Biology
310 Spring
Semester, 2011
Principles of Genetics Norbert F. Belzer, Ph.D.
La Salle University H-237 (215-951-1250)
E-mail:
belzer@lasalle.edu
TENTATIVE LECTURE / LAB SYLLABUS
AND READING ASSIGNMENTS
Jan. 18 (T) - LAB:
Introduction and general information;
LECTURE MATERIAL - What is a 'gene'? (p. 2, 19, 43); REVIEW
of DNA & RNA: structure &
synthesis: The Genetic Code; Transcription & Translation (1;
6; 8)
19 (W) - LECTURE: REVIEW
of DNA & RNA: structure &
synthesis: The Genetic Code; Transcription &
Translation (1; 6; 8)
23 (M) – LECTURE: Chromosome
Structure (3.1,
3.4, 3.5)
24 (T) - LAB: LECTURE MATERIAL - Inheritance of Genetic
Material: Mitosis and Meiosis (3.2, 3.3); Basic Transmission Genetics ("Mendelian
Genetics"); Monohybrid and
Polyhybrid Crosses, Dominance and Lack of Dominance (2) Alleles & how they work; Multiple Alleles (2.1 to 2.6)
25 (W) - LECTURE: Basic Transmission
Genetics ("Mendelian Genetics"); Monohybrid and Polyhybrid Crosses,
Dominance and Lack of Dominance (2)
Alleles & how they work;
Multiple Alleles (2.1 to 2.6)
31 (M) - LECTURE: Basic Transmission Genetics ("Mendelian
Genetics");
Monohybrid and Polyhybrid Crosses, Dominance and Lack of
Dominance (2) Alleles & how they
work; Multiple Alleles (2.1 to 2.6)
Feb. 1 (T) - LAB:
Probability and Basic Transmission Genetics (+ problems) (15% of the lab
grade) Report due by 1:30 p.m. on FRIDAY, Feb. 11th. The answer key will be posted at that time and papers will be returned to you in class on
Feb. 14th. Late papers will
not be accepted.
2
(W) - LECTURE: Basic Transmission Genetics ("Mendelian
Genetics");
Monohybrid and Polyhybrid Crosses, Dominance and Lack of
Dominance (2) Alleles & how they work; Multiple Alleles (2.1 to 2.6)
7 (M) - LECTURE: Basic Probability; Pedigrees ("Family Trees")
and the Probability of Inheriting a Phenotype or Genotype (2.4, 2.5, 3.7)
8 (T) - LAB:
Beginning of Drosophila
Crossing Experiment;
Introduction to the fruit fly (Drosophila melanogaster):
Life Cycle, Sex and Mutant Recognition in the adult fly;
Details on culturing, crossing, handling, etc. (25% of
the lab grade) Report due no later than Tues., Apr. 18th. NOTE: All
materials issued for the Drosophila
crossing experiment must be turned in thoroughly clean. Failure to do so will result in an incomplete
grade for the course.
9 (W) - LECTURE: Basic Probability; Pedigrees ("Family Trees")
and the Probability of Inheriting a Phenotype or Genotype (2.4, 2.5, 3.7)
14 (M) - LECTURE: Some human genetic diseases (2.5;
pp. 9 to 14; p. 221)
15 (T) - LAB: FIRST EXAMINATION (Up to and including the material of Feb. 9th)
16 (W) – LECTURE: CATLAB Computer Simulation Exercise (20% of the
lab grade) Report due by Fri. April 8th
21
(M) - LECTURE: Quantitative Inheritance (15.1, 15.2); Gene Interactions (Epistasis, Collaboration,
Complementation, etc.) (2.7, 2.8)
22 (T) - LAB: Preparation of a slide of Drosophila virilis giant salivary gland chromosomes (15% of
lab grade) Slide due by 1:30 p.m. on Fri., Apr. 1st
23
(W) – LECTURE: conclusion of Quantitative Inheritance (15.1, 15.2); Gene Interactions
28
(M) - LECTURE: Eukaryotic Linkage, Crossingover and Gene
Mapping; New
Techniques for Locating & Mapping Genes
(4)
Mar.
3 (W) - LECTURE: conclusion of Linkage and Crossingover
LAB: Crossingover in the
Ascomycete fungus Sordaria fimicola (+
problems) (15%
of the lab grade) Report due by 2:00 p.m. on Wed., Mar. 16th. The answer key will be posted at that
time. Graded papers can be picked up on
Fri., March 18th. Late
reports will not be accepted.
Mar. 7, 8 and 9 - SPRING BREAK WEEK HOLIDAYS
14
(M) - LECTURE: Sex Determination, Sex Chromosomes &
Chromatin, Sex-Limited & Sex-Influenced Traits; Sex Chromosome Abnormalities (3.6;
5.1)
15 (T) - LAB: conclusion of Sex Determination, etc.
Continue work on previous lab
experiments
16
(W) - LECTURE: Continue work on previous lab experiments
21 (M) – LECTURE: Non-nuclear Inheritance; Interaction of
Genes and Environment; Genetic (Genomic) Imprinting: Epigenetics (14.10;
p. 316, 317)
22
(T) – LAB: SECOND EXAMINATION
(Up to and including the material of Mar. 15th
23
(W) – LECTURE: Non-nuclear Inheritance; Interaction of Genes and
Environment; Genetic (Genomic)
Imprinting Epigenetics (14.10;
p. 316, 317)
28 (M) - LECTURE: Genetic
Counseling, Uses and Limitations; Genetics of Behavior & Intelligence,
Heritability, Twin Studies (15.2)
29 (T) - LAB: topic to be
announced (10% of the lab grade) Report due by Mon., April 25th
30 (W) - LECTURE:
conclusion of Genetic Counseling, etc.
Apr. 4 (M) – LECTURE: Mutation (general); Point Mutations; Mutagens & Modes of Action; Detection & Repair of Mutations (7.2;
12)
5
(T) – LAB: Mutation (general); Point Mutations; Mutagens & Modes of Action; Detection & Repair of Mutations (7.2;
12)
6 (W) - LECTURE: Mutation at the Chromosomal Level
(Inversions, Translocations, etc.) (5.3)
Apr. 11
(M) – LECTURE: Mutation at the Chromosomal Level
(Inversions, Translocations, etc.) (5.3)
12 (T) - LAB: THIRD
EXAMINATION (Up to and including the material of Apr. 5th)
13
(W) – LECTURE: Mutation at the Chromosomal Level
(Inversions, Translocations, etc.) (5.3)
18
(M) – LECTURE: Mutation at the Genome Level (Ploidy Changes) (5.2, 5.4, 5.5)
19
(T) – LAB: Mutation at the Genome Level (Ploidy Changes) (5.2, 5.4, 5.5)
Apr. 20 (W) – LECTURE: Immunogenetics (9.8);
Genome Structure & Organization;
Transposable Genetic Elements
(7.1; 12.3)
Apr. 25 (M) – EASTER MONDAY HOLIDAY
28 (T) – Lab: Immunogenetics (9.8);
Genome Structure & Organization;
Transposable Genetic Elements
(7.1; 12.3); Cancer
(13); Aging
28 (W) – LECTURE: Immunogenetics (9.8);
Genome Structure & Organization;
Transposable Genetic Elements
(7.1; 12.3); Cancer
(13); Aging
?????? - FINAL EXAMINATION (comprehensive) (40% old - 60% new)
The purpose of this course is to give a basic understanding
of the multifaceted science of Genetics.
To do this we will touch on many different areas (classical inheritance
patterns, mutation, cytogenetics, biochemical and molecular genetics, etc.). When known, the causal forces for a
particular phenomenon will be discussed.
This course has no prerequisites other than a reasonably
good college-level introductory Biology course.
If you can add, divide, multiply and subtract, then you have sufficient
math skills. This course is no more
difficult than any other major's-level course in our department. However, since we are often dealing with
concepts in addition to facts, it is not advisable to get behind. This material does not lend itself to
cramming. Although many of the questions
in the exams will not be of the type found at the end of the chapters, you may
find doing these problems and questions will give you a familiarity with the
material which ultimately will prove helpful.
Readings in the text are required (not simply suggested).
You are expected to be present for all lectures,
examinations, and scheduled laboratory sessions. There are no "cuts" - only excused
absences. If you miss a lab session, see
me immediately. Please note that there
is only the one lab section. In some
instances it may not be possible to make up a lab, even with a valid excuse,
due to the type of material.
Make-up exams will be given only for very good reasons
(death in the family, illness under the care of a physician, etc.). If a valid excuse is not presented for missing
a lab or exam, a grade of zero (0) will be assigned.
* * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * *
ESSENTIAL GENETICS
by Daniel L. Hartl, 5th
ed., 2011, Jones and Bartlett, Publ.
* * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * *
Regular
Examinations (3) ------------------------- 60%
Final
Examination (Comprehensive) ---------------- 15%
Laboratory
Work ---------------------------------- 25%
IMPORTANT
NOTE: This course will be graded on a +/- basis. At the
end of the semester your grade will be submitted to the registrar as A, A-, B+,
B, B-, etc. The cutoffs for each level
are as follows:
93-100 =
A 87-89.99 = B+ 77-79.99 = C+ 67-69.99 = D+
90-92.99 = A- 83-86.99 = B 73-76.99
= C 60-66.99 = D
80-82.99
= B- 70-72.99 = C- below 60 = F
Academic
Dishonesty of any type will not be tolerated.
Cheating in an exam results in a ZERO (0) for the exam. Cheating in lab (copying
lab reports, excessive collaboration, etc.) results in a ZERO (0) for that lab. More than one infraction in lab will result
in a ZERO (0) for the lab portion of the course.
Lab
papers will be graded primarily on their scientific content and
correctness. However, spelling, grammar,
maturity of expression and neatness are also very important. Numerous errors / infractions can result in
as much as a full letter grade penalty.
If excessively sloppy, etc. an assignment may be refused resulting in a
grade of zero (0).
The
grade you receive on an exam or lab exercise represents my evaluation of your
performance / achievement. This grade is
given after careful consideration of your work with what I feel can, and
should, be done by college students at your level. There is no minimum number, or maximum
number, of A's, B's, etc. for the class.
A letter grade as well as a numerical grade will be assigned to
each examination. This enables you do
determine where you stand at any time during the semester. Do not expect additional 'adjustments' at the
end of the semester. While the 'curve'
could vary slightly from exam to exam, it generally falls at 60 (for the lowest
D), 70 (lowest C-), 80 (lowest B-), and 90 (lowest A-). Lab reports will be marked on a 90, 80, 70,
60 scale for A-, B-, etc. The instructor
reserves the right to adjust the grade scale at the end of the semester. Under no circumstances will the scale be
raised. However, do not expect 'curving' at the end of the
semester. Unexcused absences will be a
consideration if you are ‘borderline’ at the end of
the semester.
Questions
concerning grades for a lab report or for an exam should be brought to my
attention within one week after the assignment has been returned. Normally no adjustments will be considered
after that time.
* * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * *
GENETICS LABORATORY
The purpose of the lab is to acquaint you
with some of the terms, materials, organisms and techniques that are used by
geneticists. Even after reading
textbooks and listening to lectures concerning many of these things, there is
often only a superficial (at best) understanding of these things. Some things as familiar as Mendel's Peas or
eye color in Drosophila often are not clearly visualized until one
actually works with them.
The transmission of biological information
from parent to offspring was an essential factor in the development of living
organisms and has involved the evolution of genetic mechanisms. These mechanisms were apparently established
early enough so that they are shared by virtually all groups of organisms. We could study Homo sapiens in the lab, but in genetic studies it is important to
observe several generations and to study a large number of individuals in order
to furnish a reliable basis for drawing conclusions. Consequently, organisms with short life
cycles, that are easy to raise, and produce many offspring, are preferred for
genetic studies. Among some of the
better known organisms are Drosophila
(the fruit fly), many bacteria and viruses, fungi (yeast, Sordaria and Neurospora), small mammals (hamsters,
mice and rats) and fast growing plants such as Pisum (pea) and the newer 'Wisconsin' fast plants (Brassica sp. and Arabidopsis sp.)
During the course of the semester you will
have the opportunity to work with at least two commonly used organisms in
Genetics - Drosophila (the fruit fly)
and Sordaria (an ascomycete fungus).
FULL
FORMAT REPORTS are to be handed in for some experiments. Those requiring a full format (the Drosophila Crossing Experiment and the
Computer Simulation Report) will use the format below. Precision, neatness, and attention to detail
are important in the lab. It is expected
that lab reports will be turned in on time, will be done neatly and written in
a manner befitting an upper division university student.
INTRODUCTION:
a short statement of the general problem, the particular purpose of the
experiment and the hypothesis (hypotheses) being tested
METHODS AND MATERIALS: what was done during the experiment (e.g. -
the type of organism used, the type of mutant studied, the general techniques
that were used, etc.
RESULTS:
what was found during the experiment (usually can be recorded in a table
of some kind); includes a statistical analysis of data, where applicable
DISCUSSION:
explains the connection between the results and the hypothesis
(hypotheses) that are offered to explain them
SUMMARY:
a short and to the point summation of what the experimenter set out to
do, what was done, and what was found
LITERATURE CITED: articles and books cited in the report (if any) must be cited using the citation method found in The American Journal of Botany (available in our library or from NFB).
The lab is to be kept neat and clean at all
times. Food and beverage are not
permitted in the laboratory. Please keep
safety in mind at all times when working in the lab. Use eye protection when adding ether to the
etherizers or when performing any experiment with chemicals involved.
The lab will be open for your use at any reasonable time except when lab for another class is in session.
BEFORE YOU BEGIN:
LISTEN
to the instructor in the event oral instructions or guidelines are being
given. Then take a few seconds to look
through the ENTIRE test.
**
QUICKLY decide on the order in which you will answer the questions. Sometimes the order in which they are asked
is not the best order for you.
**
BUDGET YOUR TIME!!!!! Determine how much
time you are willing to give to each question or set of questions.
**
Check the back of pages to make certain you do not miss any questions.
DIRECTIONS:
READ & FOLLOW the directions in the test. Note HOW the questions are to be answered.
** Do
you have to answer them in a specific order?
** Do
you have options?
** Do
you have space/length limitations? (e.g. "answer in the space
provided")
** Are
there special symbols to be used? (e.g. in a true
false section you might be required to use the symbols "T/F" or
"+/-" or "+/0")
**
Answer the question that is being asked, not one of your own design. (e.g. providing a
"function" for an item is very different from providing a
"definition" of it)
DEFINITIONS:
** An
EXAMPLE does not qualify as a definition.
(e.g.
"An oak" is not the definition of a tree.)
** A
DESCRIPTION does not qualify as a definition.
(e.g.
"something that is tall and branched with
leaves on it" certainly might DESCRIBE a tree but does not tell you WHAT
it is. It is an organism.)
** A
definition should EXCLUDE all terms that might be similar in meaning to the
term being defined. (e.g. "a rigid,
woody, columnar structure rising from the ground" is not a definition of a
tree. This so-called definition does not
exclude a clothes pole, support for a beach house, etc.)
**
Unless the term specifically relates to time, the word "when" usually
should not occur in the definition. (e.g. "A tree is
WHEN something woody grows out of the ground" suggests that a tree is an
interval of time while in reality it is an object.)
MULTIPLE
CHOICE AND TRUE-FALSE QUESTIONS:
**
Read the question carefully. Does it ask
“which is” or “which is not”? Did it say
always, sometimes, etc.?
**
Eliminate those choices which you can.
** Do
not read more into a question than is there.
** Be
very careful about changing answers.
Numerous studies have shown that when changing answers one is much more
likely to go from incorrect to incorrect OR correct to incorrect rather than
from incorrect to correct.
SHORT ANSWER
/ ESSAY / PROBLEM QUESTIONS:
**
Again, careful reading of the question is important. Do you really know what is being asked of
you? You do not want to waste time and
space on inane or extraneous material.
**
Think for a minute or two before you begin to write. Organize your thoughts. Ultimately this actually saves time!
**
Write neatly and coherently. If it is
not readable or if the meaning is unclear or ambiguous, you could lose some or
even all credit.
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* * * * * * * * * * *
SOME IMPORTANT STUDY
TIPS
The
‘rule of thumb’ for study time is that college courses require two (2) hours of
study, report writing, library work, etc. for each hour of class. Needless to say this will vary from course to
course and from person to person.
However, this is a good general rule to follow.
Read
ahead! It is usually quite beneficial to
‘familiarize’ yourself (not ‘study’ or ‘memorize’) with the material before
class. This usually makes the material,
when covered in class, more meaningful.
It can sometimes save on note-taking because you know that a particular
piece of information is in the text. You
can then spend more time understanding and less time frantically jotting down
notes.
Review
your notes and carefully read assigned materials as soon as possible after a
lecture. Do not let the material get
‘cold’. Stay up with things. Do not count on cramming just before an exam.
It
often helps to study / review with one or two people. Learning is a cooperative process. If you missed something in class, maybe
another picked it up. Note, however,
that ‘group’ study is not a replacement for individual study. Group study is useless if you are not at
least familiar with the material and able to contribute to, as well as benefit
from, the group interaction.