Big Idea:
Living systems store, retrieve, transmit and respond to information essential to life processes.
Enduring Understanding:
1.B.1: Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
1.B.2: Phylogenetic trees and cladograms are graphical representations of evolutionary history that can be tested.
1.C.3: Populations of organisms continues to evolve.
2.D.1: All biological systems from cells and organisms to populations, communities, and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy.
3.B.1: Gene regulation results in differential gene expression, leading to cell specialization.
3.C.1: Changes in genotype can results in changes in phenotype.
...Actually, you can pretty much link any objectives to this unit!!
Required Reading:
Campbell: Chapter 19, 20
ARTICLES/CASE STUDY
Learning Objectives:By the end of this unit, you should be able to....
1. |
Describe the basic structural components of a virus and explain what characteristics viruses possesses and lacks to be considered living. (Ch 19.1) |
2. |
Explain how virus utilize host cells to replicate and how phages can replicate through lytic or lysogenic cycle. (Ch 19. 2) |
3. |
Explain how retrovirus works and give an example of retrovirus. (Ch 19.2) |
4. |
Describe the importance of reverse transcriptase and how it is used in retrovirus and biotechnology fields. (Ch 19 & 20) |
5. |
Explain how vaccine works in defending against certain viruses. (Ch 19.3) |
6. |
Explain the significance of genetic mutations in viral evolution and what it means in terms of viral outbreak and treatment. (Ch 19.3) |
7. |
Compare and contrast bacteria, virus, viroids and prions. (Ch 19.3) |
8. |
Explain the significance of DNA technology and list some possible product and organisms from these techniques. (Ch 20.1) |
9. |
Use a model to illustrate how restriction enzyme works in cutting DNA into fragments (making sticky ends) for things like recombinant DNA for genetic engineering. (Ch 20.1) |
10. |
Identify the levels of chromosome packing. (Ch 20.1) |
11. |
Explain what are cloning vectors and how they work, and what problems can arise in eukaryotic cell cloning (Ch 20.1) |
12. | Describe how PCR work in detail. (Ch 20.1) |
13. | Explain how each of the following technique/components works and what it is used for: Gel electrophoresis, Southern blotting, RFLPs, gene sequencing, Northern blotting, in situ hybridization, RT-PCR, DNA microarray, SNPs. (Ch 20.2) |
14. | Be familiar with why stem cells are important in organismal cloning. (Ch 20.3) |
15. | Explain how applications of DNA technology can affect our lives and discuss the ethical implication of DNA technology. (Ch 20.4) |
Vocabulary
Below is a list of vocabularyterms used in this unit. By the end of the unit, you will be able to write a working definition of each term and correctly use each term.
virus | viral envelope | capsid |
host | vector | phage |
lytic cycle | lysogenic cycle | retrovirus |
reverse transcriptase | provirus | vaccine |
viroid | prion | gene cloning |
genetic engineering | restriction enzyme | restriction sites |
sticky ends | DNA ligase | recombinant DNA |
cloning vectors | plasmids | bacterial artificial chromosomes (BACs) |
PCR | cDNA | nucleic acid hybridization |
polymerase chain reaction (PCR) | gel electrophoresis | Southern blotting |
restriction fragment length polymorphisms (RFLPs) | Northern blotting | in situ hybridization |
RT-PCR | DNA microarrays | single nucleotide polymorphisms (SNPs) |
stem cell | gene therapy | short tandem repeats (STRs) |
Worksheets/Labs/Handouts:
Biotechnology
Virus, Microbial Diversity and Disease
Extra Worksheets/Notes from past years/review/challenge materials:
Supplement Material/Websites: