Upon completion of unit 2, students
should be able to:
1. Distinguish between X linked and Y linked inheritance.
(5)
2. Describe nondisjunction and explain its effect on births
to older women. (5)
3. Compare and contrast the XY and WZ systems for sex determination.
(5)
4. Compare and contrast the mode of sex determination in
fruit flies and humans. (5)
5. Describe the method by which linkage of genes is determined.
(8)
6. Calculate recombination frequencies and map distances
between genes using results of two and three factor testcrosses. (8)
7. Identify parental types based on results of two and
three factor testcrosses of linked genes. (8)
8. Identify which gene has crossed over in a three factor
cross when comparing recombinants with parental types. (8)
9. Identify genes in cis and trans configuration.
(8)
10. Map a collection of linked genes based on results of
a series of two factor testcrosses among the genes (as in the TWOFACED and
JUNGLEBOY examples in class). (8)
11. Identify which class of recombinants indicates a double
crossover in the analysis of three factor testcross data. (8)
12. Calculate the coefficient of coincidence in a three
factor testcross. (8)
13. Calculate interference in a three factor testcross,
and determine if double crossovers are inhibited or enhanced in the region.
(8)
14. Interpret the meaning of a lod score. (8)
15. Interpret the results of screening of a mouse-human
library to determine on which chromosome a particular gene resides.
(8)
16. Discuss the major points of the multiple-factor hypothesis
for continuous variation. (8)
17. Determine the number of genes involved in expression
of traits controlled by many loci based on the number of different phenotypic
classes of offspring in a cross of hybrids or on the frequency of one of
the extreme classes (1/4n). (6)
18. Describe a method used to determine if the variation
in a phenotypic trait exhibiting a bell shaped distribution is due primarily
to genes or the environment. (See in particular figure 6.2) (6)
19. Discuss how heritability can be divided into genetic
and environmental portions, and describe an experiment to differentiate the
two. (6)
20. Identify various chromosomal aberrations (deletions,
duplications, inversions and translocations) when comparing chromosomes with
a ‘normal' chromosome. [Chromosome regions will be labeled as they
were in class: ABC•DEF] (7)
21. Discuss the characteristics that help to identify various
aberrations (semisterility, change in recombination frequencies, inhibition
of crossovers, dicentric and acentric chromosomes, deletion loops, inversion
loops, cruciform structures, etc.] (7)
22. Discuss the cause of Fragile X Syndrome. (7)
23. Define terms used for aneuploidy (monosomy, etc.) and
aberrant euploidy (triploid, etc.). (7)
24. Provide examples of human syndromes involving monosomy
and trisomy. (7)
25. Distinguish between autopolyploidy and allopolyploidy.
(7)
For questions, comments
and additional information, contact mfhicks@pstcc.edu
Last Updated: October 2,
2003
Site map: Margaret F. Hicks Home - Biology 2120 - Notes - Genetic Engineering
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