Introductory material.
Supplemental Instruction
IowaStateUniversity / Leader: / Matt C.
Course: / Biol 313
Instructor: / Dr. Rodermel
Date: / 08/27/2017

Introduction: This worksheet discusses material covered in the first and secondlectures(08/21/2017 and 8/23/2017). Chapter 1examines these topics.

Concepts

  1. Genetics subdisciplines.
  2. Proving Darwin’s hypothesis.
  3. Vocabulary in genetics and model organisms.

Material

  1. Genetics subdisciplines.

While not the most important material we’ll cover this year, the branches of genetics are helpful in organizing and separating fields of genetics study. You’ll run into these in other classes you take at Iowa State.

  1. Describe the three branches of genetics.
  1. Each of the following scenarios best falls under one of the three branches of genetics. Pick which and briefly describe why.
  1. A researcher follows the evolution of lactose tolerance in human societies that domesticated cattle.
  1. A researcher recognizes distinct motility alleles differentiating virulent and non-virulent bacteria, and attempts to find genetic markers for the allele.
  1. Researchers analyzing the prevalence of increased beak depth in groups of finches on the Galápagos in relation to available seed size.
  1. A researcher investigates European royal lineages and the inheritance of hemophilia therein.
  1. A research group documents the proliferation of methicillin-resistant Staphilococcus aureus (MRSA) strains in hospital environments.
  1. Researchers study the process of histone modification.
  1. A researcher works to better describe the mechanism of crossing over during meiotic cellular division which leads to mutant phenotypes in offspring.
  1. A litter of puppies is verified to be purebred.
  1. A researcher uses genetic markers to advise an apple farmer on crosses to make to produce offspring that produce sweeter fruits.

2. Proving Darwin’s hypothesis.

This section will focus on Weismann’s and Mendel’s experiments.

  1. Why did August Weismann perform his experiment? What was he trying to disprove?
  1. Why did Weismann’s results disprove the previously held theory?
  1. You’ve now seen several scenarios in which you assume that pangenesis theory is correct and are asked to predict the outcome of a Weismann-like experiment. This time, make your own that would match pangenesis theory, but not with mice.
  1. What previously-held theory did Mendel’s work challenge? How so?

3. Vocabulary in genetics and model organisms.

Here is the mix of extra material from the first two lectures that will come up again.

  1. Understanding what makes good model organisms is important. Describe as many characteristics as you can about what makes a good model organism.
  1. Why might fruit flies be a better model organism than zebrafish? Why might zebrafish be better than fruit flies?
  1. Describe the difference between genotype and phenotype.
  1. What is an allele? What is a gene?

Things to do next

  • Focus your review on things that were difficult from this worksheet. If it was really challenging, don’t worry; these are meant to be tough and push your understanding of the topics we covered.
  • This material is fairly straight-forward. We’ll dig into tougher stuff soon though, so make sure you’re comfortable with this so it’s easier to review later.
  • If you have any questions, ask me in session, in class, or by email. I’m more than happy to help!
  • Next session will be onThursday(08/31/2017) from7:10 to 8:00 PM in Carver 0174. We’ll cover material from the next two lectures – focusing on DNA structure.