CENTRAL TEXAS COLLEGE
SYLLABUS FOR BIOL 1406
GENERAL BIOLOGY
I.
INTRODUCTION
A.
B.
C.
D.
II.
General Biology 1406 is an introductory, one-semester course survey of
contemporary biology that covers the chemical basis of life, structure and
functions of the cell, molecular biology, energy transformations and genetics.
As a 4-credit hour course, there are two, 2 – hour lectures a week. The
corresponding laboratory requires two, 2 - hour labs.
The laboratory course provides practical experience and reinforcement of the
topics discussed in the lecture.
This course satisfies the Biology requirement in most curricula.
This course is occupationally related and serves as preparation for careers in
science.
Prerequisite: Minimum math/reading THEA of 240 or ASSET II of 45.
LEARNING OUTCOMES
Upon successful completion of this course, General Biology 1406, the student will:
A.
Work independently and cooperatively to use scientific methods during
laboratory investigations.
B.
Use critical thinking and scientific problem-solving to make informed decisions in
a real-world context.
C.
Relate evolution as the core theme of biology and understand that evolution
accounts for both the diversity and the unity of living things.
D.
Describe the structure and function of macromolecules and recognize the role of
carbon in the molecular diversity of life.
E.
Explain the effects of water’s polarity.
F.
Recognize that cells are the basic structure of all living things and occur as
different cell types which have specialized parts that perform specific functions.
G.
Describe the form and function of cellular membranes and relate the importance
of the structure of the plasma membrane to the transport of materials into or out of
the cell.
H.
Describe the key roles of cell division. Identify the phases of the cell cycle and be
able to compare mitosis in different types of cells.
I.
Describe metabolic processes and energy transfers.
J.
Demonstrate and communicate an understanding of the structure, function, and
role of nucleic acids.
K.
Describe the connection between genes and proteins.
L.
Examine the mechanisms of the genetic basis of development.
Biol 1406 Price Campbell 9th
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III.
INSTRUCTIONAL MATERIALS
The instructional materials identified for this course are viewable through
www.ctcd.edu/books
IV.
COURSE REQUIREMENTS:
A.
Reading Assignments:
Specific chapters from Biology will be included in the course outline (Section
VIII). Students should read the materials prior to lecture and again before
scheduled tests. Lecture tests may include any materials listed in the course
outline and any additional lecture materials.
B.
Class Participation:
Students are expected to attend lecture and lab during their scheduled time.
It is the responsibility of the student to sign-in during lecture and lab. Signing-in
after class time will not be allowed. A total of four absences (adding together both
lecture and lab) will be regarded as insufficient attendance which may result in an
administrative withdrawal with a grade of F as stated in the college catalog.
Excessive absences are usually reflected in the final grade and should be avoided.
C.
Computer lab:
Students may want to make use of Cyber-Ed software that is available in the
Science computer lab – room 1077 in the Science building.
V.
EXAMINATIONS:
There will be five unit exams during the scheduled lecture time. These exams may
consist of multiple choice, matching, true/false, short answer, labeling, definitions, and
essay questions. There will be no exam review given during lecture time. If a student
misses an exam then the comprehensive final lecture exam will count in place of the one
missed exam. Other missed exams will result in a zero being recorded in the gradebook.
The final examination will be comprehensive and will be given on the date as listed
in the schedule bulletin.
VI.
SEMESTER GRADE COMPUTATIONS
General Biology 1406 course grade is based on a total of 1000 points.
UNIT EXAMS- Five @ 100 points
FINAL EXAM- One @ 150 points
REQUIRED LABS- 350 points
COURSE TOTAL:
Biol 1406 Price Campbell 8th
500 points
150 points
350 points
1000 points
2
COURSE GRADE:
A900-1000 points
B800-899
C700-799
D600-699
F0-599
*There are no opportunities for extra credit.
VII.
NOTES AND ADDITIONAL INSTRUCTIONS FROM THE INSTRUCTOR
A.
Course Withdrawal: It is the student’s responsibility to officially withdraw from
a course if circumstances prevent attendance. Any student who desires to, or
must, officially withdraw from a course after the first scheduled class meeting
must file a Central Texas College Application for Withdrawal (CTC Form 59).
The withdrawal form must be signed by the student.
CTC Form 59 will be accepted at any time prior to Friday of the 12th week of
classes during the 16-week fall and spring semesters. The deadline for sessions of
other lengths is:
10-week session
8-week session
5-week session
Friday of the 8th week
Friday of the 6th week
Friday of the 4th week
The equivalent date (75% of the semester) will be used for sessions of other
lengths. The specific last day to withdraw is published each semester in the
Schedule Bulletin.
A student who officially withdraws will be awarded the grade of “W” provided
the student’s attendance and academic performance are satisfactory at the time of
official withdrawal. Students must file a withdrawal application with the College
before they may be considered for withdrawal.
A student may not withdraw from a class for which the instructor has previously
issued the student a grade of “F” or “FN” for nonattendance.
B.
Administrative Withdrawal: An administrative withdrawal may be initiated
when the student fails to meet College attendance requirements. The instructor
will assign the appropriate grade on CTC Form 59 for submission to the registrar.
C.
Incomplete Grade: The College catalog states, “An incomplete grade may be
given in those cases where the student has completed the majority of the
coursework but, because of personal illness, death in the immediate family, or
military orders, the student is unable to complete the requirements for a course...”
Prior approval from the instructor is required before the grade of “I” for
incomplete is recorded. A student who merely fails to show for the final
Biol 1406 Price Campbell 8th
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examination will receive a zero for the final and a “F” for the course.
D.
Cellular Phones and Beepers: Cellular phones and beepers will be turned off
while the student is in the classroom or laboratory. The number for your family
members to call in an emergency is 254-526-1200. Appropriate personnel will
immediately communicate the message to you.
E.
Americans With Disabilities Act (ADA): The Disability Support Services
Program provides services to students who have appropriate documentation of a
disability. Students requiring accommodations for class are responsible for
contacting the Office of Disability Support Services (DSS) located on the main
campus. This service is available to all students, regardless of location. Explore
the website at www.ctcd.edu/disability-support for further information.
Reasonable accommodations will be given in accordance with the federal and
state laws through the DSS office.
F.
Instructor Discretion: The instructor reserves the right of final decision in
course requirements.
G.
Civility: Individuals are expected to be cognizant of what a constructive
educational experience is and respectful of those participating in a learning
environment. Failure to do so can result a disciplinary action up to and including
expulsion.
H.
ABSOLUTELY NO FOOD OR DRINKS IN THE LECTURE
CLASSROOM OR THE LABORATORY ROOM.
I.
Courtesy dictates that you discuss any problem with your instructor first. If
you cannot resolve the problem, then contact the Head of the Science and
Agricultural Department.
VIII. COURSE OUTLINE
A.
CHAPTER TWO: The Chemical Context Of Life
1.
Learning Outcomes:
Upon successful completion of this chapter, the student will:
a.
Distinguish between an element and a compound.
b.
Identify the four elements that make up 96% of living matter.
c.
Describe the structure of an atom.
d.
Define and distinguish among atomic number, mass number, and
valence.
e.
Given the atomic number and mass number of an atom, how do
Biol 1406 Price Campbell 8th
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2.
3.
B.
you determine the number of its neutrons?
f.
Explain why radioactive isotopes are important to biologists.
g.
Explain how the electron configuration influences the chemical
behavior of an atom.
h.
Distinguish among nonpolar covalent, polar covalent, and ionic
bonds.
i.
Define the term trace element and give an example.
j.
Explain how two isotopes of an element are similar. Explain how
they are different.
k.
Explain why electrons in the first electron shell have less potential
energy than electrons in higher electron shells.
l.
Explain why strong covalent bonds and weak bonds are both
essential in living organisms.
m.
Distinguish between hydrogen bonds and van der Waals
interactions.
n.
Give an example that illustrates how a molecule’s shape can
determine its biological function.
Learning Activities:
These learning outcomes will be evaluated on Exam 1.
Equipment and Materials:
Textbook Assignment: Chapter 2
CD-ROM: Student Media
CHAPTER THREE: Water & The Fitness Of The Environment
1.
Learning Outcomes:
Upon successful completion of this chapter, the student will:
a.
Describe how water contributes to the fitness of the environment to
support life.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Biol 1406 Price Campbell 8th
Describe the structure and geometry of a water molecule, and
explain what properties emerge as a result of this structure.
Explain the relationship between the polar nature of water and its
ability to form hydrogen bonds.
List four characteristics of water that are emergent properties
resulting from hydrogen bonding.
Describe the biological significance of the cohesiveness of water.
Explain how water’s high specific heat, high heat of vaporization,
and expansion upon freezing affect both aquatic and terrestrial
ecosystems.
Distinguish among a solute, a solvent, and a solution.
Explain how the polarity of the water molecule makes it a versatile
solvent.
Distinguish between hydrophilic and hydrophobic substances.
Distinguish between a mole and the molecular weight of a
5
2.
3.
substance.
k.
Explain the basis for the pH scale.
l.
Explain how acids and bases directly or indirectly affect the
hydrogen ion concentration of a solution.
m.
Describe the causes of acid precipitation and explain how it harms
the environment.
n.
Explain how you would make up a one molar (1M) solution of
ethyl alcohol.
o.
Using the bicarbonate buffer system as an example, explain how
buffers work.
Learning Activities:
These learning outcomes will be evaluated on Exam 1.
Equipment and Materials:
Textbook Assignment: Chapter 3
CD-ROM: Student Media
C.
CHAPTER FOUR: Carbon & The Molecular Diversity Of Life
1.
Learning Outcomes: At the conclusion of this chapter, the student will be
able to:
a.
Explain how carbon’s electron configuration accounts for its ability
to form large, complex, and diverse organic molecules.
b.
Describe how carbon skeletons may vary, and explain how this
variation contributes to the diversity and complexity of organic
molecules.
c.
Name the major functional groups and describe the chemical
properties of the organic molecules in which they occur.
function.
d.
Describe the basic structure of a hydrocarbon and explain why
these molecules are hydrophobic.
e.
Distinguish among the three types of isomers: structural,
geometric, and enantiomer.
2.
Learning Activities:
These learning outcomes will be evaluated on Exam 1.
3.
Equipment and Materials:
Textbook Assignment: Chapter 4
CD-ROM: Student Media
D.
CHAPTER FIVE: The Structure & Function Of Macromolecules
1.
Learning Outcomes: At the conclusion of this chapter, the student will be
able to:
a.
Explain how monomers are used to build polymers.
b.
List the four major classes of macromolecules.
c.
Compare condensation and hydrolysis.
d.
Describe the distinguishing characteristics of carbohydrates and
Biol 1406 Price Campbell 8th
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e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
v.
w.
x.
y.
z.
aa.
bb.
Biol 1406 Price Campbell 8th
explain how they are classified.
Distinguish between monosaccharides and disaccharides.
Identify a glycosidic linkage and describe how it is formed.
Describe the structure and functions of polysaccharides.
Distinguish between the glycosidic linkages found in starch and
cellulose and explain why the difference is biologically important.
Explain what distinguishes lipids from other major classes of
macromolecules.
Describe the unique properties, building-block molecules, and
biological importance of the three important groups of lipids: fats,
phospholipids, and steroids.
Identify an ester linkage and describe how it is formed.
Distinguish between a saturated and an unsaturated fat and list
some unique emergent properties that are a consequence of these
structural differences.
Name the principal energy storage molecules of plants and
animals.
Describe the characteristics that distinguish proteins from the other
major classes of macromolecules and explain the biologically
important functions of this group.
List and describe the four major components of an amino acid.
Explain how amino acids may be grouped according to the physical
and chemical properties of the side chains.
Identify a peptide bond and explain how it is formed.
Distinguish between a polypeptide and a protein.
Explain what determines protein conformation and why it is
important.
Define primary structure in reference to a protein.
Describe the two types of secondary protein structure. Explain the
role of hydrogen bonds in maintaining the structure.
Explain how weak interactions and disulfide bridges contribute to
tertiary protein structure.
Using collagen and hemoglobin as examples, describe quaternary
protein structure.
Define denaturation and explain how proteins may be denatured.
Describe the characteristics that distinguish nucleic acids from the
other major groups of macromolecules.
Summarize the functions of nucleic acids.
List the major components of a nucleotide, and describe how these
monomers are linked to form a nucleic acid.
List the major components of a nucleotide, and describe how these
monomers are linked to form a nucleic acid.
Distinguish between a pyrimidine and a purine.
7
2.
3.
E.
cc.
Briefly describe the three-dimensional structure of DNA.
Learning Activities:
These learning outcomes will be evaluated on Exam 1.
Equipment and Materials:
Textbook Assignment: Chapter 5
CD-ROM: Student Media
CyberEd. Inc. Multimedia CD-ROM: Biochemistry
CHAPTER SIX: A Tour Of The Cell
1.
Learning Outcomes:
At the conclusion of this chapter, the student should be able to:
a.
Distinguish between magnification and resolving power.
b.
Describe the principles, advantages, and limitations of the light
microscope, transmission electron microscope, and scanning
electron microscope.
c.
Describe the major steps of cell fractionation and explain why it is
a useful technique.
d.
Distinguish between prokaryotic and eukaryotic cells.
e.
Explain why there are both upper and lower limits to cell size.
f.
Explain why compartmentalization is important in eukaryotic cells.
g.
Describe the structure and function of the nucleus and briefly
explain how the nucleus controls protein synthesis in the
cytoplasm.
h.
Explain how the nucleolus contributes to protein synthesis.
i.
Describe the structure and function of a eukaryotic ribosome.
j.
Distinguish between free and bound ribosomes in terms of location
and function.
k.
l.
m.
n.
o.
p.
q.
r.
s.
Biol 1406 Price Campbell 8th
List the components of the endomembrane system, describe their
structures and functions, and summarize the relationships among
them.
Explain how impaired lysosomal function can cause the symptoms
of storage diseases.
Describe the different structures and functions of vacuoles.
Describe the structure of a mitochondrion and explain the
importance of compartmentalization in mitochondrial function.
Distinguish among amyloplasts, chromoplasts, and chloroplasts.
Identify the three functional compartments of a chloroplast.
Explain the importance of compartmentalization in chloroplast
function.
Explain the roles of mitochondria and chloroplasts.
Explain the role of peroxisomes in eukaryotic cells.
Describe the functions of the cytoskeleton.
8
t.
2.
3.
F.
Describe the structure, monomers, and functions of microtubules,
microfilaments, and intermediate filaments.
u.
Explain how the ultra structure of cilia and flagella relate to their
functions.
v.
Describe the development of plant cell walls.
w.
Describe the structure and list four functions of the extra cellular
matrix in animal cells.
x.
Describe the structures of intercellular junctions found in plant and
animal cells and relate those structures to their functions.
Learning Activities:
These learning outcomes will be evaluated on Exam 2.
Equipment and Materials:
Textbook Assignment: Chapter 6
CD-ROM: Student Media
CyberEd. Inc. Multimedia CD-ROM: The Cell Membrane Structure
CHAPTER SEVEN: Membrane Structure And Function
1.
Learning Outcomes:
At the conclusion of this chapter, the student will be able to:
a.
Describe the properties of phospholipids and their arrangement in
cellular membranes.
b.
Explain what freeze-fracture techniques reveal about the
arrangement of proteins in membranes.
c.
Describe the fluid properties of the cell membrane and explain how
membrane fluidity is influenced by temperature & membrane
composition.
d.
Explain how cholesterol resists changes in membrane fluidity with
temperature change.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
Biol 1406 Price Campbell 8th
Describe how proteins and carbohydrates are spatially arranged in
cell membranes and how they contribute to membrane function.
Describe factors that affect the selective permeability of
membranes.
Describe the locations and functions of transport proteins.
Distinguish between channel proteins and carrier proteins.
Distinguish between peripheral and integral membrane proteins.
Define diffusion. Explain what causes diffusion and why it is a
spontaneous process.
Explain how hydrophobic molecules cross cell membranes.
Explain what regulates the rate of passive transport.
Explain why a concentration gradient across a membrane
represents potential energy.
Distinguish between hypertonic, hypotonic, and isotonic solutions.
Define osmosis and predict the direction of water movement based
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2.
3.
G.
on differences in solute concentrations.
p.
Describe how living cells with and without cell walls regulate the
balance of water content.
q.
Explain how transport proteins facilitate diffusion.
r.
Distinguish among osmosis, facilitated diffusion, and active
transport.
s.
Describe the two forces that combine to produce an
electrochemical gradient.
t.
Explain how an electrogenic pump creates voltage across a
membrane.
u.
Explain how active transport differs from diffusion.
v.
Describe the process of co-transport.
w.
Explain how large molecules are transported cross the cell
membrane.
x.
Compare pinocytosis and receptor-mediated endocytosis.
Learning Activities:
These learning outcomes will be evaluated on Exam 2.
Equipment and Materials:
Textbook Assignment: Chapter 7
CD-ROM: Student Media
CyberEd. Inc. Multimedia CD-ROM: The Cell Membrane Structure
CHAPTER EIGHT: An Introduction To Metabolism
1.
Learning Outcomes: At the conclusion of this chapter, the student will be
able to:
a.
Explain the role of catabolic and anabolic pathways in the energy
exchanges of cellular metabolism.
b.
Distinguish between kinetic and potential energy.
c.
Distinguish between open and closed systems.
d.
Explain, in your own words, the first and second laws of
thermodynamics.
e.
Describe the relationship between free energy and equilibrium.
f.
Distinguish between exergonic and endergonic reactions.
g.
Describe the three main kinds of cellular work.
h.
Describe the function of ATP in a cell.
i.
List the three components of ATP and identify the major class of
macromolecules to which ATP belongs.
j.
Explain how ATP performs cellular work.
k.
Describe the function of enzymes in biological systems.
l.
Explain the relationship between enzyme structure and enzyme
specificity.
m.
Explain the induced-fit model of enzyme function and describe the
catalytic cycle of an enzyme.
n.
Describe the mechanisms by which enzymes lower activation
Biol 1406 Price Campbell 8th
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2.
3.
H.
energy.
o.
Explain how substrate concentration affects the rate of an enzymecontrolled reaction.
p.
Explain how enzyme activity can be regulated or controlled by
environmental factors, co-factors, and enzyme inhibitors.
q.
Explain how metabolic pathways are regulated.
Learning Activities:
These learning outcomes will be evaluated on Exam 2.
Equipment and Materials:
Textbook Assignment: Chapter 8
CD-ROM: Student Media
CyberEd. Inc. Multimedia CD-ROM: Enzymes
CHAPTER NINE: Cellular Respiration: Harvesting Chemical Energy
1.
Learning Outcomes
At the conclusion of this chapter, the student will be able to:
a.
Distinguish between fermentation and cellular respiration.
b.
Describe the summary equation for cellular respiration. Also note
the specific chemical equation for the degradation of glucose.
c.
Explain how ATP is recycled in cells.
d.
Define oxidation and reduction.
e.
Explain how redox reactions are involved in energy exchanges.
f.
Explain why organic molecules that have an abundance of
hydrogen are excellent cellular fuels.
g.
Describe the role of NAD+ and the electron transport chain during
respiration.
h.
Describe the cellular regions where glycolysis, the Citric Acid
cycle, and the electron transport chain occur.
i.
j.
k.
l.
m.
n.
o.
p.
Biol 1406 Price Campbell 8th
Explain why ATP is required for the preparatory steps of
glycolysis.
Identify where sugar oxidation, substrate-level phosphorylation,
and the reduction of NAD+ occur in glycolysis.
Describe where pyruvate is oxidized to acetyl CoA, what
molecules are produced, and how this process links glycolysis to
the Citric Acid cycle.
Describe the form and fate of the carbons in the Citric Acid cycle.
Explain how the exergonic “slide” of electrons down the electron
transport chain is coupled to the endergonic production of ATP by
chemiosmosis.
Distinguish between substrate level phosphorylation and oxidative
phosphorylation.
Describe the process of chemiosmosis.
Explain how membrane structure is related to membrane function
11
2.
3.
I.
in chemiosmosis.
q.
Summarize the net ATP yield from the oxidation of a glucose
molecule by constructing an ATP ledger that includes coenzyme
production during the different stages of glycolysis and cellular
respiration.
r.
State the basic function of fermentation.
s.
Compare the fate of pyruvate in alcohol fermentation and lactic
acid fermentation.
t.
Compare the processes of fermentation and cellular respiration.
Learning Activities:
These learning outcomes will be evaluated on Exam 2.
Equipment and Materials:
Textbook Assignment: Chapter 9
CD-ROM: Student Media
CyberEd. Inc. Multimedia CD-ROM: Respiration
CHAPTER TEN: Photosynthesis
1.
Learning Outcomes:
At the end of this chapter, the student will be able to:
a.
Distinguish between autotrophic and heterotrophic nutrition.
b.
Describe the structure of chloroplasts and indicate their locations
within plant cells. Describe where most chloroplasts are located in
a leaf.
c.
Explain how chloroplast structure relates to its function.
d.
Write a summary equation for photosynthesis.
e.
Explain the role of redox reactions in photosynthesis.
f.
Describe in general the two main stages of photosynthesis.
g.
Describe the wavelike and particle-like behaviors of light.
h.
2.
Describe the relationship between an action spectrum and an
absorption spectrum.
i.
Explain why the absorption spectrum for chlorophyll differs from
the action spectrum for photosynthesis.
j.
List the wavelengths of light that are most effective for
photosynthesis.
k.
Explain what happens when chlorophyll or accessory pigments
absorb photons.
l.
List the components of a photosystem and explain their functions.
m.
Trace electron flow through photosystems II and I.
n.
Compare cyclic and noncyclic electron flow and explain the
relationship between these components of the light reactions.
o.
State the function of each of the three phases of the Calvin cycle.
p.
Describe the role of ATP and NADPH in the Calvin cycle.
Learning Activities:
Biol 1406 Price Campbell 8th
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3.
J.
These learning outcomes will be evaluated on Exam 3.
Equipment and Materials:
Textbook Assignment: Chapter 10
CD-ROM: Student Media
CyberEd. Inc. Multimedia CD-ROM: Photosynthesis
CHAPTER ELEVEN: Cell Communication
1.
Learning Outcomes
At the conclusion of this chapter, the student will be able to:
a.
Describe the basic signal-transduction pathway used for mating in
yeast.
b.
Define ‘paracrine signaling’, and give an example.
c.
Define local regulation and explain why hormones are not local
regulators.
d.
Explain how plant and animal hormones travel to target cells.
e.
List and briefly define the three stages of cell signaling.
f.
Describe the nature of a ligand-receptor interaction and state how
such interactions initiate a signal-transduction system.
g.
State where signal receptors may be located in target cells.
h.
Compare and contrast G-protein-linked receptors, tyrosine-kinase
receptors, and ligand-gated ion channels.
i.
Describe two advantages of using a multistep pathway in the
transduction stage of cell signaling.
j.
Explain how the original signal molecule can produce a cellular
response when it may not even enter the target cell.
k.
Describe how phosphorylation propagates signal information.
l.
Explain why a single cell may require hundreds of different protein
kinases.
m.
n.
o.
p.
q.
r.
s.
Biol 1406 Price Campbell 8th
Explain how protein phosphatases turn off signal-transduction
pathways.
Define the term ‘ second messenger’ . Briefly describe the role of
these molecules in signaling pathways.
Describe how cyclic AMP is formed and how it propagates signal
information in target cells.
Explain how the cholera bacterium causes the symptoms of cholera
by disrupting G-protein signaling pathways.
Describe how the cytosolic concentration of Ca2+ can be altered
and how the increased pool of Ca2+ is involved with signal
transduction.
Describe how signal information is transduced into cellular
responses in the cytoplasm and in the nucleus.
Explain why different types of cells may respond differently to the
same signal molecule.
13
t.
2.
3.
K.
Explain how scaffolding proteins help to coordinate a cell’ s
response to incoming signals.
Learning Activities:
These learning outcomes will be evaluated on Exam 3.
Equipment and Materials:
Textbook Assignment: Chapter 11
CD-ROM: Student Media
CHAPTER TWELVE: The Cell Cycle
Learning Outcomes
1.
At the conclusion of this chapter, the student will be able to:
a.
Explain how cell division functions in reproduction, growth, and
repair.
b.
Describe the structural organization of a prokaryotic and eukaryotic
genome.
c.
Describe the major events of cell division that enable the genome
of one cell to be passed on to two daughter cells.
d.
Describe how the chromosome number changes throughout the
human life cycle.
e.
List the phases of the cell cycle and describe the sequence of events
that occurs during each phase.
f.
List the phases of mitosis and describe the events characteristic of
each phase.
g.
Recognize the phases of mitosis from diagrams and micrographs.
h.
Draw or describe the spindle apparatus, including centrosomes,
kinetochore microtubules, nonkinetochore microtubules, asters,
and centrioles (in animal cells).
i.
Explain the current model for poleward chromosomal movement
and elongation of the cell’s polar axis.
j.
Compare cytokinesis in animals and plants.
k.
Describe the role of checkpoints, cyclin, Cdk and MPF in the cell
cycle control system.
l.
Describe the internal and external factors that influence the cell
cycle control system.
m.
Explain how the abnormal cell division of cancerous cells differs
from normal cell division.
n.
Distinguish between benign, malignant, and metastatic tumors.
2.
Learning Activities:
These learning outcomes will be evaluated on Exam 3.
3.
Equipment and Materials:
Textbook Assignment: Chapter 12
CD-ROM: Student Media
CyberEd. Inc. Multimedia CD-ROM: The Cell Cycle
Biol 1406 Price Campbell 8th
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L.
CHAPTER THIRTEEN: Meiosis And Sexual Life Cycles
1.
Learning Outcomes
At the conclusion of this chapter, the student will be able to:
a.
Explain why organisms reproduce only their own kind and why
offspring more closely resemble their parents than unrelated
individuals of the same species.
b.
Distinguish between asexual and sexual reproduction.
c.
Diagram the human life cycle and indicate where in the human
body that mitosis and meiosis occur; which cells are the result of
meiosis and mitosis; and which cells are haploid.
d.
List the phases of meiosis I and meiosis II and describe the events
characteristic of each phase. Recognize the phases of meiosis from
diagrams or micrographs.
e.
Describe the process of synapsis during prophase I and explain
how genetic recombination occurs.
f.
Describe the key differences between mitosis and meiosis. Explain
how the end result of meiosis differs from that of mitosis.
g.
Explain how independent assortment, crossing over, and random
fertilization contribute to genetic variation in sexually reproducing
organisms.
h.
Explain why heritable variation is crucial to Darwin‘s theory of
evolution by natural selection.
2.
Learning Activities:
These learning outcomes will be evaluated on Exam 4.
3.
Equipment and Materials:
Textbook Assignment: Chapter 13
CD-ROM: Student Media
CyberEd. Inc. Multimedia CD-ROM: The Cell Cycle
M.
CHAPTER FOURTEEN: Mendel & The Gene Idea
1.
Learning Outcomes
At the conclusion of this chapter, the student will be able to:
a.
List several features of Mendel’s methods that contributed to his
success.
b.
Define true breeding, hybridization, monohybrid cross, P
generation, F 1 generation, and F 2 generation.
c.
Explain how Mendel’s law of segregation got its name.
d.
Use a Punnett square to predict the results of a monohybrid cross
and state the phenotypic and genotypic ratios of the F 2 generation.
e.
Distinguish between the following pairs of terms: dominant and
recessive; heterozygous and homozygous; genotype and phenotype.
f.
Explain how a testcross can be used to determine if a dominant
phenotype is homozygous or heterozygous.
g.
Use a Punnett square to predict the results of a dihybrid cross and
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Biol 1406 Price Campbell 8th
state the phenotypic and genotypic ratios of the F 2 generation.
State Mendel’s law of independent assortment and describe how
this law can be explained by the behavior of chromosomes during
meiosis.
Use the rule of multiplication to calculate the probability that a
particular F 2 individual will be homozygous recessive or dominant.
Given a Mendelian cross, use the rule of addition to calculate the
probability that a particular F 2 individual will be heterozygous.
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 for the three dominant traits
b. heterozygous for all three traits
c. homozygous recessive for two specific traits and
heterozygous for the third
Explain why it is important that Mendel used large sample sizes in
his studies.
Give an example of incomplete dominance and explain why it is
not evidence for the blending theory of inheritance.
Explain how the phenotypic expression of the heterozygote is
affected by complete dominance, incomplete dominance, and codominance.
Explain why Tay-Sachs is considered recessive at the organismic
level but co-dominant at the molecular level.
Explain why genetic dominance does not mean that the dominant
allele subdues a recessive allele. Illustrate your explanation with
the use of the round versus wrinkled pea seed shape.
Explain why dominant alleles do not necessarily mean that the
allele is more common in a population. Illustrate you explanation
with the character polydactyly.
Describe the inheritance of the ABO blood system and explain why
the IA and IB alleles are said to be co-dominant.
Describe the inheritance of the ABO blood system and explain why
the IA and IB alleles are said to be co-dominant.
Define and give examples of pleiotropy and epistasis.
Describe a simple model for polygenic inheritance and explain why
most polygenic characters are described in quantitative terms.
Describe how environmental conditions can influence the
phenotypic expression of a character. Explain what is meant by a
“norm of reaction”.
Distinguish between the specific and broad interpretations of the
terms “phenotype” and “genotype”.
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Explain why studies of human inheritance are not as easily
conducted as Mendel’s work with his peas.
y.
Given simple family pedigree, deduce the genotypes for some of
the family members.
z.
Explain how lethal a recessive gene can be maintained in a
population.
aa.
Describe the inheritance and expression of cystic fibrosis, TaySachs disease, and sickle-cell disease.
bb.
Explain why lethal dominant genes are much rarer than lethal
recessive genes.
cc.
Give an example of a late-acting lethal dominant in humans and
explain how it can escape elimination.
dd.
Define and give examples of multifactorial disorders in humans.
Learning Activities:
These learning outcomes will be evaluated on Exam 4.
Equipment and Materials:
Textbook Assignment: Chapter 14
CD-ROM: Student Media
CHAPTER FIFTEEN: The Chromosomal Basis Of Inheritance
1.
Learning Outcomes
At the conclusion of this chapter, the student will be able to:
a.
Define and compare linked genes and sex-linked genes. Explain
why the inheritance of linked genes is different from independent
assortment.
b.
Distinguish between parental and recombinant phenotypes.
c.
Explain why linked genes do not assort independently.
d.
Explain how crossing over can unlink genes.
e.
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Biol 1406 Price Campbell 8th
Explain how genetic maps are constructed for genes located far
apart on a chromosome.
Explain how sex is genetically determined in humans and the
significance of the SRY gene.
Explain why Mendel did not find linkage between seed color and
flower color, despite the fact that these genes are on the same
chromosome.
Explain the effect of multiple crossovers between loci.
Explain why sex-linked diseases are more common in human
males.
Describe the inheritance patterns and symptoms of color blindness,
Duchenne muscular dystrophy, and hemophilia.
Describe the process of X inactivation in female mammals.
Explain how this phenomenon produces the tortoiseshell coloration
in cats.
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Distinguish among nondisjunction, aneuploidy, trisomy, triploidy,
and polyploidy. Explain how these major chromosomal changes
occur and describe the consequences.
l.
Distinguish among deletions, duplications, inversions, and
translocations.
m.
Describe the types of chromosomal alterations implicated in the
following human disorders: Down syndrome, Klinefelter’s
syndrome, extra Y, triple-X syndrome, Turner’s syndrome, cri du
chat syndrome, and chronic myelogenous leukemia.
Learning Activities:
These learning outcomes will be evaluated on Exam 4.
Equipment and Materials:
Textbook Assignment: Chapter 15
CD-ROM: Student Media
CHAPTER SIXTEEN: The Molecular Basis Of Inheritance
1.
Learning Outcomes
At the conclusion of this chapter, the student will be able to:
a.
Explain why researchers originally thought protein was the genetic
material.
b.
Summarize the experiments performed by the following scientists
that provided evidence that DNA is the genetic mater:
1. Frederick Griffith
2. Oswald Avery, Maclyn McCarty, and Colin MacLeod
3. Alfred Hershey and Martha Chase
4. Erwin Chargaff
c.
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.
d.
Describe the structure of DNA. Explain the “base-pairing rule” and
describe its significance.
e.
Describe the process of DNA replication. Note the structure of the
many origins of replication and replication forks and explain the
role of DNA polymerase.
f.
Explain what energy source drives the polymerization of DNA.
g.
Define “antiparallel” and explain why continuous synthesis of both
DNA strands is not possible.
h.
Distinguish between the leading strand and the lagging strand.
i.
Explain how the lagging strand is synthesized even though DNA
polymerase can add nucleotides only to the 3’ end. Describe the
significance of Okazaki fragments.
j.
Explain the roles of DNA ligase, primer, primase, helicase,
topoisomerase, and single-strand binding proteins.
k.
Explain the roles of DNA polymerase, mismatch repair enzymes,
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and nuclease in DNA proofreading and repair.
l.
Describe the structure and functions of telomeres. Explain the
significance of telomerase to healthy and cancerous cells.
Learning Activities:
These learning outcomes will be evaluated on Exam 5.
Equipment and Materials:
Textbook Assignment: Chapter 16
CD-ROM: Student Media
CyberEd. Inc. Multimedia CD-ROM: DNA The Molecule Of Life
CHAPTER SEVENTEEN: From Gene To Protein
1.
Learning Outcomes
At the conclusion of this chapter, the student will be able to:
a.
Explain how RNA differs from DNA.
b.
Briefly explain how information flows from gene to protein.
c.
Distinguish between transcription and translation.
d.
Compare where transcription and translation occur in prokaryotes
and in eukaryotes.
e.
Define “codon” and explain the relationship between the linear
sequence of codons on mRNA and the linear sequence of amino
acids in a polypeptide.
f.
Explain why polypeptides begin with methionine when they are
synthesized.
g.
Explain in what way the genetic code is redundant and
unambiguous.
h.
Explain the significance of the reading frame during translation.
i.
Explain how RNA polymerase recognizes where transcription
should begin. Describe the promoter, the terminator, and the
transcription unit.
j.
Explain the general process of transcription, including the three
major steps of initiation, elongation, and termination.
k.
Explain how RNA is modified after transcription in eukaryotic
cells.
l.
Describe the functional and evolutionary significance of introns.
m.
Describe the structure and functions of tRNA.
n.
Describe the structure and functions of ribosomes. Define and
explain the role of ribozyme.
o.
Describe the process of translation (including initiation, elongation,
and termination) and explain which enzymes, protein factors, and
energy sources are needed for each stage. Explain the significance
of wobble.
p.
Describe the significance of polyribosomes.
q.
Explain what determines the primary structure of a protein and
describe how a polypeptide must be modified before it becomes
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fully functional.
r.
Describe what determines whether a ribosome will be free in the
cytosol or attached to the rough endoplasmic reticulum.
s.
Compare protein synthesis in prokaryotes and eukaryotes.
t.
Define “point mutations”. Distinguish between base-pair
substitutions and base-pair insertions. Give examples of each and
note the significance of such changes.
u.
Describe several examples of mutagens and explain how they
cause mutations.
Learning Activities:
These learning outcomes will be evaluated on Exam 5.
Equipment and Materials:
Textbook Assignment: Chapter 17
CD-ROM: Student Media
CyberEd. Inc. Multimedia CD-ROM: From DNA To Protein
CHAPTER EIGHTEEN: Regulation of Gene Expression
1.
Learning Outcomes
At the conclusion of these chapters, the student will be able to:
a.
Briefly describe two main strategies that cells use to control
metabolism.
b.
Explain the adaptive advantage of bacterial genes grouped into an
operon.
c.
Using the trp operon as an example, explain the concept of an
operon and the function of the operator, repressor, and corepressor.
d.
Explain how repressible and inducible operons differ and how
those differences reflect differences in the pathways they control.
e.
Describe how the lac operon functions and explain the role of the
inducer, allolactose.
f.
Distinguish between positive and negative control. Give examples
of each from the lac operon.
g.
Explain how cyclic AMP and catabolite activator protein are
affected by glucose concentration.
h.
Define differential gene expression. At what level is gene
expression generally controlled?
i.
Distinguish between heterochromatin and euchromatin.
j.
Explain how DNA methylation and histone acetylation affects
chromatin structure and the regulation of transcription.
k.
Define epigenetic inheritance.
l.
Describe the role of the transcription initiation complex.
m.
Define control elements and explain how they influence
transcription.
n.
Distinguish between general and specific transcription factors.
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Explain the role of promoters, enhancers, activators, and repressors
in transcriptional control.
Explain how eukaryotic genes can be coordinately expressed.
Describe an example of coordinate gene expression in eukaryotes.
Describe the process and significance of alternative RNA splicing.
Describe the processing of pre-mRNA in eukaryotes.
Describe factors that influence the lifespan of mRNA in the
cytoplasm. Compare the longevity of mRNA in prokaryotes and
eukaryotes.
Explain how gene expression may be controlled at the translational
and post-translational level.
Describe the formation of microRNAs (miRNAs).
Distinguish between small interfering RNAs (siRNAs) and
miRNAs.
What is the evolutionary significance of cellular RNA interference
(RNAi) pathways?
Describe the role of siRNAs in the formation of yeast centromeric
heterochromatin.
Name three interrelated processes that are responsible for
embryonic development.
Distinguish between determination and determination. Explain
why determination precedes differentiation.
Describe the molecular basis of determination.
Explain the relationship between differentiation and differential
gene expression.
Describe the two sources of information that instruct a cell to
express genes at the appropriate time.
Describe the role of myoD in skeletal muscle development.
Describe how Drosophila was used to investigate the basic aspects
of pattern formation (axis formation and segmentation).
Explain how maternal effect genes affect polarity and development
in Drosophila embryos.
Describe how morphogen gradients may specify the axes of
developing Drosophila embryos.
Distinguish between proto-oncogenes and oncogenes. Describe
three genetic changes that can convert a proto-oncogene to an
oncogene.
Explain how mutations in tumor-suppressor genes can contribute
to cancer.
Explain how excessive cell division can result from mutations in
the ras proto-oncogene.
Explain why a mutation knocking out the p53 tumor suppressor
gene can lead to excessive cell growth and cancer. Describe three
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ways that p53 prevents a cell from passing on mutations caused by
DNA damage.
ll.
Describe the set of mutations typically associated with the
development of cancer.
mm. Explain how inherited cancer alleles can lead to a predisposition to
certain cancers.
nn.
Explain how viruses can cause cancer. Name a tumor virus.
Learning Activities:
These learning outcomes will be evaluated on Exam 5.
Equipment and Materials:
Textbook Assignment: Chapters 18, 20
CD-ROM: Student Media
CyberEd. Inc. Multimedia CD-ROM: Microevolution
Biol 1406 Price Campbell 8th
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