Download Study Guide for Midterm 2

Study Guide
General Biology 101
For Midterm #1
Date: 27 May 2009
Chapters Covered: Chapters 47, 7, 19, 20 (origins of life), 21, 22, 23 (lower
plants), 24 (fungi), Section 25.1 (animal orientation)
I. Suggestions for preparing before the exam:
 Read through the suggestions from Study Guide #1, they still apply for this exam.
 Be able to work any of the multiple choice questions in the self-quiz at the end of
each respective chapter (or associated sections), answers are in the appendix of the
book, there will be questions on the exam from these self quizzes so they are
definitely a good investment of time.
 Consult learning table for protista & fungi unit.
 Look over the written introductions in the labs, at least 5-10% of the exam reflects
work in the lab, understand why you missed sections/questions that you did and
correct these or consult with a peer or the instructor to clear any misconceptions.
 Consult the lecture outlines, these hi-light the most relevant components per a given
unit, though there may be some items on the test that reflect reading material solely.
 The day before the test read through all of the associated chapter end summaries, for
a refresher of the chapter content.
II. Exam format: (Tentative)
25 Multiple Choice – Scantron
10 Matching – Scantron
10 Dichotomous Choices (either/or) type questions
5 Skills based – this may be using a dichotomous key, interpreting a phylogenetic tree or
interpretation of data type questions (See data analysis sections at the end of each chapter
for a flavor of what these questions may be like.
Concepts to Cover
I. Ecology Unit:
Biogeochemical cycles – know the relevancy for each type: carbon, phosphorous, nitrogen.
Know the respective processes that occur within each e.g. fixation:nitrogen,
sedimentation:phosphorous, cellular respiration:carbon
Which cycles interact with the atmosphere as a primary source of the nutrient?
Photosynthesis: Know the equation of what goes in and what goes out of this vital process.
Know the wavelengths that optimize this reaction. How do we know when photosynthesis is
occurring and how do we know it is a light dependent reaction?
Nutrients: What nutrients are most important in land based ecosystems vs. aquatic. How do we
know if a nutrient is limiting for a plant i.e. what will it do?
II. Taxonomy & Phylogeny:
Be familiar with the taxonomic hierarchy and how species are named. Which two levels are used
to name a species? Can you recognize the 3 domains of life?
What is phylogeny and how is it applied? What is cladistics? What is the purpose of a
phylogenetic tree? What is a node? Outgroup? Clade? Derived vs Primitive traits.
How can a cladogram be constructed by looking at physical traits? Hint: Dinosaur exercise
Know importance of comparative anatomy e.g. Radial/Bilateral
III. Origins of Life:
Study the handout provided in class (matching exercise) focusing on the characteristics of the
earliest forms of life. What are protobionts? Why is the need for self-replicating molecules so
important to understand how life began? Explain the connection between the atmosphere and the
early prokaryotes.
IV. Microbes:
What is a virus and be able to distinguish viral infections from bacterial infections.
Know examples of each (disease examples).
What is a bacteriophage? Viroid? Prion?
What is the significance of the archaeans?
What is the difference between prokaryotes and eukaryotes?
What are the three shapes of bacteria? How do we view bacteria and what unique traits do they
demonstrate compared to eukaryotes e.g. cell wall, nucleoid, capsule, pili etc.
Review the four different modes of metabolism seen in bacteria.
How do we treat infections of bacteria vs. preventing viral infections?
What is typhoid and who is “Typhoid Mary?” Be able to explain the significance of this case.
Know the different categories of disease outbreaks.
What can be interepreted from a presumptive coliform test? i.e. what does it reveal?
Protists: Study your learning table provided in class, including the key vocabulary on the bottom
of that page. Know examples and the relevance of each of the major protista groups. Which
protista are known to cause diseases? Be able to cite examples.
IV. Plants:
Know significance of alternation of generations. What is the general trend seen in plant
evolution? Why are mosses so small and ferns so much larger? Do they have true roots?
Know the difference between a Sporophyte a gametophyte (what do each produce?)
What is an archegonium vs. an antheridium? What are sori? Strobili? Fronds? What adaptations
make land plants better suited to a terrestrial life compared to the aquatic seaweeds?
V. Fungi:
Study the learning tool, being especially aware of the unique traits of each of the 5 major groups
on that learning table. What are some of the benefits of fungi? Problems with fungi? What is a
disease condition that is fungal in origin called?
Lichens: What is their significance to people? Identify the three types. What are soredia? What
two organisms make up a lichen? Are they fast or slow growing?
What is meant by the word “saprobe?”
Review article on Armillaria ostoyae to understand why this species is so significant to Oregon.