Term
| Describe the basic structure (double helix, sugar-phosphate backbone, linked by complementary nucleotide pairs) of DNA, and describe its function in genetic inheritance. |
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Definition
A-T G-C double helix
Sugar phosphate backbone, nitrogenous base,
Everything is bonded at covalently except nitrogenous bases connected by hydrogen bonds
DNA ( deoxyribose nucleic acid) holds genetic information
Instructions for proteins |
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Term
| Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic code. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Distinguish among the end products of replication, transcription and translation. |
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Definition
DNA REPLICATION: occurs in the S-Phase of the cell cycle
1. Helicase (unzips) Double Helix's / Double Helix is anti parallel strands
2 strands: Leading and Lagging
Lagging- Primase gets area ready for fragments, Polymerase: puts on
fragments. 3' to 5' builds in segments (Okazaki) Glued Together by: Ligase
Leading Strand: 5' to 3' Continuously being built
DNA polymerase: builds nucleotides on the strand |
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Term
| Describe how the process of meiosis results in the formation of haploid cells. Explain the importance of this process in sexual reproduction, and how gametes form diploid zygotes in the process of fertilization. |
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Definition
Meiosis: (Mitosis x2) 2 divisions
Prophase, Metaphase, Anaphase, Telophase, Cytokinesis
~Reductions Division Decrease in chromosomes
1 diploid cell (46)-> 2 Haploid Cells (23)->4 haploid cells
Haploids= Gametes |
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Term
| Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic in an organism. Explain how mutations in gametes may result in phenotypic changes in offspring. |
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Definition
The mutation could be an insertion/addition, deletion
change in base pair could change codon which could change codon
~ change in shape of amino acid could mean a change in function
Substitution and deletion are the least harmful |
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Term
| Distinguish among observed inheritance patterns caused by several types of genetic traits (dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles). |
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Definition
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Term
| Describe how Mendel's laws of segregation and independent assortment can be observed through patterns of inheritance (e.g., dihybrid crosses). |
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Definition
Independent Assortment: mix and match of alleles, non-homologous chromosomes/ no influence on each other One allele per cell??
Ex. Scissors and markers
Law of Segregation: Separation of allele pairs during gamete formation (alleles could end up in different chromosomes) |
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Term
| Use a Punnet Square to determine the probabilities for genotype and phenotype combinations in monohybrid crosses. |
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Definition
| If both parents are dominant and at least 1 in homozygous, all offspring will be dominant. If both heterozygous, 75% offspring will be dominant(remember 9:3:3:1). Both recessive have all recessive offspring. Etc...(dominant with recessive) |
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Term
| Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection. |
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Definition
Fossil Records comparison
Molecular Biology (traces of diseases ex. hemophilia)
Natural Selection: best fit for environment survive and produce offspring |
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Term
| Describe species as reproductively distinct groups of organisms. Recognize that species are further classified based on morphological, behavioral and molecular similarities. Describe the role that geographic isolation can play in speciation. |
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Definition
| Species are reproductively distinct, meaning that reproduction can only occur within a species. This spearates it from other species. Geographic isolation that creates 2 separate populations of the same species (not able to interact) can lead to evolution of each species differently so that, eventually, they are entirely separate species. In this case, an organism from the first population could not reproduce with and organism from the second. This makes them reproductively distinct. |
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Term
| Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population. |
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Definition
| The population or species with the best adaptations and is most fit for the environment will live on, reproduce which wil pass on those favored traits. Diversity will decrease for the time being until the enviroment changes? |
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Term
| Describe homeostasis and describe the basic function of a physiological feedback loop. |
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Definition
| Homeostasis is the maintaining of stable equilibrium within the body by physiological processes. For example, the integumentary system maintains homeostasis in body temp when it is overheated by sweating, or secreting water through the epidermis to the surface of the skin to cool the body. A negative feedback loop occurs when some part of the body's internal environment changes from normal. A Sensor informs the Integrator which is usually the nervous system. The integrator which puts the body back to a normal state via the Effector. |
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Term
| Explain generally how the digestive system (mouth, pharynx, esophagus, small and large intestines, rectum) converts macromolecules from food into smaller molecules that can be used by cells for energy and for repair and growth. |
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Definition
| The enzyme salivary amylase in the saliva/mouth begins to break down starches into monosaccharides, (which are used for energy - carbs)as mechanical digestion crushes the food. The bolus is broken down further by other digestive enzymes such as pepsin in the stomach (which breaks down proteins into amino acids), pancreatic amylase (which breaks down starches into monosaccharides - carbs), and nuclease in the small intestine (which breaks down nucleic acids). As the bolus moves through the digestive system, these beneficial molecules are absorbed by the body after being broken down. |
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Term
| Explain how the circulatory system (heart, arteries, veins, capillaries, red blood cells) transports nutrients and oxygen to cells and removes cell wastes. |
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Definition
| To remove wastes, the blood is filtered through the kidneys or liver. Oxygen enters the bloodstream through the alveoli after the lungs take in air (respiration). Oxygen travels via hemoglobin on red blood cells. The blood is pumped through the veins by the heart. |
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Term
| Describe how the kidneys and the liver are closely associated with the circulatory system as they perform the excretory function of removing waste from the blood. |
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Definition
| The liver and kidneys perform similar functions in that they filter wastes out of the blood. The liver regulates levels of certain substances, such as various chemicals, in the blood. It filters blood of poisons and drugs. The waste products are excreted with a substance called bile. Within the kidneys, individual nephrons filter large molecules and water out of the filtrate (blood after entering the kidney)to be reabsorbed, while waste products such as excess fluids continue through the urinary tract to be excreted. The filtering process in a nephron occurs in the glomerulus. These processes relate to the blood because they filter the blood of wastes and toxins and restore molecules and substances that will benefit the body by sending them back into the bloodstream. |
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Term
| Explain how the respiratory system (nose, pharynx, larynx, trachea, lungs, alveoli) provides exchange of oxygen and carbon dioxide. |
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Definition
| Oxygen is taken in through the mouth and nose. It travels through x, y and z to get to the alveoli. The blood absorbs the oxygen and produces carbon dioxide which is exhaled. |
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Term
| Explain how the nervous system (brain, spinal cord, sensory neurons, motor neurons) mediates communication among different parts of the body and mediates the body's interaction with the environment. Identify the basic unit of the nervous system, the neuron, and explain generally how it works. |
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Definition
| Neurons "run" the nervous system with signals from bioelectrical impulses that travel between the brain and other parts of the body. Sensory neurons are found on the skin, in muscle tissue, etc and send these signals to the brain when they react to the environment. Motor neurons are the impulses that allow you to perform physical tasks such as movement. These signals travel from the brain to the part of the body that is being given the command. |
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Term
| Explain how the muscular/skeletal system (skeletal, smooth and cardiac muscles, bones, cartilage, ligaments, tendons) works with other systems to support the body and allow for movement. |
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Definition
| The nervous system sends signals to the muscles and bones to give commands for movement (motor neurons). The circulatory system delivers oxygen to the muscles and carries other vital materials throughout the body to allow for circulation and movement in the skeletal and muscular systems. |
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Term
| Explain the differences in how the nervous system and the endocrine system control communication in the human body. |
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Definition
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