Science Flashcards

1
Q

Differentiate between somatic cells (diploid) and gametes cells (haploid) in the human body.

A

Somatic cells, also called body cells, make up most of your body tissues and organs.
Diploid means that a cell has two copies of each chromosome: one copy from the mother, and one copy from the father

Gametes are sex cells—ova, or eggs, in the female, and spermatozoa, or sperm cells, in then.
Haploid means that a cell has only one copy of each chromosome

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2
Q

Define and explain homologous chromosomes.

A

Homologous chromosomes are two chromosomes—one inherited from the mother, one from the father—that have the same length and general appearance. More importantly, these chromosomes have copies of the same genes, although the two copies may differ.

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3
Q

Explain the process of meiosis.

A

Meiosis is a form of nuclear division that divides a diploid cell into haploid cells.

This process is essential for sexual reproduction. Meiosis occurs in germ cells to produce gametes.

This process is sometimes called a “reduction division” because it reduces a cell’s chromosome number by half

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4
Q

Differentiate between the two types of gametes (egg vs. sperm.)

A

The sperm cell, the male gamete, is much smaller than the egg, the female gamete.

The sperm cell’s main contribution to an embryo is DNA; also contributes the organelles, molecular building blocks, and other materials an embryo needs to begin life.

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5
Q

Define and explain Mendel’s law of segregation.

A
  • Organisms inherit two copies of each gene, one from each parent.
  • Organisms donate only one copy of each gene in their gametes. Thus, the two copies of each gene segregate, or separate, during gamete formation.
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6
Q

Describe Mendel’s experimental process with pea plants.

A

Mendel chose pea plants for his experiments because they reproduce quickly, and he could easily control how they mate. The sex organs of a plant are in its flowers, and pea flowers contain both male and female reproductive organs. In nature, the pea flower mates with itself. If a line of plants has self-pollinated for long enough, that line becomes genetically uniform, or purebred. As a result, the offspring of purebred parents inherit all of the parent organisms’ characteristics. Mendel was able to mate plants with specific traits by interrupting the self-pollination process.

Because he started with purebred plants, Mendel knew that any variations in offspring resulted from his experiments. Mendel chose seven traits to follow: pea shape, pea color, pod shape, pod color, plant height, flower color, and flower position. All of these traits are simple “either-or” characteristics; they do not show intermediate features. The plant is tall or short. Its peas are wrinkled or round. What Mendel did not know was that most of the traits he had selected were controlled by genes on separate chromosomes. The selection of these particular traits played a crucial role in enabling Mendel to identify the patterns he observed.

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7
Q

Define and give examples of phenotype.

A

The physical characteristics, or traits, of an individual organism make up its phenotype.

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8
Q

Define and give examples of genotype.

A

A genotype typically refers to the genetic makeup of a specific set of genes.

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9
Q

Define, explain and give examples of dominant and recessive alleles.

A

A dominant allele is the allele that is expressed when two different alleles or two dominant alleles are present.

A recessive allele is the allele that is expressed only when two copies are present.

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10
Q

Define, explain and give examples of dominant/recessive traits.

A

A plant with smooth pods could have a homozygous dominant (SS) or heterozygous (Ss) genotype. In contrast, a plant with constricted, or compressed, pods could have only a homozygous recessive (ss) genotype.

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11
Q

Define, explain and give examples of homozygous and heterozygous alleles.

A

The term homozygous describes two of the same alleles at a specific locus.

The term heterozygous describes two different alleles at a specific locus.

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12
Q

Define and explain Mendel’s law of independent assortment.

A

The law of independent assortment states that allele pairs separate independently of each other during gamete formation, or meiosis. That is, different traits appear to be inherited separately.

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13
Q

Describe a Punnett Square and be able to solve problems involving Punnett Squares.

A

A Punnett square is a grid system for predicting all possible genotypes resulting from a cross.

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14
Q

Define and explain crossing over during meiosis.

A

Crossing over is the exchange of chromosome segments between homologous chromosomes during prophase I of meiosis I.

1- At this stage, each chromosome has been duplicated, the sister chromatids are still connected to each other, and homologous chromosomes have paired with each other.

2-When homologous chromosomes are in this position, some of the chromatids are very close to each other.

3- Part of one chromatid from each chromosome breaks off and reattaches to the other chromosome.

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15
Q

Define and explain gene linkage.

A

The gene linkage is when genes located close together tend to be inherited together.

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16
Q

Define and explain X chromosome inactivation.

A

When one of the two X chromosome in each cell of a female mammal turns off

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17
Q

Define and explain a carrier for a genetic disorder

A

A carrier is someone who does not have a disorder but carries the recessive allele, and therefore, can pass the allele on to offspring

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18
Q

Define polygenic traits and give examples.

A

Traits produced by two or more genes are called polygenic traits.

Examples: Human skin color, for example, is the result of four genes that interact to produce a continuous range of colors. Similarly, human eye color, which is often thought of as a single gene trait, is polygenic.

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19
Q

Define, explain and give examples of incomplete dominance.

A

Sometimes, alleles show incomplete dominance, in which a heterozygous phenotype is somewhere between the two homozygous phenotypes. Neither allele is completely dominant nor completely recessive.

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20
Q

Debido a que estas cartas interrogativas, o flaschards para los cursis, sólo la leen míster Juacal y yo; es decir: el honorable don De Letras…, he decidido utilizar esta cartita para comunicarle, lector de mierda, que suspire hondo y le de la vuelta a la carta. Se va a topar con una ayudiña que le vendrá de putísima madre. Créeme. Le despacho un no afectuoso saludo porque me sale del cipote, y váyase al carajo sin rechistar. ¡Por qué coño sigues leyendo esto: dale la puñetera vuelta a la carta, soplapollas ahuevado de mierda!

Atentamente: Don De Letras

A
Genotype
AA= White
Aa= White
aa= Red
Incomplete Dominance
AA= White
Aa= Pink
aa= Red
Codominance
AA= White
Aa= Red and White
aa= Red
21
Q

Define, explain and give examples of codominance.

A

Sometimes, both alleles of a gene are expressed completely—neither allele is dominant nor recessive. In this case, alleles show codominance, in which both traits are fully and separately expressed.

22
Q

Describe and be able to create gene maps (gene linkage)

A

From the cross-over frequencies, Sturtevant made linkage maps, which are maps of the relative locations, or loci, of genes on a chromosome. On a linkage map, one map unit is equal to one cross-over for each 100 offspring, or one percentage point.
• Gene A and gene B cross over 6.0 percent of the time. • Gene B and gene C cross over 12.5 percent of the time. • Gene A and gene C cross over 18.5 percent of the time. According to Sturtevant’s conclusions, genes A and B are 6 map units apart because they cross over 6 percent of the time. Similarly, genes B and C are 12.5 map units apart because they crossover 12.5 percent of the time.

23
Q

Describe and explain Thomas Hunt Morgan’s research with fruit flies.

A

Morgan observed among fruit flies easily identifiable variations in eye color, body color, and wing shape.

Knowing this, Morgan and his students set up experiments similar to Mendel’s dihybrid crosses. Morgan’s results, like those of Punnett and Bateson, did not always follow the 9:3:3:1 ratio predicted by Mendel.
But the results did differ in a noticeable pattern. Some traits appeared to be inherited together.

Morgan called these traits linked traits, and they appeared to fall into four groups.

As it turns out, fruit flies have four pairs of chromosomes. Each of the four groups of linked traits identified by Morgan matches one of the chromosome pairs.

Morgan concluded that linked genes were on the same chromosome.

24
Q

Define and explain karyotype.

A

A karyotype is a picture of all of the chromosomes in a cell. In order to study the chromosomes, chemicals are used to stain them

25
Q

Define, explain and be able to create a pedigree.

A

A pedigree chart can help trace the phenotypes and genotypes in a family to determine whether people carry recessive alleles.

26
Q

Describe and explain Fredrick Griffith’s experiments to find the transforming principle.

A

In 1928 the British microbiologist Frederick Griffith was investigating two forms of the bacterium that causes pneumonia.

One form is surrounded by a coating made of carbohydrates. This form is called the S form because its colonies look smooth.

The second form of bacteria does not have a smooth coating and is called the R, or rough, form.

When the S bacteria were killed with heat before injection, the mice were unaffected.

Therefore, only live S bacteria would cause the mice to die. Griffith next injected mice with a combination of heat-killed S bacteria and live R bacteria. To his surprise, the mice died.

Even more surprising, he found live S bacteria in blood samples from the dead mice. Griffith concluded that some material must have been transferred from the heat-killed S bacteria to the live R bacteria.

Whatever that material was, it contained information that changed harmless R bacteria into disease-causing S bacteria.

Griffith called this mystery material the “transforming principle.”

27
Q

Describe and explain Oswald Avery’s experiments to find the transforming principle.

A

Qualitative tests
-Standard chemical tests showed that no protein was present. In contrast, tests revealed that DNA was present.

  • In chemical analysis, the proportions of elements in the extract closely matched those found in DNA. Proteins contain almost no phosphorus.
  • Enzyme tests. When the team added to the extract enzymes known to break down proteins, the extract still transformed the R bacteria to the S form. Transformation failed to occur only when they added an enzyme that specifically destroys DNA.
28
Q

Define and describe a bacteriophage.

A

It is a virus that infect bacteria.

29
Q

Define, explain and draw the structure for a DNA nucleotide

A

The small units, or monomers, that make up DNA are called nucleotides. Each nucleotide has three parts.

a. A phosphate group (one phosphorus with four oxygens)
b. A ring-shaped sugar called deoxyribose
c. A nitrogen-containing base (a single or double ring built around nitrogen and carbon atoms)

30
Q

Define and explain Chargaff’s Rule.

A

Chargaff found that the same four bases are found in the DNA of all organisms, but the proportion of the four bases differs somewhat from organism to organism.
A = T and C = G relationships became known as Chargaff ’s rules

31
Q

Create complementary DNA sequences using base pairing rules.

A

The bases of the two DNA strands always pair up in the same way. This is summarized in the base pairing rules: thymine (T) always pairs with adenine (A), and cytosine (C) always pairs with guanine (G).

32
Q

Define DNA polymerase and describe its function.

A

A group of enzymes called DNA polymerases bond the new nucleotides together. When the process is finished, the result is two complete molecules of DNA, each exactly like the original double strand.

It catalyze replication.

33
Q

Define and explain semiconservative replication

A

Two identical molecules of DNA result [from replication], each with one strand from the original molecule and one new strand.

34
Q

Define and explain the central dogma of molecular biology

A

It states that information flows in one direction: from DNA to RNA to protein

35
Q
  1. Create (transcribe) an RNA strand from a DNA strand (and vice versa.)
A

DNA. ATACGGAATGCACCGGATACAGCATAG

mRNA: UAUGCCUUACGUGGCCUAUGUCGUAUC

36
Q

Define and describe the function of RNA polymerase.

A

Transcription is catalyzed by RNA polymerases, enzymes that bond nucleotides together in a chain to make a new RNA molecule.

37
Q

Define and describe the functions for the three types of RNA.

A
  • Messenger RNA (mRNA) is an intermediate message that is translated to form a protein.
  • Ribosomal RNA (rRNA) forms part of ribosomes, a cell’s protein factories.
  • Transfer RNA (tRNA) brings amino acids from the cytoplasm to a ribosome to help make the growing protein.
38
Q

Define and explain codon and anticodon

A

A codon is a three-nucleotide (mRNA) sequence that codes for an amino acid. An anticodon is a set of three (tRNA) nucleotides that is complementary to an mRNA codon.

39
Q

Identify the start codon and the amino acid it produces.

A

Retraso

Methionine (AUG)

40
Q

Define and explain the process of translation

A

It is a process that converts an mRNA message or transcript into a polypeptide, in order to be transform into a protein.

  • The exposed codon in the first site attracts a complementary tRNA bearing an amino acid. The tRNA anticodon pairs with the mRNA codon, bringing it very close to the other tRNA molecule.
  • The ribosome forms a peptide bond between the two amino acids and breaks the bond between the first tRa and its amino acid.
  • The ribosome pulls the mRNA strand the length of one codon. The first tRNA is shifted into the exit site, where it leaves the ribosome and returns to the cytoplasm to recharge. The first site is again empty, exposing the next mRNA codon.
41
Q

Define and explain the function of the lac operon.

A

The lac operon was one of the earliest examples of gene regulation discovered in bacteria.

The lac operon has three genes, which all code for enzymes that play a role in breaking down the sugar lactose. These genes are transcribed as a single mRNA transcript and are all under the control of a single promoter and operator. This means that although we’re dealing with several genes, they act together as a unit. The lac operon is turned on and off like a switch.

When lactose is absent from the environment, the lac operon is switched off to prevent transcription of the lac genes and save the cell’s resources. When lactose is present, the lac operon is switched on to allow transcription

42
Q

Define and describe the function of transcription factors.

A

The start of transcription in eukaryotic cells is controlled by many elements that work together in complex ways. These elements include regulatory DNA sequences and proteins called transcription factors.

Eukaryotes have many types of regulatory DNA sequences. These sequences are recognized by transcription factors that bind to the DNA strand and help RNA polymerase know where a gene starts.

43
Q

Define and describe introns and exons.

A

Exons are nucleotide segments that code for parts of the protein. The cut ends of the exons are then joined together by a variety of molecular mechanisms.

Introns are nucleotide segments that intervene, or occur, between exons. Introns are rare in prokaryotes. Introns are removed from mRNA before it leaves the nucleus.

44
Q

Define, explain, and give examples of point (substitution) and frameshift mutations.

A

A point mutation is a mutation in which one nucleotide is substituted for another

A frameshift mutation involves the insertion or deletion of a nucleotide in the DNA sequence

45
Q

Define and explain a silent mutation.

A

A mutation that does not affect the resulting protein

46
Q

Define, explain and provide examples of mutagens.

A

Mutagens are agents in the environment that can change DNA. ]

Some mutagens occur naturally, such as ultraviolet (UV) rays in sunshine. Many others are industrial chemicals.

47
Q

Define recombinant DNA and describe its function.

A

Recombinant DNA is a DNA that contains genes from more than one organism.

48
Q

Describe and explain the Human Genome Project

A

Human Genome Project tries to map and sequence all of the DNA base pairs of the human chromosomes, and to identify all of the genes within the sequence.

49
Q

Describe and explain gene therapy.

A

Gene therapy is the replacement of a defective or missing gene, or the addition of a new gene, into a person’s genome to treat a disease