BIOL360 Lab Exam 2 Review sheet Fall 2007
My little disclaimer:
This exam review sheet is intended to help you prepare for the exam but should not be considered your only source of study. It is possible I have inadvertently left off some items of importance, so you should use your notes and lab handouts to help you prepare for the exam. You are still responsible for any material we covered in lab, whether on this sheet or not.
The lab will consist of 50-60 multiple choice questions. There will be a written exam much like last time, and questions more like a traditional lab practical with certain materials setup for you to answer questions about. The exam will start promptly at 2:00 and will end at 3:30. Students arriving late will not be given additional time. Please bring #2 pencils.
Lab5: Sordaria Linkage
 | What is ordered tetrad analysis? |
| Know the following terms: ascospore, asci, perithecia |
| Understand how the mating was set up, and how the mating occurs on the plate. |
| Understand how the asci form, and why there are 8 haploid ascospores enclosed (and not 4). |
| Be able to explain how a particular ascospore arrangement originated. |
| Review Figure 4. |
| Know how to determine the distance between a particular gene locus and the centromere given data from a typical ordered tetrad analysis experiment (as in lab book) |
| Review procedures for preparation of the slides. What stains are used? |
Human Chromosome Analysis/Karyotyping Lab
| Be able to match up homologous pairs of chromosomes (from a limited sample). |
| Be able to distinguish between chromosomes on the slides (or photograph), given information about them. (As you did during the lab, using the chromosome descriptions) |
| Be able to diagram and label (centromere, p arm, q arm) an indicated chromosome under the microscope (or photograph). |
| Review telocentric, metacentric, etc. |
| Be familiar with the karyotyping procedure |
| Be able to recognize the karyotype of common disorders. |
| Review Pedigrees and the symbols used |
| What would a pedigree of a dominant disorder look like? A recessive disorder? A sex-linked disorder? |
Use of micropipette/ Gel electrophoresis
| Be able to answer some questions about routine micropipettor use |
| Be able to tell what volume is indicated on a particular micropipette |
| How is a gel formed? What is it made out of? |
| What is eth purpose of eth electrophoresis buffer? |
| How is DNA separated by gel electrophoresis? (Consider the charge of DNA and the size of DNA) |
| How is a gel actually run? |
| What is a comb? casting tray? electrophoresis chamber? Power supply? |
| What is a typical voltage for running the gels? |
| What was done to the gel to visualize the DNA? (For DNA isolation lab and for Cancer gene detection lab) |
| Be able to name indicated parts of an electrophoresis setup. |
DNA isolation Lab
| Review the basic steps involved in isolation of DNA from cells. What is the purpose of sarkosyl, protease, and EDTA in this extraction procedure? |
| Review questions at end of exercise. |
| Be able to distinguish between degraded and nondegraded DNA on a gel. |
| What type of DNA was isolated? (plasmid or chromosomal?) |
| What is the purpose of the glycerol in the loading dye? What is the purpose of the blue dye in the loading dye? |
| What special precautions have to be taken when isolating this type of DNA? Why? |
| What organism was the DNA isolated from? |
| How did we stain the gel to visualize the DNA? (read the lab handout--this was done after some of you left) |
Bacterial Transformation Lab
| What plasmid was used? |
| What special features does it have? |
| What genes are on the plasmid? what do they do? |
| Be familiar with the entire transformation procedure
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| Know the characteristic of the 4 plates you made: -DNA/LB, -DNA/LB/amp, +DNA/LB/amp, and +DNA/LB/amp/ What shouldyou see (in terms of bacterial growth) on each plate | ||||||||
| Which plates should be compared to determine if any genetic transformation has occurred? Why? | ||||||||
| What is the role of IPTG in the plates? | ||||||||
| What is transformation efficiency? How do you calculate transformation efficiency? Was ours good? | ||||||||
| Be able to answer questions about actual transformation plates. Be able to calculate transformation efficiency. | ||||||||
| How would you select for cells with plasmid? How could you distinguish between cells with non-recombinant plasmid and recombinant plasmid? | ||||||||
| Review questions at end of exercise. |
Cancer Cell Morphology/Cancer Gene Detection Lab
| review distinguishing features of cancer cells:
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| Review cell staining procedure . What stains are used? | ||||||||
| Which stain colored the cytoplasm? which stained the DNA? | ||||||||
| Be able to distinguish between normal and cancerous cells on a prepared slide |
| germline vs. somatic mutation |
| Be able to distinguish between a hereditary and a sporadic cancer based on a family pedigree |
| What is Li-Fraumeni syndrome? What mutation do they carry? |
| review information on p53 from handout |
| review procedure-- what did we do? Why? |
| why did we heat the DNA right before loading on the gel? See p. 14 of handout |
| What was done to the DNA prior to loading it on the gel (by the company that sent the DNA). See p. 10 of your handout. |
| review questions on handout |
| Be able to answer questions about the gel, and what the different bands represent |
| How were Valerie's children tested to determine if they had a gene mutation? |
| Normal cells:
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| Cancer cells have distinguishing characteristics:
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| All types of cancer have a common distinguishing feature: LOSS OF GROWTH CONTROL | ||||||||||
| Proto-oncogenes
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| Tumor suppressors
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