Bacterial Transformation

Go HERE

Gel Electrophoresis

Gel Electrophoresis Simulation...

1. Go HERE
2. As you go through the tutorial, answer the questions in complete sentences on a separate sheet of paper to be turned in.

Chap 15 Lecture Notes are HERE.

14.5: Mutations of One or a Few Nucleotides Can Affect Protein Structure and Function

14.5: Mutations of One or a Few Nucleotides Can Affect Protein Structure and Function

You Must Know: 

• How mutations can change the amino acid sequence of a protein and be able to predict how a mutation can result in changes in gene expression.

Key Terms: Point Mutations, Missense Mutations, Nonsense Mutations, Silent Mutations, Insertions, Deletions, Frameshift Mutation, Mutagens

Bellwork: Watch and take notes on " Mutations: The Potential Power of a Small Change" Amoeba Sisters video.

READING of Concept 14.5: Pages 298-300

1. Define the Key Terms above.

FROM PAGE 298-299

2. Create a graphic organizer that summarizes the 3 main types of point mutations (silent, missense, and nonsense).
3. Decide which type of point mutation typically leads to non-functional proteins.

FROM PAGE 300

4. Create a graphic organizer that summarizes the 2 main types of frameshift mutations (insertion and deletion).
5. Explain why frameshift mutations can have such potentially disastrous effects on the resulting proteins.
6. Describe 1 example of a physical mutagen.
7. Research and describe 1 example of a chemical mutagen that might be present in your home.
8. Explain the connection between carcinogens and mutagens.
9. The template strand of a gene includes this sequence: 3'-TACTTGTCCGATATC-5'. It is mutated to 3'-TACTTGTCCAATATC-5'. For both versions, draw the DNA (infer the coding strand), the mRNA, and the encoded amino acid sequence. What is the effect on the amino acid sequence? Determine which type of mutation this is.
10. Define what a gene is.

Chap 14: From Gene to Protein

Go HERE to transcribe and translate a gene. Answer the following objectives.

1. State the 2 processes that all living things use to read the information in DNA and build proteins.
2. Explain what each gene in a cell's DNA codes for.
3. Briefly explain what happens during transcription.
4. Briefly explain what happens during translation.
5. Describe what proteins do.
6. Sequence the flow of genetic information into proteins.
7. State where in the cell transcription takes place.
8. Infer why transcription takes place in the nucleus.
9. Describe the role of RNA Polymerase in transcription.
10. Describe where the mRNA strand goes.
11. State where in the cell translation takes place.
12. Describe how the instructions in an mRNA strand are read.
13. State which organelle "reads" the mRNA strand.
14. Define codon.
15. Explain the role of tRNA in translation.
16. Define anticodon.
17. State the building block of proteins.
18. Explain what is special about the mRNA codon AUG.
19. Explain what determines the final shape of the protein.
20. Explain what happens when the ribosome reaches a stop codon.
21. Explain what must happen for the chain of amino acids to become a complete and functional protein.

Lecture notes are HERE

13.3: A Chromosome Consists of a DNA Molecule Packed with Proteins

13.3: A Chromosome Consists of a DNA Molecule Packed with Proteins

You Must Know: 

• The general differences between bacterial chromosomes and eukaryotic chromosomes

Key Terms: Nucleoid, Chromatin, Heterochromatin, Euchromatin

Bellwork: Watch and take notes on " What is a Chromosome" Stated Clearly video.

IN CLASS READING of Concept 13.3: Pages 267-269

1. Define the Key Terms above.

FROM PAGE 267

2. Decribe the main component of the genome in most bacteria.
3. Determine whether the nucleoid in bacteria is surrounded by a membrane or not.
4. Calculate the total length of DNA in one human somatic cell in centimeters and then convert to feet.
5. List the 2 main biomolecules found in a eukaryotic chromosome.

FROM PAGE 268-269

6. Explain what happens to DNA's ability to be transcribed as it becomes more highly packaged.
7. Create a t-chart comparing heterochromatin with euchromatin, being sure to include which form can be transcribed and which one cannot. 

13.2 :Many Proteins Work Together in DNA Replication and Repair

13.2 : Many Proteins Work Together in DNA Replication and Repair

You Must Know: 

• That replication is semiconservative and occurs 5' to 3'
• The roles of DNA polymerase, ligase, helicase, and topoisomerase in replication. (LO 3.3)

Connect with the Curriculum Framework

• BIG IDEA 3 - Be able to use a model to illustrate how genetic information is copied for transmission between generations. (LO 3.3) Know the roles of the enzymes involved in DNA Replication

Key Terms: Semiconservative Model, Origins of Replication, Replication Fork, Helicases, Topoisomerase, DNA polymerases, leading strand, lagging strand, Okazaki fragments, DNA Ligase, Mismatch repair, Nucleotide excision repair, nucleases, telomeres

Bellwork: Watch and take notes on "DNA Replication" Amoeba Sisters video.

IN CLASS READING of Concept 13.2: Pages 259-267

1. Define the Key Terms above.

FROM PAGE 260

2. Explain what it means for DNA Replication to be semiconservative, and draw a simple drawing, using different colors, to demonstrate this.

FROM PAGE 261

3. State where DNA Replication begins along a DNA molecule.
4. State the enzymes that untwist the DNA, creating a replication fork.
5. Explain the role of Topoisomerase during DNA Replication.

FROM PAGE 262
6. State the name of the group of enzymes that catalyze the elongation of new DNA at the replication fork.
7. Decide which end (3' or 5') of the preexisting chain new nucleotides are added to. 

FROM PAGE 263-264
8. State the only direction in which the new DNA strand can elongate. 
9. Explain how the fact that DNA is antiparallel leads to there being a leading strand, and a lagging strand.
10. Decide which strand (the leading or lagging) is copied in a simpler way.
11. Describe how the lagging strand is synthesized using Okazaki fragments and DNA ligase.

FROM PAGE 266
12. State the fundamental reason that contributes to the accuracy of DNA replication.
13. Explain how DNA Polymerases contribute to the accuracy of DNA replication while they are adding new nucleotides to the growing strand.
14. Describe mismatch repair.
15. Explain the role of nucleases in nucleotide excision repair.
16. State the type of cell in which a mutation has to happen in if that mutation will be passed from generation to generation.

FROM PAGE 267
17. Explain the relationship between the fact that DNA Polymerases can only add nucleotides to a the 3' ends of pre-existing polynucleotides and telomeres.
18. Go HERE to watch a short video on the immortal (yes, immortal!) HeLa cells.
19. Explain how the enzyme telomerase might make cells immortal.

13.1: DNA is the Genetic Material

13.1 : DNA is the Genetic Material

You Must Know: 

• The knowledge about DNA gained from the work of Griffith; Avery, Macleod, and Mccarty; Hershey and Chase; Wilkins and Franklin; and Watson and Crick

Key Terms: DNA Replication, Transformation, Bacteriophages, Virus, Double Helix, Antiparallel, 

Bellwork: Watch and take notes on "What is DNA?" video.

IN CLASS READING of Concept 13.1: Pages 253-259

1. Define the Key Terms above.

FROM PAGE 254

2. Explain what, until the 1940s, made most biochemists think that proteins would be the molecules of heredity.

 Go HERE to read about the History of DNA. Read the main concept page and then click on the "Animation" link. As you follow through, complete the objectives below.

3. State the name of the scientist who was studying the transforming principle and the organism he was studying.

4. Use a Venn Diagram to compare and contrast the 2 types of bacterial colonies being studied.

5. Explain what happens to the bacteria when it is exposed to heat.

6. Describe the astonishing result Griffith obtained from co-injecting both the heat-killed S strain and the R strain into mice.

7. Summarize Griffith's conclusion from his experiments.

8. Define the words lyse and lysate.

9. List the 4 parts of the bacteria that Avery tested to see which one was the transforming factor.

10. Briefly summarize the method Avery used to test these 4 parts.

11. State the conclusion that Avery drew from his experiments. Which molecule was shown to be the transforming principle?

From page 255

12. Summarize how the Hershey-Chase experiments utilized radioactive isotopes to provide evidence that DNA was the genetic material, not protein.

From page 256

13. Describe Chargaff's observations about the DNA composition in different organisms. 

14. State Chargaff's Rules.

From page 257

15. Describe 2 pieces of information that Rosalind Franklin's x-ray diffraction photo of DNA suggested about the structure of DNA.

From page 258-259

16. State the names of the 2 scientists who were the first to solve the puzzle of the structure of DNA. 

17. Describe the following terms related to DNA and use them in a sketch of the structure of DNA: 

Deoxyribose, Phosphate, Adenine, Thymine, Cytosine, Guanine, Antiparallel, 5' and 3' ends, Nucleotide, Double Helix
18. Describe how base-pairing rules confirm Chargaff's observations about DNA composition.

Blood Typing Game

Please get out a sheet of paper that you will turn in.

Go HERE for a fun blood typing game. Try not to kill anyone!!

For each patient (3 total), create a chart that shows the following:

• The patients blood type and an explanation of how you determined it.
• All the types of blood that patient can receive.
• An explanation of why that patient could safely receive that blood type.

Please turn in your paper.

Corn Genetics and Chi Square

Go HERE for the worksheet. Please place answers on a separate sheet of paper.

More Punnett Squares!

1. Go HERE to access your Punnett Square worksheet.
2. Complete your answers on a separate sheet of paper (or print it out)and be ready to turn it in next class.
3. Please write down the genotypes of the parents for each cross.
4. Make sure you include the genotypic and phenotypic ratios for each problem.
5. Use the shortcuts if you know them! It saves lots of time!
6. Don't do the concept map at the end.


If you want to watch a review video on Mendelian Genetics, go HERE.

Mendel and the Gene Idea

Lecture notes HERE

Homework HERE

10-3 & 10-4: Meiosis Reduces the # of Chromosomes sets from Diploid to Haploid, and Genetic Variation Produced in Sexual Life Cycles Contributes to Evolution

10-3 & 10-4: Meiosis Reduces the # of Chromosomes sets from Diploid to Haploid, and Genetic Variation Produced in Sexual Life Cycles Contributes to Evolution

Key Terms: Meiosis I, Meiosis II, Crossing Over, Chiasmata, Synapsis, Recombinant Chromosomes, 

BELLWORK: Watch and take your own notes on the Meiosis Amoeba Sisters video.

IN CLASS READING of Concept 10.3 and 10.4: Pages 205-212 in your text.

From page 205:

1. Explain one way that Meiosis is like Mitosis.
2. State the number of cell divisions that take place in Meiosis.
3. State the # of daughter cells produced by Meiosis.
4. State the number of chromosomes present in a cell produced by Meiosis (in relation to the parent cell).

From page 206:
5. State the phase of Meiosis I in which crossing over occurs.
6. Explain the result, genetically speaking, of crossing over.
7. Decide whether a cell goes from diploid to haploid during Meiosis I or Meiosis II.
8. Explain what chiasmata are.

From page 208:
9. Paraphrase the summary of crossing over and synapsis seen in figure 10.9. Include simple drawings, too.
10. List and summarize 3 events that are unique to Meiosis.

From page 209:
11. Create a table or chart that compares and contrasts Mitosis with Meiosis (see lower part of fig. 10.10)

From page 211:
12. Summarize how crossing over increases genetic diversity.
13. Summarize how the independent assortment of chromosomes increases genetic diversity.

From page 212:
14. Summarize how random fertilization increases genetic diversity.
15. State the original source of variation among alleles.
16. Explain the connection between sexual reproduction, genetic variation, and natural selection.

10-1 & 10-2: Offspring Acquire Genes from Parents by Inheriting Chromosomes, and Fertilization and Meiosis Alternate in Sexual Life Cycles

10-1 & 10-2: Offspring Acquire Genes from Parents by Inheriting Chromosomes, and Fertilization and Meiosis Alternate in Sexual Life Cycles

Key Terms: Heredity, Variation, Genetics, Genes, Gametes, Somatic Cells, Locus, Asexual Reproduction, Sexual Reproduction, Life Cycle, Karyotype, Homologous Chromosomes (Homologous Pair), Sex Chromosomes, Autosomes, Diploid Cell, Haploid Cells, Fertilization, Zygote, Meiosis

BELLWORK: Watch and take your own notes on the Chromosomes and Karyotypes Amoeba Sisters video.

IN CLASS READING of Concept 10.1 &10.2: Pages 200-205 in your text.

From page 201:

1. Explain the importance of genes to heredity.
2. State the biological polymer in which the genetic program is written.
3. Describe what most genes program a cell to do.
4. State the vehicles that transmit genes from one generation to the next (in animals and plants)
5. State how many chromosomes humans have in their somatic cells.
6. Draw an pair of a homologous duplicated chromosomes and label the sister chromatids and the centromere. (see part of figure 10.3, on page 202)
7. To your drawing, label a locus of a gene (infer this from your understanding of a locus)
8. Categorize the following statements as pertaining to Asexual Reproduction or Sexual Reproduction: single parent, gives rise to a clone, 2 parents, offspring arise by mitosis, offspring arise by fertilization, results in greater genetic variation, genome of offspring is virtually identical to genome of parent, genetic differences may arise as a result of mutations in DNA
9. Research 1 multicellular, eukaryotic organism not mentioned in your book that can reproduce asexually. Briefly describe it.

From page 202:
10. Describe what a life cycle is.
11. Briefly describe how a karyotype is made.
12. Decide whether homologous chromosomes are similar or identical.
13. Explain why homologs show a similar staining pattern in a karyotype.

From page 203:
14. Compare and contrast sex chromosomes with autosomes.
15. List the sex chromosomes of a female and those of a male.
16. Describe how the 46 chromosomes found in a human cell are actually 2 sets.
17. Categorize the following statements as pertaining to Diploid or Haploid: 1) Somatic cells.  2) Gametes.  3) n.  4) 2n.  5) 2 copies of each chromosome.  6) 1 copy of each chromosome. 7) Created by mitosis. 8) created by meiosis
18. Draw the human life cycle including the following terms in their appropriate position: Meiosis, Fertilization, Ovary, Testis, Sperm, Egg, Haploid Gametes, Diploid Zygote, Mitosis and Development, n, 2n, multicellular diploid adults.
19. Predict the number of chromosomes in a somatic cell of a pea plant if its sperm has 7 chromosomes.
20. Predict the number of chromosomes in a gorilla sperm cell if the diploid number is 48.
21. Predict the sex of the organism with the karyotype found HERE.
22. Go HERE to see if you can match homologous chromosomes to make a karyotype.

Unit 4 Topic 5: Feedback

Go HERE for the Bozeman video

Please complete the worksheet as you watch.

Unit 4: Topic 1 Cell Communication and Topic 2 Introduction to Signal Transduction

ENDURING UNDERSTANDING:

Cells communicate by generating, transmitting, receiving, and responding to chemical signals.

Bellwork: 1 minute essay about cell communication

Go HERE to watch the Amoeba sisters intro to cell signaling.

1. Describe the ways that cells can communicate with one another.
2. Explain how cells communicate with one another over short and long distances.
3. Describe the components of a signal transduction pathway.
4. Describe the role of components of a signal transduction pathway in producing a cellular response.

Watch the Bozeman video on Signal Transduction HERE.

Fill out the worksheet as you watch