| |
BIOG 1102 - ANNOUNCEMENTS 
May 13, 2009
- Alternative answers for the make up exam have been posted here. Have a great summer!
May 12, 2009
- Alternative answers for Prelim 6 and answers for make up 6 are both posted here
May 6, 2009
- Some audio recordings and announcement slides from the final review are posted here
Cinco de Mayo, 2009
- There were many questions regarding the lectures that you need to know for the final exam. You are responsible for all lectures from 1 April through 1 May (Lectures 70-83) including the lectures by Drs.
Kessler, Sarvary and Walcott. Question in the comprehensive part of the exam can be about ANY topic that was covered during the semester.
May 4, 2009
-
BEFORE YOU START QUIZ 23:
The following question was modified, because there was a typo in the answer key. Please notice that answer B was changed from 50% to 33.3%
A leaf has 400 Joules energy. Only 25% of this energy is used towards secondary
production of a caterpillar. What is the production efficiency if the feces of the caterpillar
contain 100 Joules?
A 100%
B 33.3%
C 25%
D 12.50%
E 10%
Please chose the correct answer accordingly. On your exam B will still say 50% but it really wants to say 33.3%
May 2, 2009
April 27, 2009
- Webquiz 22 is posted. You have time until Sunday midnight to submit. Please dont start it in the last minute!
April 13, 2009
- Webquiz 21 is posted. You have time until Sunday midnight to submit. Please dont start it in the last minute!
- Alternative answers are posted for both the make up 5 and prelim 5. As soon as we recalculate the mean, I post it. Hang on there!
April 7, 2009
- Make up exam is in Warren 245 at 7.30pm
March 31, 2009
- Prelim 5 answer key is up here
March 27, 2009
- Make sure to email your questions to Dr. Turgeon (ert2@cornell.edu) by Saturday evening. He will use your questions to discuss concepts during the Monday review lecture.
March 26, 2009
- Information about the exam (time, location, etc.) can be founde here
March 10, 2009
- If you are interested in earning some money at the Lab of Ornithology, plese click here
March 09, 2009
- Webquiz 19 is now available. Dont forget to complete it before you go for spring break. I wont accept the excuse that Cancun didn't have broad band access! Have a good spring break! You deserve it!
March 04, 2009
- The following webquiz questions assumes population size n=100.
-
Coloration in the peppered moth (Biston betularia-see the light and dark morphs below) is determined by a single gene with two alleles showing complete dominance. Dark moths are homozygous dominant or heterozygous for the gene, light moths are homozygous recessive. In a population of moths (n=100), you determine that 64 of the moths are dark. According to the Hardy-Weinberg rule, the expected frequency of the dominant allele is ____.
March 02, 2009
- Webquiz 18 is posted online. It is due on Sunday at midnight.
- If you are lecture only: Pick up your bubble sheet from Dr. Sarvary!
- Despite all my efforts, one quiz question is so long that the last sentence is cut off. Here is the full question:
-
The disease, sickle-cell anemia (sickled human erythrocytes, below) is common in malaria-infested areas because individuals that are heterozygous for the gene (HbAHbS) have enhanced resistance to malaria over normal individuals (HbAHbA). Individuals with severe sickle-cell anemia (HbSHbS) usually die before reproduction. Assume that a population under Hardy-Weinberg equilibrium has allele frequencies of HbA = 0.8 and HbS = 0.2. Assume that this population is then subject to the following selection forces:
HbAHbA 15% die of malaria
HbAHbS 5% die of malaria
HbSHbS 100% die of severe sickle-cell anemia
What will be the frequency of the HbS allele after selection occurs?
February 24, 2009
- make up exam answers are here
- make up exam is in Warren 245 at 7.30pm. Be prompt!
- Alternative answers for prelim 4 are here.
February 19, 2009
- Where are you going to take the exam tonight? Do you know? If not, click here, look for your TA's name (or Dr. Sarvary if lecture only). Good luck tonight!
February 6, 2009
- The explorations program regsitration ended. You will receive a letter from your TA (or from Dr. Sarvary if you are lecture only). These maps may help you find the location of your Exploration program. Have fun!
http://www.cornell.edu/maps/interactive.cfm
if the above link doesnt work, try this: http://www.cornell.edu/maps/
February 3, 2009
Some webquiz questions (quiz 15) were so long that they could not fit, and the end of the question was cut off. I appologize, here are the questions. If you can not read any other question, just please email me (mas245)
1.
In the sweet pea, plants can have either purple or white (colorless) flowers (below right). The following hypothetical pathway shows two genes coding for the necessary enzymes enabling purple pigment production. The dominant alleles for both genes (A and B) code for functional enzymes; recessive alleles (a and b) code for nonfunctional enzymes; and both pathway steps must take place for purple pigment production. Assume that purple-flowered plants heterozygous for both genes are allowed to self-pollinate. Select below the term that would best apply in this case and the expected proportions of purple- and white-flowered plants in the offspring.
2.
You examine a population of falcons that resulted from the interbreeding of two previously separated varieties of the species. Crosses were made between individuals from these two populations and the progeny mated to produce an F2 generation. In examining the F2 individuals the following numbers of birds were seen with each pattern and coloring: 927 birds with solid black wing-tip feathers. 289 birds with spotted black wing-tip feathers. 309 birds with solid white wing-tip feathers.
Which of the following is the best explanation for these data?
3.
Assume that a gene is sex-linked on the X chromosome, and its allele D is dominant to allele d. Two different crosses are done. In cross #1 a homozygous dominant female is mated with a recessive male. In cross #2 a heterozygous female is mated with a recessive male. Which one of the following statements incorrectly describes a possible outcome of these crosses? (Assume that individuals with two X chromosomes are female, and those with XY are male.)
4.
A true-breeding line of peas with yellow (Y-) and round (R-) seeds is crossed with a true-breeding line of peas with green (yy) and wrinkled (rr) seeds producing F1 progeny. From previous studies it is known that the gene-centromere map distance for the Y gene is 20 units and for the R gene, 30 units. Given that these two genes could either be linked or unlinked, which of the following are possible phenotypic ratios of pea seeds produced if individuals of the F1 generation are test crossed with the original green-wrinkled seed line? (Assume that the yellow and round seed traits show complete dominance and that only a single crossover event occurs in any given meiotic division). Hint: Think through both the linked and unlinked models for this cross.)
January 29, 2009
- The explorations schedule is online: http://biog-101-104.bio.cornell.edu/BioG101_104/explorations/explorations.html
- Registration period: Monday, February 2nd, 7:30am - Friday, February 6, noon.
- Please make sure that you do not have a conflict with your lab section time or any other classes. If you make a scheduling mistake, we will not be able to reschedule your explorations program until Monday, February 9th. It means that you will have to choose from programs that have vacancies left.
January 27, 2009
- The exploration programs are listed here. You CAN NOT sign up yet, but it is time to start to think what you want to do this semester....
January 26, 2009
January 22, 2009
- The first WEBQUIZ will be posted on January 26th. Currently the fall 2008 questions are on the webquiz website.
Please read an announcement from Dr. Goodloe:
- Dear BioG 1102 Student,
Are you interested in joining a biology study group? Countless studies have shown that students who work collaboratively in the active learning environment of a study group can improve their academic performance. So this term, for the first time, the Biology Learning Strategies Center is offering you the opportunity to earn credit (one hour of transcript credit) for BioG 1002 by regularly participating in a study group. Here, tentatively, is how we expect the program to work. Study groups will meet on ten Sunday evenings for approximately 90 minutes in Stimson Hall (rooms will be reserved). Each group will probably have 5 or 6 members, who will be expected to attend at least nine of the ten meetings and will come prepared to actively participate in the group. We think that the optimal meeting dates will be those Sundays on which web quizzes are due, so that web quiz questions can be one major focus of attention of the group (though there will certainly be other areas of discussion). A tutor employed by the Bio LSC will verify attendance and will also be available to a limited extent to answer questions that arise in the group and to facilitate productive discussion. To accommodate those students who attend the Chemistry 00 class, the starting time for some groups may be as late as 7:45 PM. Other groups will begin at 7 or possibly 7:15.
If you are now enrolled in BioG 1002, or plan to attend the 00 classes regularly, you are still welcome to participate in a study group. Conversely, being a member of a study group is not a barrier to attending the 00 classes and coming to office hours.
Since the first web quiz is due on Feb 1, we are scheduling the first group meetings on that day. If you are seriously interested in joining a study group under the conditions described about (which may be slightly modified as we deem advisable), PLEASE SEND ME AN E-MAIL EXPRESSING YOUR INTEREST AS SOON AS POSSIBLE. My e-mail address is: lg32@cornell.edu. (Do NOT send your response to Dr. Turgeon, Dr. Sarvary, or the biology course office.) It is important for us to get a sense of the number of interested students so that we know how many rooms in Stimson Hall to reserve and how many tutors will be needed.
Take care,
Lindsay Goodloe
Instructor, BioG 1002
January 20, 2009
- Before you email any questions, please check the FAQ page.
January 19, 2009
- Please note that all clickers need to be registered once every semester. You can register your clicker here:
 . If you can not read your clicker number, please bring your clicker to Mark Sarvary during his office hours.
January 15, 2009
- Welcome back! Dr. Turgeon and Dr. Sarvary are looking forward to seeing you in BAILEY HALL on January 19th. The lectures will be held in Bailey this semester. Please note that there are no drinks and food are allowed in Bailey. Sorry about that. We will provide a desk by the entrance where you can put your coffee when you enter Bailey, but you CAN NOT take it in the auditorium.
- Important handouts: Syllabus, Success in Biology, General Information, WebQuiz schedule, Explorations information
- These handouts will be provided to you on the first lecture (January 19th, 2009). After that you can pick up a copy from the box in front of 1140 Comstock.
LECTURE
BioG 1101-1102 is designed both for students who intend to specialize in biological sciences and for those who want to obtain a thorough knowledge of biology as part of their general education. The fall semester covers the chemical and cellular basis of life, energy transformations, physiology, neurobiology, and behavior. The spring semester covers genetics, development, evolution, and ecology. Each topic is considered in terms of modern evolutionary theory, and discussions of plant and animal systems are integrated.
Cole Gilbert (BioG1101) and Robert Turgeon (BioG1102)
LAB
BioG 1103-1104 is designed to provide laboratory experience with major biological phenomena to support an understanding of the important concepts, principles, and theories of modern biology. A second objective of the laboratory course is to help students gain expertise in the methods used by biologists to construct new knowledge. Students are exposed to basic concepts, research methods, including laboratory and data transformation techniques, and instrumentation in the major areas of biology. First-semester topics include biochemistry, physiology, plant biology, and behavior. In the second semester, laboratory experience is provided in the areas of genetics, biotechnology, invertebrate diversity, plant and animal development, and ecology. For those students who object to animal dissection, alternative materials are available for study. However, testing will involve identification of important structures in real organisms.
Kuei-Chiu Chen and Laurel Hester (1103-1104) |
