Chapter+12a - 3. Use the genetic code to demonstrate flow...

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Chapter 12 Gene Expression and Regulation The learning goals listed below are the broad concepts you should understand for this chapter. The learning outcomes list the concepts you should know or the things you should be able to do at the end of this unit. Some of the learning outcomes will be covered in class and the remainder you should achieve through reading, studying, and homework. Learning Goals and Intended Outcomes Learning Goal Learning Outcome(s) 1. Understand the relationship between genes and proteins. 1. Define key terms. (p.238 of text) 2. Describe the Beadle and Tatum experiments. 3. Explain the “one gene, one enzyme” observation. 4. Explain why “one gene, one protein” is a more accurate relationship. 2. Understand the conversion of genotype to phenotype. 1. Compare and contrast RNA and DNA structure. 2. Diagram the flow of genetic information from DNA to protein in eukaryotic cells.
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Unformatted text preview: 3. Use the genetic code to demonstrate flow of genetic information from DNA to protein. 4. Distinguish between /among frequently confused terms (e.g. transcription and translation). 3. Understand that information flow is regulated at multiple levels. 1. Name/list points of regulation along the information flow pathway. 4. Understand that not all mutations are bad (a common misconception) 1. Provide examples of the effects of mutations in the hemoglobin gene using Table 10-4 5. Appreciate universality of information flow in all eukaryotes. 1. Provide examples of information flow in fungi, plants, and animals. 6. Understand the role of gene expression and mutations in gender determination, reproductive system development, and aging. 1. Explain the role of the Y chromosome in gender determination. 2. Explain the cause of androgen insensitivity 3. Explain the cause of Werner syndrome....
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This note was uploaded on 08/23/2011 for the course BIO 1005 at Virginia Tech.

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