City Tech OpenLab



Textbook Study StrategyDavida S. SmythPLAN: Pre-Reading Strategies - Before you read itEstablish a good physical environment such as your bedroom, CityTech library, or Starbucks. Relax and set a positive attitude – it shouldn’t be a chore. Review instructions – follow them, do only as much as you have to. Review lecture notes – that’s what they’re for, download them and bring them to class so you can write on them, you can then review them. Set your purpose Preview the assignment Organize your thoughtsDetermine what you want to know when you finish readingDO: Reading Strategies - As you read itBe actively involved – imagine you’re reading a cool book like Harry PotterCheck your comprehension as you read – Stop, write words down as you go if you don’t understand them. Restate ideas in your own words – talk to yourself, write it down in your own words. Form mental pictures – this helps, imagine what you’re reading in your head. Compare what you are reading to what you know – you know some of the material already, build on what you know. Answer the questions you developed during pre-reading. Fix-up your comprehension when needed. Define unfamiliar words – At least try and find them using the glossary. Keep the problem on hold and hope it will clarify itself. Re-read a portion of the text. Compare information with notes or another source. Ask someone for help. REVIEW: Post-Reading Strategies – After you’ve read itConsolidate and integrate information – try and put it all together. Answer questions – Ask yourself questions or use those at the end of the chapterTest yourself. Participate in a study group – you never know, people can help. Space your review over time – don’t do too much. Twenty minutes at a time is good. Decide what else you need to know. Plan: Get your brain ready for learning. Establish a good environment. Perhaps not the living room with the television on. Find surroundings that help you concentrate. Relax and set positive mental attitude. Have confidence in yourself; know that you can read successfully and accomplish the goals you set. Review instructions. Check any comprehension guidelines you have been given such as "read this in preparation for tomorrow's lecture," or "read to see how this author differs from what I've said today," or "review all of the material we covered in preparation for the exam." Review any lecture notes. Reread any notes you have on this topic looking for topics or ideas you need to clarify, words you need to define, or names and dates you need to fill-in. Match the way you read to your purpose. Clarify your purpose before you begin to read, and you're more likely to be successful and less likely to waste time. Read what you have to read. Preview the assignment. To preview: read the chapter objectives, read headings/subheadings, read introductory and concluding paragraphs, read boldface and italic words and phrases, highlight/clarify unfamiliar vocabulary, examine graphics, and review end-of-chapter summaries and questions. Clarify what you want to know when you finish reading. If you don't read to find out something specific, you probably won't. One way to read for something specific is to phrase the chapter's objectives or headings/subheading as questions and then read to answer those questions. Do: Be active. Think. Don’t just passively read.Try and rethink things in your own words. At the end of a sentence or paragraph, rephrase the idea in your own words. Form mental pictures. Stop and build a mental picture in your mind of what the author is saying. If it helps, draw a picture/diagram/pare what you arc reading to what you know. Ask how does new information fit with what I know? Does it strengthen (reinforce), disagree with (contradict), or add new information? Answer questions. Connect what you are reading to the questions you need to answer. As you read, keep your objectives on hand, beside you.If you don't understand what you are reading, don’t panic, use one of these strategies to help you get back on track: Define unfamiliar words. Understand the words the author uses. Check the context, glossary, lecture notes, a dictionary, google it or ask someone. Use chapter objectives and headings/subheadings. Reread objectives and headings/subheadings for the unclear passage for ideas or concepts that help you to understand. Review related graphics. Reread any graphic and its explanation to see if it clarifies the text information. Look at videos online.Reread a portion. Try reading the sentence or paragraph again with the specific goal of clarifying your question. Keep the problem on hold and hope it will clarify itself. If the problem is just one sentence or paragraph, you can mark it and continue reading. It's possible the next sentence or paragraph will help you. Compare information with notes or another source. Find and read about the topic or idea in another book to see if a different approach helps your understanding. Ask someone. When you've clarified the vocabulary; reread the objectives, headings/subheadings, graphics, and unclear passages; review other information you have and if you still don't understand what you need to, ask someone for help. Review: (for perspective & memory) Reread thoughts you've organized and questions you've answered during reading. Make use of the work you did during your planning and reading. Answer questions. Write out or talk through the answers to the questions you set out in your plan. Consolidate and integrate information. Combine your knowledge, what you've gained from reading and your lecture notes to form one coherent picture. Participate in a study group. Join a group of classmates to talk about what you have read. Try reviewing concepts with one another, sharing notes, and taking practice tests. Test yourself. Make up a test on the material or have a classmate make one up and test yourself. Make a set of Question-Answer flash cards for a convenient carry-along review tool by writing the question on one side of a 3x5 card and the answer on the reverse side. Don’t stop now, continue the cycle Occasionally, on small assignments or familiar material, you will achieve your reading comprehension goals at the end of one plan>>do>>review cycle. On the other hand, when you're reviewing, don't be surprised to discover gaps in your knowledge. When you do, just develop a new plan that will help you fill in the gaps. Reread the portion of the assignment you need to get the information and then review, making sure to integrate the new information with what you already have. UNIT 1. INTRODUCTION TO BIOLOGY AND THE ORIGIN OF LIFE. (3 hours)A. INTRODUCTION: Reading assignments: Introduction to the course1-19Definition, Characteristics and Hierarchy of Life, Ecosystems and PopulationsThe Scientific MethodClassification and Naming347-350Darwin and Evolution271-288The origin of Life 327-346The geological Time ScaleCellular HistoryKingdoms and Domains351-361After attending lecture 1 and doing your assigned reading and assignments, you should be able to:Define biology and discuss its applications to human life and society.Distinguish between living and non-living things by describing the features that characterize living things.Construct a hierarchy of biological organization including individual and ecological levels.Contrast the five kingdoms of living organisms and cite examples of each group.Demonstrate use of the binomial system of nomenclature using several specific examples.Classify an organism such as a human being according to kingdom, phylum, class, order, family, genus and species.Explain the revolutionary aspects of Darwin's and Wallace's evolutionary concepts.Understand why natural selection is the driving force for evolution.Understand the processes involved in scientific discovery.Describe how a hypothesis is formulated and how it becomes a theory.Define variable and understand its involvement in a controlled experiment.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideB. CHEMICAL AND BIOLOGICAL EVOLUTION: Reading assignments: Darwin and Evolution271-288The origin of Life 327-346The geological Time ScaleCellular HistoryKingdoms and Domains351-361After attending lecture 2 and doing your assigned reading and assignments, you should be able to:Know the experimental evidence that supports the evolution of carbon-based life on earth.Understand the importance of the early cyanobacteria.Name (a) the three characteristics that distinguish a cell from a mere aggregation of molecules and (b) the two main characteristics that make Earth so hospitable to life.Explain the process of continental drift and plate tectonics.Describe the geological eras of the earth and name the dominant group(s) of animals and plants in eachDeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideC. BASIC CHEMISTRY: Reading assignments: Definition, Classification and Properties of Matter22Atomic Structure 22-23The Periodic Table23Isotopes24Electrons and Energy25Energy105-109Oxidation and Reduction114Chemical Reactions: Exergonic and endergonic107Activation Energy109Elements, Compounds, Molecules and Mixtures26-27Bonds: Weak and Strong26-28Importance and Properties of H2028-31Acids, Bases, pH and Buffers32-34Importance of Carbon37-40Organic versus Inorganic CompoundsThe HydrocarbonsFunctional GroupsIsomersAfter attending lectures 3 to 6 and doing your assigned reading and assignments, you should be able to:Differentiate between an atom, an element, a compound, a molecule and subatomic particles; given a list of such terms, you should be able to match them with appropriate phrases or synonyms - selecting at least 10 of a choice of 15 possibilities.Determine the pertinent characteristics (atomic number, atomic mass, location of protons, neutrons, electrons) of 15 of the first 20 elements in the periodic table.Indicate the relative chemical activities of eight out of ten of a given list of atoms (such as hydrogen, helium, boron, carbon, nitrogen, oxygen, sodium, chlorine, potassium, and calcium).Given at least three of five possible features of a theoretical atom - state the atomic mass and number.Indicate the chemical and biological significance of isotopes, selecting two from a list of five supplied to youDefine and give examples of electrovalence, covalence, non-polar, and polar covalent bonds, ionic bonding and hydrogen bonding.Contrast between and give four (4) examples of inorganic and organic compounds of biological significance.List the significance of water in living systems - indicating at least three important features.Differentiate between electrolytes and non-electrolytes and construct a chart of common examples of both - utilizing a list of common chemicals to be supplied to pare the degree of ionization between solutions of: NaCl, HCl, tap water, sucrose and starch.Given a list of salts, identify salts and possible buffers - illustrating their role in the living cell.Construct a pH scale, given a series of different concentrations of solutions, indicate:the scale or range of both the hydrogen and hydroxyl ion concentrationsthe location of weak and strong bases; the location of weak and strong acids.the pH range as seen in the human body.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideEXAMINATION IThis exam will cover from lecture 1 to 6BASICSTHE ORIGIN AND EVOLUTION OF LIFEINORGANIC CHEMISTRY IINORGANIC CHEMISTRY IIWATER and pH ORGANIC CHEMISTRYUNIT II. THE CELL: THE BASIC UNIT OF LIFE(12 hours) A. MACROMOLECULES: Monomers and polymers41-49Dehydration synthesis and HydrolysisCarbohydratesLipidsProteins49-53Enzymes and Metabolic Pathways107-113Nucleic Acids54-56ATP56After attending lectures 8 and 9 and doing your assigned reading and assignments, you should be able to:Name the four major types of organic molecules found in living organisms and tell what they all have in common.Define the term carbohydrate and distinguish between a monosaccharide, a disaccharide, and a polysaccharide.Describe the process of dehydration synthesis and hydrolysis, and explain why they are important in living organisms.Define the term lipid and list some of the roles played by lipids in the cell.Explain the difference between (a) a saturated and an unsaturated fatty acid, (b) a fat and an oil, (c) a phospholipid and a glycolipid, and (d) a steroid and a wax.Draw the basic structure of an amino acid, and explain the relationships between amino acids, proteins, and peptide bonds.Describe the levels of organization of protein in terms of its primary, secondary, tertiary, and quaternary structures.Define the term nucleic acid, give the subunits of a nucleotide, and name the two main types of nucleic acids found in living organisms.Explain why ATP is important and describe its general structure.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideB. CELLULAR STRUCTURE AND FUNCTION: Reading assignments: The Cell Theory60-64Methods of Studying CellsCellular Size LimitationsCell CompositionProkaryotic and Eukaryotic Cells65-69Cellular Evolution330-337Anaerobic and Aerobic CellsEndosymbiosisMulticellularityViruses, Bacteria and Archaea364-379Eukaryotic Cell Structure and Function67-84After attending lectures 10 to 11 and doing your assigned reading and assignments, you should be able to:State the components of the cell theory.Explain the difference between prokaryotes and eukaryotes, and give an example of eachGive reasons to explain why cells are generally very small; state the importance of multicellularity.Describe the components and basic structure of the plasma membrane, and explain what is meant by the fluid-mosaic model.Name the three main layers of the plant cell wall, and list the chemical components of each layer.Describe the general structure and function of the nucleus.Describe the basic structure and function of each of the following cell components: cytoplasm, vacuole, ribosome, endoplasmic reticulum, Golgi complex, lysosome, peroxisome, chloroplast and mitochondrion.List the components of the cytoskeleton, and describe its general role in the pare and contrast cilia and flagella in terms of their structure and function.List and describe the various junctions, linkages, and connections that occur between cells. DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideC. CELLULAR TRANSPORT: Reading assignments: Membrane Transport and Function89-91Passive Transport Processes91-94Active Transport Processes95-98Cell Surface Modifications98-100After attending lectures 12 and doing your assigned reading and assignments, you should be able to:Understand the biochemistry of phospholipids and how they are organized into membranes.Explain how a cell membrane regulates interactions within environments.Differentiate between diffusion, osmosis, and dialysis.Describe the solute/solvent movements into and out of a cell under hypertonic, hypotonic, and iso-tonic conditions.Explain and give examples of generalized endocytosis and exocytosisUnderstand the importance of selective permeability in biological systems.Differentiate among diffusion, facilitated diffusion and active transport.Describe the operation of the Na+- K+ pump.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideEXAMINATION IIThis exam will cover from lecture 8 to 12MACROMOLECULES IMACROMOLECULES IICELLSTHE EUKARYOTIC CELLMEMBRANES AND TRANSPORTUNIT III. ENERGY(12 hours) A. ATP AND OXIDATION-REDUCTION IN LIVING SYSTEMS: Reading assignments: Cells and the Flow of Energy104-106Metabolic Reactions and Energy Transformations107-108Metabolic Pathways109Organelles and the Flow of Energy113-115After attending lectures 14 and doing your assigned reading and assignments, you should be able to:Contrast potential and kinetic energy, and identify different forms in which energy can exist.Apply the first and second laws of thermodynamics to living organisms and to the ecosphere.Describe the energy dynamics of a reaction that is in equilibrium; explain the meaning of chemical formulas and equations and what they convey about reactants and products.Distinguish between endergonic and exergonic reactions, and explain how they may be coupled so that the second law of thermodynamics is not violated.Relate the chemical structure of ATP to its role in cellular metabolism.Explain the relationship between enzymes, catalysts, and the energy of activation.Use the terms active site, substrate, and induced-fit model to explain how an enzyme converts a substrate to a product.Define the term enzyme cofactor, and list the two main types of cofactors found in cells.Explain what is meant by a biochemical pathway, and state three reasons why such pathways are advantageous for cells.List the three components of an ATP molecule, and show how ATP, ADP, and AMP can be inter-changed.Use the terms hydrolysis, coupled reactions, and photophosphorylation to explain why ATP is called the cell's energy currency.Write a general equation illustrating hydrogen and electron transfer from a substrate to a hydrogen acceptor such as NAD+ or FAD+.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideB. CELLULAR RESPIRATION: Reading assignments: Cellular Respiration (Anaerobic)136-137Outside the Mitochondria – Glycolysis138-139Fermentation140-141Cellular Respiration (Aerobic)136-141Inside the Mitochondria 142-146The preparatory reactionCitric Acid CycleElectron Transport ChainMetabolic Pool147-148After attending lectures 15 and 16 and doing your assigned reading and assignments, you should be able to:State the significance of glycolysis and respiration for the cell.Summarize glycolysis by (a) naming the molecules with which the process begins and ends, (b) listing the number of ATP molecules put in and the number produced, (c) listing the number and type of coenzymes utilized, and (d) indicating where in the cell the process occurs.Summarize the KREBS cycle and its preliminary step by (a) explaining the role of coenzyme A, (b) explaining what happens to the carbon originally present in the pyruvic acid, (c) listing the number of ATP molecules produced, (d) listing the number and type of coenzyme utilized, and (e) indicating where in the cell the process occurs.Explain the difference between terminal electron transport and oxidative phosphorylation.Explain the key steps in chemiosmotic coupling, including the role played by the inner mitochondrial membrane.Account for the maximum number of ATP molecules produced by glycolysis and respiration.Explain the two principal types of fermentation reactions and explain their significance for cells.Define anabolism and catabolism and show their relationship to the pathways of glycolysis and respiration.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideC. PHOTOSYNTHESIS: Reading assignments: Photosynthetic organisms120-121The Process of Photosynthesis122-123Plant as Solar Energy Converters: Light Reactions124-126Calvin Cycle Reactions: Dark Reactions(Carbon Fixation)128-129Other Types of Photosynthesis130-131After attending lecture 17 and 18 and doing your assigned reading and assignments, you should be able to:Explain how the evolution of photosynthesis altered the atmosphere of the early earth and influenced the development of organisms.Discuss the nature of light, and give two reasons why visible light wavelengths are so well suited for life on earth; explain the physical basis for the green appearance of leaves.Name the major photosynthetic pigments, and list the various events that can happen when pigments interact with light.Describe the chloroplast structure.Describe the composition of the two main photo systems in photosynthesis, and explain how antenna pigments differ in function from reaction center pigments.Discuss the series of events that occur in the light-dependent reactions of photosynthesis, including the process of photophosphorylation, and list the main products of these reactions.Discuss the main events that occur in the Calvin-Bensen cycle, and tell the cycle must turn six times in order to generate a 6-carbon sugar.Explain the process of photo respiration, and describe the environmental conditions that favor this process.Discuss the C4 and CAM pathways; explain why C4 plants photosynthesize more efficiently than C3 plants.Describe the global carbon cycle.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideUNIT IV. THE GENE(14 hours)A. CELLULAR REPRODUCTION: Reading assignments: The Cell Cycle and Its Control154-156Mitosis and Cytokinesis157-161The Cell Cycle and Cancer163-165Prokaryotic Cell Division166-167Halving the Chromosome Number172-174Genetic Variation174-175The Phases of Meiosis176Comparison of Meiosis and Mitosis177-181The Human Life Cycle (Spermatogenesis and Oogenesis)180-182After attending lecture 19 and 20 and doing your assigned reading and assignments, you should be able to:Discuss the molecular composition of the eukaryotic chromosome.Explain the importance of cell division in the lives of organisms.Distinguish between the prokaryotic cell cycle and the eukaryotic cell cycle.Explain what is meant by the cell cycle.List the three parts of interphase, and explain the events that occur in each.Give examples showing how cell types differ in their regulation of the cell cycle.List the various components of the mitotic spindle, and explain the difference between a centromere and a kinetochore.Describe the role of the microtubule organizing center (MTOC).List the phases of mitosis, and describe the events that occur in pare cytokinesis in animal and plant cells.Discuss the relationship between mitosis and asexual reproduction.Explain the difference between fertilization and meiosis, haploid and diploid; somatic cell and gamete; and autosome and sex chromosome.Explain what is meant by a homologous pair of chromosomes, and tell what happens to homologous pairs during meiosis.Use examples to illustrate the relationship between meiosis and the life cycles of organisms.List the phases of meiosis, and briefly explain the major events that occur in each.Cite five differences between meiosis and mitosis.Discuss the relationship between sexual reproduction and genetic variability.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideEXAMINATION III This exam will cover from lecture 14 to 20ENERGYCELLULAR RESPIRATION ICELLULAR RESPIRATION IIPHOTOSYNTHESIS IPHOTOSYNTHESIS IIASEXUAL REPRODUCTIONSEXUAL REPRODUCTIONB. MENDELIAN GENETICS: Reading assignments: Gregor Mendel193-194Mendel’s Law195-201Human Genetic Disorders201-204Extending the Range of Mendelian Genetics205-210Multiple Allelic TraitsIncomplete DominancePleiotropyPolygenic InheritanceX-Linked InheritanceChanges in Chromosome Number and Structure183-188After attending lecture 22 to 24 and doing your assigned reading and assignments, you should be able to:Describe the general aspects of Mendel's experimental method, and explain why his work is considered so important.Define the following terms: gene, F1 generation, F2 generation, P generation, dominant, recessive, allele, homozygous, heterozygous, phenotype, and genotype.Explain the principle of segregation and the principle of independent assortment.Discuss the value of a testcross.Calculate expected phenotypic and genotypic ratios from various monohybrid and dihybrid crosses using the Punnett square method.Explain what is meant by incomplete dominance, codominance, multiple alleles, epistasis, poly-genic inheritance, and pleiotropy; give an example of each.Give two examples showing how the expression of genes is affected by the external environment.Explain what is meant by a sex-linked trait, and define the term linkage group.Discuss the meaning of recombination, and explain how recombinations are possible.Discuss how chromosomes are mapped; explain how giant chromosomes can be used to study changes in hereditary patterns.Distinguish among the following “mistakes” in meiosis: non-disjunction, deletion, duplication, inversion, and translocation; give an example of each.Distinguish among Down's syndrome, Klinefelter's syndrome, and Turner's syndrome.Know what amniocentesis is, and compare it to chorionic villus sampling.Distinguish between physiological therapy, protein therapy, and gene therapy.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideC. DNA - THE MASTER MOLECULE: Reading assignments: The Genetic Material 215-217DNA Structure 217-219DNA Replication220-221Prokaryotic versus Eukaryotic Replication222After attending lecture 25 and doing your assigned reading and assignments, you should be able to:Briefly describe the experiments that led to the discovery of DNA as the cell's genetic material.Describe the Watson-Crick model for the structure of DNA, and explain complementary base pairing.Outline the steps in DNA replication; explain the process of proofreading.State the evidence for the semi-conservative model of DNA replication.Outline the historical development of definitions and concepts of the gene, name the workers involved, and briefly discuss their methods.Distinguish chemically between DNA and varieties of RNA.Describe the form in which DNA stores hereditary information, and explain how DNA is able to contain so much information.Define the terms mutation, mutagen, and mutant; explain the importance of their discovery for genetics.Differentiate between the following: One gene-one enzyme and One gene-one polypeptide.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideD. PROTEIN SYNTHESIS: Reading assignments: The Genetic Code 223-224Transcription 225-227Translation228-232Structure of the Eukaryotic Chromosome233-234After attending lecture 26 and doing your assigned reading and assignments, you should be able to:List the major pieces of evidence that led to the hypothesis that DNA influences the production of proteins.Define and describe the process of transcription.Define introns and exons. Discuss their occurrence and possible roles.Summarize the sequence of events that occur in translation.Describe the functions of mRNA, tRNA, and rRNA.Distinguish between the processes of initiation, elongation, and termination in protein synthesis.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideE. REGULATION OF GENE ACTIVITY: Reading assignments: Prokaryotic 238-240Eukaryotic 241-247Regulation through Mutations247-250After attending lecture 27 and doing your assigned reading and assignments, you should be able to:Describe the role of the promoter, the operator, the structural genes, and the regulator in the prokaryotic chromosome.Describe the basic functioning of the lac operon and their differences. List the major differences between prokaryotic and eukaryotic gene regulation.Define histone, nucleosome, and looped domain.Distinguish between euchromatin and heterochromatin, and discuss how they are involved in gene regulation.Describe the four levels of regulation of gene expression in Eukaryotes: transcriptional, post-transcriptional, translational and post-translational regulation.Define the term mutation, and explain the difference among missense, nonsense, frameshift, and point mutation.Distinguish between germ-line and somatic mutations. Understand the link between mutation and diseases.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideF. DNA SCIENCE: Reading assignments: DNA Cloning255-257Biotechnology Products 258Gene therapy260Genomics261-266After attending lecture 28 and doing your assigned reading and assignments, you should be able to:Outline the primary techniques utilized in recombinant DNA experiments.Summarize the problems in isolating, identifying, and cloning a single gene.Explain the action of restriction endonucleases and DNA ligases, and describe how each is used in recombinant DNA technology.Explain what DNA clones are, and describe 3 techniques commonly used to obtain them.Identify the role of vectors in recombinant DNA technology and give several specific examples of such vectors.Explain the special measures that have been used to introduce genes experimentally into plant and animal cells.Define restriction-fragment-length polymorphisms (RFLPs), and give one example of the way RFLPs are used to diagnose human genetic disorders.Explain the purpose and scope of the human genome project.List at least 5 potential or realized applications of recombinant DNA technology.Summarize the concerns that have been named about recombinant DNA research and the policies that have been formulated to address these concerns.DeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideG. ANIMAL DEVELOPMENT: Reading assignments: Early Developmental Stages796-799Developmental Processes 800-804Human Embryonic and Fetal Development804-811After attending lecture 29 and doing your assigned reading and assignments, you should be able to:blahblahblahblahDeliverablesBig Picture: Insert?Key terms: Insert here?Pre lecture reading assignment – Make them read the textbookPost lecture-reading assignment – Make them understand what they did, why, what they got and what they learned – this becomes their study guideEXAMINATION IV This exam will cover from lecture 22 to 29GENETICS IGENETICS IICHROMOSOMESDNAGENE FUNCTIONGENETIC REGULATIONBIOTECHNOLOGY AND GENOMICSANIMAL DEVELOPMENT Behavioral Objectives BIO 1101 - LABORATORYLaboratory 1. The Microscope - Basic Skills: Briefly describe the different types of microscopes (compound light and electron microscopes)Know the parts of the light microscope and be able to relate the parts with their functions.Become familiar with the concepts of magnification, resolution, field, diameter of field and depth of field. Learn how to calculate the total magnification and the diameter of the field of view at various magnifications.Understand and apply the concepts of parfocal and autofocus. Be able to draw what you saw under the microscope and record your results.If available, prepare a wet mount of plant and/or animal material.Answer the review questions at the end of this exercise. DeliverablesBig Picture: Why are microscopes useful? Anything else?Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 2. pH Determination: Acids and BasesList a minimum of 4 safety procedures followed in the laboratory as outlined in the Laboratory Safety sheet of the laboratory manual. Show proper and safe use of the following: stirring plate, water bath, and measuring glassware.Distinguish between acids, bases, and salts; give 3 characteristics of an acid, and 3 characteristics of a base.Understand the use of the pH scale. Understand the mechanism of an equilibrium reaction and of the law of mass action and of LeChatlier's principle.The difference between strong and weak acids and bases.Explain the components and functioning of a buffer system.Explain how changes in pH can alter the charges on biological macromolecules.Understand the significance of buffer action in living organisms.Distinguish among pKa, isoelectric point, and zwitterion.Understand the theory and proper use of a digital pH meter.Successfully test buffered and non-buffered solutions; titrate acetic, and/or phosphoric acid, and successfully identify an unknown amino acid.Prepare a correctly labeled titration graph.DeliverablesBig Picture: What do you know about pH, why is pH important? Anything else?Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 3. Biotechniques – Chromatography. Measurements in Science (Metric System): Briefly explain the principle of paper chromatography.Distinguish between the fluid (mobile) phase and the paper (stationary) phase.Describe the proper procedure in the preparation of a chromatogram. Explain the concept of Rf (Retention Factor) value and be able to calculate it. Know why is ranges from 0 to 1.Identify unknown solutions based on their Rf value.Name the standard metric units of mass, volume and length.Convert English units of length, mass, and volume to their metric counterparts.Convert temperatures expressed in degrees Fahrenheit to degrees Celsius and vice versa.Explain the relationship between degrees Celsius and degrees Kelvin.Answer the review questions at the end of this exercise.DeliverablesBig Picture: What do you know about pH, why is pH important? Anything else?Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 4. Biologically Important Molecules (Carbohydrates and Lipids): Explain the relationship between dehydration synthesis and hydrolysis reactions with monomers and polymers.Define the characteristic of carbohydrates and lipids (chemical composition, structure).Discuss and demonstrate the procedures aimed at: reducing sugars detection (Benedict’s Test)starch detection (Iodine Test)lipid detection (Sudan IV, “Grease Spot” Test) Understand the importance of the use of controls in biochemical tests.Demonstrate a structural formula for the following:glucosestarchAnswer the review questions at the end of this exercise. DeliverablesBig Picture: What do you know about carbohydrates and lipids, relate it to food, diet and health? Anything else?Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 5. Biologically Important Molecules (Proteins, Nucleic Acids). DNA Isolation from Calf Thymus, Dische Test: Define the characteristics of proteins and nucleic acids (chemical composition, structure).Discuss and demonstrate the procedure aimed at protein detection (Biuret Test).Purify DNA from homogenized calf thymus.Perform a Dische’s Test to detect the presence of DNA in a solution.Identify the chemical composition of an unknown solution based on the detection methods learned.Understand the importance of the use of controls in biochemical tests.Answer the review questions at the end of this exercise.DeliverablesBig Picture: What do you know about proteins and DNA, relate it to food, diet and health? Anything else?Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 6. Quantitative Determination of Proteins (BIORAD, Colorimetric Background): Differentiate between qualitative and quantitative analysis and give one example of each.Demonstrate the proper operation of the spectrophotometer to measure absorbance of light by colored solutions. Explain how a spectrophotometer works.Construct a standard curve using the spectrophotometer and the samples of proteins of known concentration; determine the concentration of at least 3 unknown protein solutions.Understand how the Beer-Lambert Law applies to the measurement of different protein concentrations.Answer the review questions at the end of this exercise.DeliverablesBig Picture: Why do we care how much protein in present, relate this to the real world? Anything else?Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 7. Enzyme Kinetics: Write the general equation for enzyme action.Define what an enzyme is and describe its activity in cells.Differentiate between competitive and noncompetitive inhibition.Discuss the effects of varying environmental conditions such as pH, temperature and substrate/enzyme concentration on the rate of enzyme activity.Measure the time for the complete hydrolysis of starch by salivary amylase at 4 different temperatures.Measure the time for the complete hydrolysis of starch by salivary amylase at 4 different pH levels.Measure the time for the complete hydrolysis of starch by salivary amylase at 4 different substrate concentrations.Measure the time for the complete hydrolysis of starch by salivary amylase at 4 different enzyme concentrations.Explain the concept of enzyme specificity.Prepare correctly labeled activity graphs for the action of salivary amylase on starch under the varying conditions of temperature, pH, substrate concentration and enzyme concentration. Write a report. DeliverablesBig Picture: Why do we need enzymes, relate this to the real world? Anything else? Bacteria and enzymes. Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 8. Diffusion, Osmosis, and Active Transport: Explain the causes of Brownian movement; be able to recognize it and describe it.State a clear operational definition of diffusion, osmosis, dialysis, and active transport. List the factors controlling a substance's diffusion and contributing to its free energy; predict the direction and relative rates of diffusion of molecules of different sizes and concentrations.Explain how osmosis was demonstrated in the laboratory.Use the following terms in describing solutions and their relationships to each other: solute, solvent, and hypertonic, hypotonic, and isotonic solutions.Explain the difference between hemolysis and crenation of erythrocytes and tell how each may occur.Distinguish between turgor and plasmolysis of plant cells and explain how each was demonstrated in the laboratory.Answer the review questions at the end of this exercise.DeliverablesBig Picture: Diffusion and osmosis, membranes, relate this to the real world? Anything else? Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 9. Cellular Respiration (Anaerobic and Aerobic): Explain the chemical principles of oxidation and reduction.Define hydrogenase, oxidase, coenzyme, cytochrome, and substrate.Distinguish between glycolysis, fermentation, the HUB reaction, the KREBS cycle, and the electron transport system.Understand where and how much ATP synthesis occurs during aerobic cellular respiration. Distinguish between oxidative phosphorylation and substrate level phosphorylation.Evaluate yeast fermentation under different conditions by use of gas collection in fermentation tubes.Verify dehydrogenase activity in liver tissue; localize liver dehydrogenase activity in mitochondria.Understand the role of NAD in glutamic dehydrogenase activity.Localize the cytochrome system and verify their role in the electron transport system.Submit correctly labeled results and graphs for grading.DeliverablesBig Picture: Diffusion and osmosis, membranes, relate this to the real world? Anything else? Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 10. Photosynthesis: Understand the term photophosphorylation; distinguish between and between cyclic and non-cyclic photophosphorylation.Understand the light-independent reactions and its limiting factors; understand the reactions of the Calvin Cycle.Know the principles of spectroscopy and of the wavelengths of visible light, and how energy varies inversely with wavelength.Evaluate the rate of photosynthesis by monitoring oxygen production as light intensity varies.Analyze the action spectrum of photosynthesis by monitoring the rate of oxygen production as the wavelength of light is varied.Evaluate the necessity of light for photosynthesis by monitoring dependence of starch production on presence of light.Evaluate by the use of dyes the ability of isolated chloroplasts to produce reducing power by the proteolytic cleavage of water in the Hill reaction. Successfully evaluate the Hill reaction with light of different wavelengths.Perform an extraction of chlorophylls and accessory pigments and separate them by use of silica gel chromatography.Analyze the absorption spectrum of chlorophyll through spectrophotometric analysis of the previously prepared pare the action and absorption spectra of chlorophyll.Submit correctly labeled results and graphs for grading.DeliverablesBig Picture: Where would we be without photosynthesis? What about carbon fixation? Relate this to the real world? Anything else? Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 11. Principles and Practice of Agarose Gel Electrophoresis. Restriction Enzyme Digestion (Theory): Describe the components of a gel electrophoresis setup. Describe the process of gel electrophoresis and the basis by which nucleic acids and proteins can be separated using this technique.Cast a 0.8% agarose gel following the procedure described in the laboratory manual.Properly load a gel by practicing with different dye samples.Determine the migration pattern of 6 different dye samples and compare their positions with the idealized schematic representation provided at the end of the exercise.Understand the principles behind restriction enzyme digestion of DNA.Answer the review questions at the end of this exercise. DeliverablesBig Picture: Gel electrophoresis? Relate this to the real world? Anything else? Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 12. DNA FINGERPRINTING: Describe the importance of DNA (typing) fingerprinting in forensic laboratories.Review the function of restriction enzymes (endonucleases) and the importance of restriction enzyme recognition sites.Explain the importance of restriction fragment length polymorphisms (RFLPs) in DNA fingerprinting.Describe the procedure of Southern blot as it pertains to DNA fingerprinting.Name the sources of DNA samples that can be used as a source of DNA in forensic procedures.Cast and load a 0.8% agarose gel with the given DNA samples; run the electrophoresis at the specified voltage and time; stain the gel.Examine the gel and determine the guilty party; compare to the schematic given at the end of the exercise.Describe ways in which the technology of molecular biology is being used in industry, medicine, criminal justice, agriculture, and basic research.Answer the review questions at the end of this exercise.DeliverablesBig Picture: How do we use electrophoresis? Relate this to the real world? Anything else? Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 13. Mitosis (Replication of eukaryotic cells) and Meiosis (Reduction Division and Gametogenesis): Describe the events associated with the cell cycle.Name and describe the stages of mitosis with attention to the movement of chromosomes.Contrast the associated structures of animal and plant cell mitosis.Distinguish between the diploid and haploid number of chromosomes as they pertain to mitosis and meiosis.Name and describe the stages of meiosis I with attention to the movement of chromosomes.Name and describe the stages of meiosis II with attention to the movement of chromosomes.Contrast the behavior of chromosomes during mitosis to the behavior of chromosomes during meiosis.Discuss the relevance of meiosis to sexual reproduction.Discuss the relationship of meiosis and gametogenesis.Describe the events of spermatogenesis and pare the outcome of mitosis to the outcome of meiosis.Identify the stages of mitosis, meiosis I, and meiosis II in diagram form.Answer the review questions at the end of this exercise.DeliverablesBig Picture: How do we generate our cells? Our sex cells? Relate this to the real world? Anything else? Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 14. Genetic Problems. Human Variations: Define these terms in writing: gene, trait, alleles, homozygous, heterozygous, hybrid, recessive, dominant, incomplete dominance, multiple alleles, sex-linked genes, polygenic inheritance, carrier, genotype, phenotype, P, F1 and F2 generation, Punnett square, monohybrid cross, test cross and dihybrid cross.Interpret genetic data used in a monohybrid cross, and use these data to predict the phenotypes of the next generation.Interpret genetic data used in a dihybrid cross, and use these data to predict the phenotypes of the next generation.Solve genetic problems that involve recessive, dominant, incomplete dominance, sex-liked, multiple alleles, and polygenic inheritance.List the different A-B-O blood types, give the possible genotype(s) responsible for each phenotype, and solve problems involving blood types.Apply Mendel's laws to the inheritance of human facial characteristics.Recognize the role of probability in the inheritance of common human traits.Generate a set of data and compute the genotypic and phenotypic ratios.Answer the review questions at the end of this exercise.DeliverablesBig Picture: Mendels ? Relate this to the real world? Anything else? Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guideLaboratory 15. Mendelian Genetics: State Mendel's laws of segregation and independent assortment, and relate these to the laboratory exercise.Use the Punnett square or the forked line method for determining the genotypic and phenotypic ratios expected from any given cross.Determine, by counting corn kernels, whether the kernels were produced as a result of (a) a cross between two heterozygous plants, (b) a test cross with a heterozygous plant, (c) a test cross with a homozygous dominant plant, or (d) a cross between two homozygous recessive plants.Apply the Chi Square statistical method to verify the accuracy of the experimentally obtained data in today’s exercise.Answer the review questions at the end of this exercise.DeliverablesBig Picture: Genetic crosses and plants? Relate this to the real world? Anything else? Key terms: Insert herePre lab report – Make them read the manualPost lab report – Make them understand what they did, why, what they got and what they learned – this becomes their study guide ................
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