence and morphological convergence.
5. Describe the role of comparative biochemistry in establishing evolutionary relationships and cite examples.
6. Outline the steps that could account for the origin of life from non-living matter and state what evidence exists to show that these steps occurred.
7. Compare and contrast the early and current atmosphere.
8. State how the earliest organisms changed their environments. How did this lead to the evolution of modern organisms?
LECTURE SYLLABUS BIOLOGY 33
POPULATION ECOLOGY
COMMUNITY INTERACTIONS
1. Ecology Defined
2. Population Dynamics
a) Population size and patterns of growth
b) Checks on population growth
3. Human Population Growth
a) How we began sidestepping controls
b) Present and future growth
c) Controlling population growth
d) Zero population growth
4. Characteristics of Communities
a) The concepts of niche and habitat
b) Types of species interactions
READING ASSIGNMENT: TEXT - pages 509 - 543
LEARNING OBJECTIVES
I. You should be able to use and define or describe the following words:
ecology population
habitat community
ecosystem biosphere
zero population growth J-shaped curve
exponential growth arithmetic growth
biotic potential carrying capacity
limiting factor logistic growth
S-shaped curve density-dependent controls
niche density-independent controls
community commensalism
interspecific competition predation
parasitism
II. You should be able to:
1. Describe the factors that affect population density, distribution, and dynamics.
2. Explain the meanings of population curves on graphs that take the shape of J
and S.
3. Describe the difference between density-dependent and density-independent factors; give and explain examples of both.
LECTURE SYLLABUS BIOLOGY 33
4. Indicate how the principles of ecology can influence human social, economic, and political considerations.
5. Explain how the kinds of interactions among species can shape the structure of a biological community.
6. Describe the human population explosion, its causes and probable fate.
7. Describe the characteristics of a community.
8. Define and distinguish between habitat and niche.
9. List and distinguish among the several types of species interactions.
LECTURE SYLLABUS BIOLOGY 33
ECOSYSTEMS
1. Characteristics of Ecosystems
2. Structure of Ecosystems
a) Tropic levels
b) Food webs
3. Energy Flow Through Ecosystems
a) The laws of energy
b) Photosynthesis
c) Cellular respiration
d) Primary productivity
e) Major pathways of energy flow
f) Ecological pyramids
4. Biogeological Cycles
a) Hydrologic cycle
b) Carbon cycle
c) Nitrogen cycle
d) Greenhouse effect
e) Transfer of harmful compounds through ecosystems
5. Lake Ecosystems
READING ASSIGNMENT: TEXT - pages – 545 – 567; 297 – 304; 322 - 324
LEARNING OBJECTIVES
I. You should be able to use and define or describe the following words:
ecology ecosystem
producers consumers
herbivores carnivores
omnivores decomposers
detritivores trophic level
food chain food web
primary productivity energy pyramid
photosynthesis cellular respiration
biogeochemical cycles greenhouse effect
oligotrophic eutrophic
thermocline spring overturn
II. You should be able to:
1. State what an ecosystem is, list the essential and non-essential components that are usually present, and give the role of each.
2. State the source of energy for most ecosystems.
LECTURE SYLLABUS BIOLOGY 33
3. State the Laws of Energy and explain how it applies to ecosystems.
4. State the word equations for photosynthesis and cellular respiration, and explain how these two processes are inter-related to each other.
5. Diagram a simple food web and trace the flow of nutrients and energy through it; give the correct trophic level of each component of the ecosystem.
6. State what is meant by the "productivity of an ecosystem" and list factors that limit productivity in particular types of communities.
7. Explain what is meant by the statement, "Energy enters and leaves an ecosystem, whereas nutrients cycle within it."
8. Diagram a simple nutrient cycle and label its major parts.
9. State the differences between an oligotrophic and a eutrophic lake.
10. Describe what happens when nutrients, pesticides or heat pollutes an oligotrophic lake.
11. Describe to what extent, it is possible to "clean up" a polluted body of water.
LECTURE SYLLABUS BIOLOGY 33
HUMAN IMPACT ON THE BIOSPHERE
1. Environmental Effects of Human Population Growth
2. Changes in the Atmosphere
a) Local air pollution
b) Acid deposition
c) Damage to the ozone layer
3. Changes in the Hydrosphere
a) Consequences of large-scale irrigation
b) Maintaining water quality
4. Changes on Land
a) Solid wastes
b) Conversion of marginal lands for agriculture
c) Deforestation
d) Desertification
5. Utilization of Energy
a) Fossil fuels
b) Nuclear energy
READING ASSIGNMENT: TEXT - pages 568 - 581
LEARNING OBJECTIVES
I. You should be able to use and define or describe the following words:
pollutants thermal inversion
industrial smog photochemical smog
acid deposition green revolution
desertification net energy
fossil fuels meltdown
nuclear winter "Tragedy of the Commons"
II. You should be able to:
1. Describe the magnitude of pollution problems in the United States.
2. Identify the principle air pollutants, their sources, their effects, and the possible methods for controlling each pollutant.
3. Describe what acid rain does to an ecosystem. Contrast those effects with the action of CFC's.
LECTURE SYLLABUS BIOLOGY 33
4. Examine the effects modern agriculture has wrought on desert, grassland, and tropical rain forest ecosystems.
5. Describe the biological basis of the green revolution and explain its impact on human society, economics and ecology. Explain why the green revolution has been less successful in increasing food production than its proponents originally expected.
6. Explain what is meant by the "Tragedy of the Commons" and why it makes environmental problems so difficult to solve.
7. Describe how our fossil fuels and nuclear energy affects ecosystems.
LECTURE SYLLABUS BIOLOGY 33
CELL STRUCTURE AND FUNCTION
1. The Nature of Cells
a) Basic cell features
b) Cell size and microscopy
c) The cell theory
2. Cell Membranes
3. Prokaryote Cells
4. Eukaryote cells
a) Function of organelles
b) Typical components of eukaryote cells
c) Cytomembrane system
d) Mitochondria
e) Specialized plant organelles
f) The cytoskeleton
READING ASSIGNMENT: TEXT - pages 91 – 98; 100 - 117
LEARNING OBJECTIVES
I. You should be able to use and define or describe the following words:
cell theory issue
organelle cell (plasma) membrane
cytoplasm nucleus
diffusion selectively permeable
passive transport osmosis
active transport phagocytosis
pinocytosis exocytosis
endocytosis eukaryote
prokaryote
II. You should be able to:
1. List the basic ideas of the cell theory.
2. State the differences between prokaryote cells and eukaryote cells.
3. Describe the structure of the cell membrane, and relate its structure to its ability to exchange substances with the cell's environment.
4. Give the function(s) of each of the following structures: cell membrane, nucleus, nuclear membrane, ribosome, mitochondrion, cell wall, chloroplast, vacuole, lysosome, endoplasmic reticulum, Golgi complex, cilium, flagellum.
5. List three features that would enable you to tell the differences between a plant and an animal cell.
LECTURE SYLLABUS BIOLOGY 33
CELL DIVISION AND MITOSIS
MEIOSIS
1. Dividing Cells: The Life Cycles of Cells.
a) Overview of division mechanisms
b) Chromosome structure
c) Mitosis, meiosis, and chromosome number
2. The Cell Cycle
a) Interphase
b) Prophase
c) Metaphase
d) Anaphase
e) Telophase
3. Cytokinesis
4. Asexual and Sexual Reproduction
5. Overview of Meiosis
6. Meiosis and The Life Cycles
a) Gamete formation
b) Gene shuffling at fertilization
7. Meiosis Compared With Mitosis
READING ASSIGNMENT: TEXT - pages 119 - 132
LEARNING OBJECTIVES
I. You should be able to use and define or describe the following words:
reproduction mitosis
meiosis cytokinesis
chromosome sister chromatids
centromere homologous chromosomes
haploid diploid
interphase prophase
metaphase spindle apparatus
anaphase telophase
asexual reproduction sexual reproduction
gamete zygote
spermatogenesis oogenesis
II. You should be able to:
1. Explain the significance of cell division as it relates to reproduction.
LECTURE SYLLABUS BIOLOGY 33
2. Describe the general functions of both mitosis and meiosis in eukaryotic life.
3. Define chromosome in terms of chemical construction and the different physical forms during cell divisions.
4. Describe, in terms of chromosome number, how mitosis and meiosis maintain a constant chromosome number in the life cycle of a particular species.
5. Explain what is meant by cell cycle and be able to visualize where mitosis fits into the cell cycle.
6. Describe each phase of mitosis.
7. Relate the concept of homologous chromosomes to the haploid and diploid chromosome numbers; explain why gametes must be haploid and a zygote diploid.
8. State the differences between asexual and sexual reproduction and discuss the advantages and disadvantages of each.
FOCUS ON BIOETHICS
LECTURE SYLLABUS BIOLOGY 33
PRINCIPLES OF INHERITANCE
1. Gregor Mendel and The Foundations of Genetics
a) Mendel's experimental approach
b) The concept of segregation
c) Testcrosses
d) The concept of independent assortment
2. How Genes Express Themselves
a) Dominance relations
b) Interactions between different gene pairs
c) Multiple effects of single genes
d) Environmental effects on phenotype
e) Continuous variation in traits
READING ASSIGNMENT: TEXT - pages 61 - 89
LEARNING OBJECTIVES
I. You should be able to use and define or describe the following terms:
gene homozygous
hybrid heterozygous
monohybrid phenotype
dihybrid genotype
law of segregation parental generation (P)
law of dominance gamete
incomplete dominance first filial generation (F1)
codominance second filial generation (F2)
recessive Punnett square
dominant law of independent assortment
II. You should be able to:
1. Give some reasons for Mendel's success in arriving at the laws governing the inheritance of genetic characteristics where others had failed.
2. Define and compare the terms phenotype and genotype and their relationship to the terms dominant and recessive.
3. Use a Punnett square to illustrate a monohybrid cross and an independently assorting dihybrid cross, and work out the genotypic and phenotypic ratios expected from such crosses.
4. State Mendel's laws of segregation and independent assortment.
5. Solve the genetics problems at the end of chapter 3 in your textbook.
LECTURE SYLLABUS BIOLOGY 33
CHROMOSOME VARIATION AND HUMAN GENETICS
1. The Roll of Chromosomes in Genetics
a) Autosomes and sex chromosomes
b) Linkage and crossing over
2. Chromosome Variations In Humans
a) Autosomal recessive inheritance
b) Autosomal dominant inheritance
c) X-linked recessive inheritance
d) Changes in chromosome structure
e) Changes in chromosome number
READING ASSIGNMENT: TEXT - pages 133 - 146
LEARNING OBJECTIVES
I. You should be able to use and define or describe the
following terms:
autosome sex chromosomes
karyotype linked gene
crossing over deletion
duplication inversion
translocation nondisjunction
Down syndrome Turner syndrome
Klienfelter syndrome XXY condition
phenylketonuria amniocentesis
II. You should be able to:
1. Define sex chromosomes and autosomes; then distinguish the types of alleles found on each.
2. Define karyotype; state why it is useful; describe how karyotyping is done.
3. Describe the characteristics of X-linked inheritance; summarize the characteristics of hemophilia A as an example.
4. Describe how changes in chromosome number and structure affect inheritance.
5. Indicate the benefits of genetic screening and genetic counseling to society.
LECTURE SYLLABUS BIOLOGY 33
FOCUS ON BIOETHICS
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LECTURE SYLLABUS BIOLOGY 33
THE MOLECULAR BASIS OF INHERITANCE
1. The structure and functions of DNA
2. DNA replication
3. RNA and protein synthesis
a) Transcription
b) Translation
4. Genetic engineering and recombinant DNA technology
READING ASSIGNMENTS: TEXT - pages 147 - 178
LEARNING OBJECTIVES
I. You should be able to use and define or describe the following words:
gene cytosine
genetic information guanine
nucleotide helix
deoxyribose genetic engineering
thymine recombinant DNA
adenine interferon
uracil genetic code
II. You should be able to:
1. Describe the function and structure of DNA.
2. Describe the structure and function of messenger-RNA,transfer-RNA, and ribosomal- RNA.
3. State briefly the techniques used in recombinant DNA, and give an example of a practical application of this technology.
FOCUS ON BIOETHICS
LECTURE SYLLABUS BIOLOGY 33
GENETIC INFLUENCES ON EVOLUTIONARY PRICIPLES
MICROEVOLUTION
1. Microevolutionary Processes
a) Variation in populations
b) Genetic equilibrium
c) Mutation
d) Genetic drift
e) Gene flow
f) Natural selection
2. Evidence of Natural Selection
3. Speciation
a) Defining the species
b) Divergence and isolation
READING ASSIGNMENT: TEXT - pages 217 - 245
LEARNING OBJECTIVES
I. You should be able to use and define or describe the
following words:
natural selection population
gene allele
allele frequencies genetic equilibrium
microevolution mutation
genetic drift founder effect
bottleneck gene flow
adaptiv