BIO 1500 FINAL EXAM REVIEW
QUESTIONS CORRECT ANSWERS
recall the definitions of Evolution, population, adaptation, and fitness - ANSWER--
evolution: change in allele frequency in a population
- population: group of individuals that reproduce
- adaptation: trait produced by natural selection that increases fitness
- fitness: ability to survive and reproduce in a certain environment
categorize different energy forms as 'kinetic' or 'potential' - ANSWER-moving vs not
moving
apply the First Law of Thermodynamics - ANSWER-energy is transferred, not
created or destroyed
compare visible light energy with the rest of the electromagnetic spectrum -
ANSWER-how is it similar, what makes it special to us? Visible light energy is what
we can see; colors have just enough energy for eye receptors to catch
describe the potential outcomes of light striking an object - ANSWER-reflect, absorb,
transmit
describe both similarities and differences between diffusion and facilitated transport -
ANSWER-both do the same job, but the substance passes through a pore/tunnel
inside other molecules in the membrane in FT
describe the importance of gated proteins - ANSWER-allows molecules to
sometimes pass through
distinguish between selective and gated proteins - ANSWER-selective only let
certain proteins through whereas gated is a time variation
identify factors that influence the rate of diffusion and whether those factors increase
or decrease the rate - ANSWER-high rate with high temp, large diffusion surface
area, steep concentration gradient, small distance to diffuse, low density of solvent,
and low mass of molecules
identify several different selection pressures that could influence body size and
indicate the likely direction of phenotypic change in response to the pressure -
ANSWER-- being large helps kill prey (favors predator)
- being smaller helps animals hide (favors prey)
- being smaller could help with travelling
- being smaller may be b/c of smaller diet
- cold temp: larger body
describe the insect respiratory system - ANSWER-spiracles on their skin; trachea
delivers O2 directly to cells
,recognize differences between human and insect respiratory systems - ANSWER-
insects have no blood, only tracheas
identify the traits shared by most respiratory systems - ANSWER-transport O2,
remove CO2; large surface area and wet/moist
know what a respiratory surface is and how gases move across it - ANSWER-thin
walls w/ large surface area, moist inner surface, rich blood supply; diffusion
identify the level of a question according to Bloom's Taxonomy
- creating - ANSWER-putting info together in an innovative way; new or original
work; "design an experiment"
- evaluating: making judgements; justifying a stand or decision; "how strong is the
evidence"
- analyzing: using knowledge gained in new ways; "examine the role of ____; what"
- applying: "use your understanding of _____ to predict"
- understanding: explaining ideas or concepts; "explain how"
- remembering: recalling facts and basic concepts; "how, when, etc."
describe an effective experimental design to determine whether an environmental
variable imposes selection on a trait - ANSWER-have a control where the
experimental group is back in regular conditions and observe if it changes
hypothesis about the size factors, based on the findings of Clapham and Karr -
ANSWER-oxygen levels/aerial predators—max size
describe the evidence that supports Clapham and Karr's conclusions - ANSWER-rise
w/ oxygen, then not b/c aerial predators rise
identify the wavelengths of light absorbed by chlorophyll - ANSWER-blue
recall the basic function, inputs, and outputs of the light dependent and light
independent reactions of photosynthesis. Explain why O2 is a by-product of
photosynthesis
- sunlight + water = **glucose and O2
- dep - ANSWER-ATP is synthesized, NADPH is generated
- indep: Calvin cycle, glucose is created
- water is split apart in light dependent process, creating O2 as a byproduct
identify ATP as the main transport form and immediate source of energy in cells -
ANSWER-
describe the chemical and energetic changes that occur as ADP cycles to ATP and
back again to ADP - ANSWER-a third phosphate group is being removed/added
recall the processes that lead to the Great Oxygen Event & how earth looked before
and after this event - ANSWER-evolution of cyanobacteria (and photosynthesis);
only prokaryotes
, assess the different outcomes of the oxygen revolution regarding their
consequences for life on earth and for earth's geology and atmosphere - ANSWER-
life on earth wiped out/cooling effect; prokaryotes—cell respiration, multicellular life;
geology—oxygen, build matter; atmosphere—livable, ozone layer
describe the relationships between the terms chromosome, gene, allele, and DNA -
ANSWER-- chromosome: two strands of DNA
- gene: segments of DNA
- allele: different possibilities of an allele
- DNA: genetic info, used to make proteins
describe the difference between the various alleles of a gene - ANSWER-result in
different traits
explain why one person can have a maximum of two different alleles of a gene -
ANSWER-chromosome pair, 1/each parent
recognize Natural Selection as the most fundamental process and characteristic of
life - ANSWER-
memorize the four postulates of natural selection - ANSWER-1. there is a variation of
phenotypes in a population
2. phenotypes are inheritable and offspring are the same/similar to parents
3. survival/reproduction depends on phenotype
4. future generations are affected as the genetic composition of the population
changes
organize an example of selection into the individual steps and identify the four
postulates of natural selection - ANSWER-
recognize the potential of natural selection to cause dramatic changes in phenotype,
e.g. body size - ANSWER-
memorize the four classes of organic molecules - ANSWER-carbs, lipids, proteins,
nucleic acids
recall the properties and familiar examples of each class of organic molecules -
ANSWER-carbs—glucose, cellulose, chitin; lipids—olive oil, bees wax, bacon fat;
proteins—enzymes, hormones, transport; nucleic acids—DNA, RNA
recall the building blocks of the different classes of organic molecules - ANSWER-
carbs—simple sugars; lipids—fatty acids; proteins—amino acids; nucleic acids—
nucleotides
explain the relationship between the terms monomer and polymer - ANSWER-
monomers make up polymers
explain the functions of both hydrolysis and dehydration synthesis, and identify the
role of water in both processes - ANSWER-hydrolysis—two molecules are broken
QUESTIONS CORRECT ANSWERS
recall the definitions of Evolution, population, adaptation, and fitness - ANSWER--
evolution: change in allele frequency in a population
- population: group of individuals that reproduce
- adaptation: trait produced by natural selection that increases fitness
- fitness: ability to survive and reproduce in a certain environment
categorize different energy forms as 'kinetic' or 'potential' - ANSWER-moving vs not
moving
apply the First Law of Thermodynamics - ANSWER-energy is transferred, not
created or destroyed
compare visible light energy with the rest of the electromagnetic spectrum -
ANSWER-how is it similar, what makes it special to us? Visible light energy is what
we can see; colors have just enough energy for eye receptors to catch
describe the potential outcomes of light striking an object - ANSWER-reflect, absorb,
transmit
describe both similarities and differences between diffusion and facilitated transport -
ANSWER-both do the same job, but the substance passes through a pore/tunnel
inside other molecules in the membrane in FT
describe the importance of gated proteins - ANSWER-allows molecules to
sometimes pass through
distinguish between selective and gated proteins - ANSWER-selective only let
certain proteins through whereas gated is a time variation
identify factors that influence the rate of diffusion and whether those factors increase
or decrease the rate - ANSWER-high rate with high temp, large diffusion surface
area, steep concentration gradient, small distance to diffuse, low density of solvent,
and low mass of molecules
identify several different selection pressures that could influence body size and
indicate the likely direction of phenotypic change in response to the pressure -
ANSWER-- being large helps kill prey (favors predator)
- being smaller helps animals hide (favors prey)
- being smaller could help with travelling
- being smaller may be b/c of smaller diet
- cold temp: larger body
describe the insect respiratory system - ANSWER-spiracles on their skin; trachea
delivers O2 directly to cells
,recognize differences between human and insect respiratory systems - ANSWER-
insects have no blood, only tracheas
identify the traits shared by most respiratory systems - ANSWER-transport O2,
remove CO2; large surface area and wet/moist
know what a respiratory surface is and how gases move across it - ANSWER-thin
walls w/ large surface area, moist inner surface, rich blood supply; diffusion
identify the level of a question according to Bloom's Taxonomy
- creating - ANSWER-putting info together in an innovative way; new or original
work; "design an experiment"
- evaluating: making judgements; justifying a stand or decision; "how strong is the
evidence"
- analyzing: using knowledge gained in new ways; "examine the role of ____; what"
- applying: "use your understanding of _____ to predict"
- understanding: explaining ideas or concepts; "explain how"
- remembering: recalling facts and basic concepts; "how, when, etc."
describe an effective experimental design to determine whether an environmental
variable imposes selection on a trait - ANSWER-have a control where the
experimental group is back in regular conditions and observe if it changes
hypothesis about the size factors, based on the findings of Clapham and Karr -
ANSWER-oxygen levels/aerial predators—max size
describe the evidence that supports Clapham and Karr's conclusions - ANSWER-rise
w/ oxygen, then not b/c aerial predators rise
identify the wavelengths of light absorbed by chlorophyll - ANSWER-blue
recall the basic function, inputs, and outputs of the light dependent and light
independent reactions of photosynthesis. Explain why O2 is a by-product of
photosynthesis
- sunlight + water = **glucose and O2
- dep - ANSWER-ATP is synthesized, NADPH is generated
- indep: Calvin cycle, glucose is created
- water is split apart in light dependent process, creating O2 as a byproduct
identify ATP as the main transport form and immediate source of energy in cells -
ANSWER-
describe the chemical and energetic changes that occur as ADP cycles to ATP and
back again to ADP - ANSWER-a third phosphate group is being removed/added
recall the processes that lead to the Great Oxygen Event & how earth looked before
and after this event - ANSWER-evolution of cyanobacteria (and photosynthesis);
only prokaryotes
, assess the different outcomes of the oxygen revolution regarding their
consequences for life on earth and for earth's geology and atmosphere - ANSWER-
life on earth wiped out/cooling effect; prokaryotes—cell respiration, multicellular life;
geology—oxygen, build matter; atmosphere—livable, ozone layer
describe the relationships between the terms chromosome, gene, allele, and DNA -
ANSWER-- chromosome: two strands of DNA
- gene: segments of DNA
- allele: different possibilities of an allele
- DNA: genetic info, used to make proteins
describe the difference between the various alleles of a gene - ANSWER-result in
different traits
explain why one person can have a maximum of two different alleles of a gene -
ANSWER-chromosome pair, 1/each parent
recognize Natural Selection as the most fundamental process and characteristic of
life - ANSWER-
memorize the four postulates of natural selection - ANSWER-1. there is a variation of
phenotypes in a population
2. phenotypes are inheritable and offspring are the same/similar to parents
3. survival/reproduction depends on phenotype
4. future generations are affected as the genetic composition of the population
changes
organize an example of selection into the individual steps and identify the four
postulates of natural selection - ANSWER-
recognize the potential of natural selection to cause dramatic changes in phenotype,
e.g. body size - ANSWER-
memorize the four classes of organic molecules - ANSWER-carbs, lipids, proteins,
nucleic acids
recall the properties and familiar examples of each class of organic molecules -
ANSWER-carbs—glucose, cellulose, chitin; lipids—olive oil, bees wax, bacon fat;
proteins—enzymes, hormones, transport; nucleic acids—DNA, RNA
recall the building blocks of the different classes of organic molecules - ANSWER-
carbs—simple sugars; lipids—fatty acids; proteins—amino acids; nucleic acids—
nucleotides
explain the relationship between the terms monomer and polymer - ANSWER-
monomers make up polymers
explain the functions of both hydrolysis and dehydration synthesis, and identify the
role of water in both processes - ANSWER-hydrolysis—two molecules are broken
