Learning Objectives for Final Exam , BIO105
Learning Objectives for topics covered since third exam
FROM GENE TO PROTEIN: Transcription
After attending lecture, reviewing their notes, and reading the chapter, a student should
be able to:
- Explain how RNA differs from DNA.
- In their own words, briefly explain how information flows from gene to protein.
- Describe where transcription and translation occur in prokaryotes and in eukaryotes;
explain why it is significant that in eukaryotes, transcription and translation are separated
in space and time.
- Define codon, and explain what relationship exists between the linear sequenceof
codons on mRNA and the linear sequence of amino acids in a polypeptide.
- Explain in what way the genetic code is redundant and unambiguous.
- Explain the process of transcription including the three major steps of initiation,
elongation, and termination.
- Describe the general role of RNA polymerase in transcription.
- Explain how RNA polymerase recognizes where transcription should begin.
- Distinguish among mRNA, tRNA, and rRNA.
- Describe the structure of tRNA and explain how the structure is related to function.
- Given a sequence of bases in DNA, predict the corresponding codons transcribed
on mRNA and the corresponding anticodons of tRNA.
- Explain how posttranscriptional modification affects a eukaryotic pre-mRNA
transcript
-Explain the role of alternative splicing in creating different proteins from the same
gene
FROM GENE TO PROTEIN: Translation
Describe the structure of a ribosome, and explain how this structure relates to function.
-Describe the process of translation including initiation, elongation, and termination
and explain what enzymes, protein factors, and energy sources are needed for each
stage.
- Explain what determines the primary structure of a protein
- Describe what determines whether a ribosome will be free in the cytosol or attached to
rough ER.
- Explain how proteins can be targeted for specific sites within the cell.
- Describe the differences between prokaryotic and eukaryotic mRNA.
Describe the wobble effect.
-Explain how an aminoacyl-tRNA synthetase matches a specific amino acid to its
appropriate tRNA
- Explain why base-pair insertions or deletions (in genes) usually have a greater
effect (on proteins) than base-pair substitutions.
KEY TERMS
transcription unit, transcription factors, transcription complex, template strand
base-pair substitution
intron , exon , primary transcript, RNA splicing , 5' cap, poly A tail, RNA processing
point mutation; missense, nonsense and silent mutations
insertion, deletion and frameshift mutations
messenger RNA (mRNA), ribosomal RNA (rRNA), transfer RNA (tRNA)
RNA polymerase, promoter, TATA box
transcription, translation
E, P, and A sites of ribosomes
polyribosome
codon, anticodon, triplet code, reading frame, wobble
aminoacyl-tRNA synthetases
signal peptide, signal-recognition particle
MICROBIAL MODELS: THE GENETICS OF BACTERIA - OBJECTIVES
- Explain why grouping genes into an operon can be advantageous.
- Using the trp operon as an example, explain the concept of an operon and the function
of the operator, repressor, and corepressor.
- Distinguish between structural and regulatory genes.
- Describe how the lac operon functions - Describe how E. coli uses the negative and
positive controls of the lac operon to economize on RNA and protein synthesis.
- Explain how repressible and inducible enzymes differ and how these differences reflect
differences in the pathways they control.
- Explain how CRP/CAP is affected by glucose concentration.
KEY TERMS
operator, operon, repressor, regulatory gene, corepressor, inducer, coinducer, cyclic amp
(cAMP), cAMP receptor protein (CRP)
THE EVOLUTION OF POPULATIONS - OBJECTIVES
- Explain how microevolutionary change can affect a gene pool.
- In their own words, state the Hardy-Weinberg theorem.
- Write the general Hardy-Weinberg equation and use it to calculate predicted
genotype frequencies from a given set of allele frequencies.
- Explain the consequences of Hardy-Weinberg equilibrium.
- Describe the usefulness of the Hardy-Weinberg model to population geneticists.
- List conditions a population must meet to maintain Hardy-Weinberg equilib.
- Explain how genetic drift, gene flow, mutation, and natural selection can cause
microevolution.
- Explain the role of population size in genetic drift. Distinguish between the
bottleneck effect and the founder effect.
- Describe how inbreeding and assortative mating affect a population's allele frequencies,
and genotype frequencies.
- Explain, in their own words, what is meant by the statement that natural selection is the
only agent of microevolution which is always adaptive.
- List some factors that can produce geographical variation among closely related
populations. Explain how genetic variation may be preserved in a natural population.
- Explain why even though mutation can be a source of genetic variability, it contributes
a negligible amount to genetic variation in a population.
- Give the cause of nearly all genetic variation in a population.
- Explain why the rate of decline for a deleterious allele depends upon whether the allele
is dominant or recessive to the more successful allele.
- Give examples of how an organism's phenotype may be influenced by the environment.
- Distinguish among stabilizing selection, directional selection and diversifying
selection.
KEY TERMS
population genetics, population, evolution, microevolution, species
stabilizing selection, directional selection, diversifying selection
polymorphism, balanced polymorphism, heterozygote advantage
gene flow, gene pool
mutation
inbreeding , assortative mating, non-random breeding
natural selection