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ISCI FINAL EXAM Study Guide 1) Don’t for get to review the geologic time scale, including the numerical ages of the boundaries and the fossils characteristic of each one. 2) Review to old tests. The questions will generally not simply be lifted from those tests, but every question on the comprehensive part of the final will be reworked from the old tests. Remember to try to understand the answers rather than just trying to memorize them. NEW MATERIAL Cells and Basic Life Materials and Processes: 3) What is the definition of life, or what activities do we require of a thing before we call it alive? 4) Be familiar with the various types of organic molecules found in living cells or tissues and give a brief description of what they are used for. 5) Be able to label the parts of a cell on a diagram and to tell what the basic function of each one is. Contrast the structure/parts of animal and plant cells. 6) Be able to explain what happens in each phase of the cell cycle, including what happens in each phase of mitosis. You should be able to answer this as a discussion question, beginning with Gap0, describing each step, and ending with cytokinesis and return to Gap0. As part of that, be able to describe the appearance of the DNA during each phase: loose in Gap0, beginning to condense, as chromosomes (and make sure you understand that a chromosome is 2 exact copies of the DNA, connected at the centromere), and as chromatids in anaphase. Also pay attention to what happens to the nuclear membrane and when it happens. 7) Review how mutations during mitosis can cause problems in how cells divide in the future. Genetics: 8) Understand the basic structure of DNA – the phosphate and sugar molecules of the backbone and the bases that do the coding. As part of this be sure you know which bases will pair and which will not, and how that assures that exact replication occurs during mitosis. Given a short DNA strand you should be able to sketch how it divides and replicates, keeping up with which are the original and which the “new” halves of each daughter strand. 9) Make sure you know how the code is translated into proteins, describing each step and using the correct terminology. Given the genetic code graphic (Table 16.1), be able to determine the sequence of amino acids in a protein if I give you the base sequence. 10) Be able to describe how meiosis produces gametes (sex cells). Make sure to use the correct terminology at each step. 11) List and describe the ways that genetic variability arises during meiosis and sexual reproduction. 12) Be familiar with the idea of Mendel’s first “law” – the principle of segregation. Be able to create a contingency table for a trait with perfect dominance and tell what the expected ratio of phenotypes would be. Be able to illustrate how the genes on a homologous pair of DNA strands controls this ratio. 13) Be familiar with the idea of Mendel’s second “law” – the principle of independent sorting. Be able to construct a contingency table for two characters (each with one allele dominant) and predict the expected ratio of phenotypes. 14) Be familiar in very general terms with some of the problems of Mendelian genetics – incomplete dominance, gene linkages, and so on. Evolution: 15) Be generally familiar with the observations upon which the hypothesis that things have evolved was based, and which have been used to test it. Omit the first two in the book – the ones that have to do with natural selection. 16) Be able to explain how Darwin (and Wallace) envisioned natural selection working. Why did Darwin think that artificial selection was important? In other words, how did he see it as analogous to natural selection? 17) What are some of the criticisms that can be levelled at natural selection as the driving mechanism for evolution? What is the critical problem with all the examples of natural selection in nature we’ve seen? Ecology: 18) Define: ecology, population, community, and ecosystem. 19) Contrast population and logistic growth, using a curve of time vs. number of individuals. Indicate what the carrying capacity is on the graph, and define it. 20) Contrast types I, II, and III populations. Which types do well after environmental disturbance? Which do well in crowded, stable environments? 21) Over the long term (Figure 21.6a) which type of growth does the human population of Earth resemble? What about over the shorter term (Figure 21.6b)? 22) In addition to human population growth, what other aspect of our collective behavior threatens to have negative ecological consequences? 23) Compare and contrast food chains, webs, and pyramids. What do they all describe? What aspect of that does each one excel at? Give simple examples. 24) Define the various terms used in talking about the feeding structure of a community and give examples of organisms that do each one: producers, primary consumers, decomposers, etc. 25) Other than food-related interactions, what are other ways that species interact within a community? 26) Describe some terrestrial biomes, paying particular attention to forest and desert biomes. Their geographic distributions are strongly tied to latitude (Figure 21.15). Why might this be so? 27) What are the three zones of a lake? Describe the conditions in each one and tell what sorts of organisms (producers, consumers, etc.) might or might not be found in each one. 28) What are the zones of the ocean? How are they similar to those of lakes? 29) Outline the hydrologic (water), carbon, and nitrogen biogeochemical cycles. How are they similar? Dissimilar? How does carbon enter the biologic part of its cycle? How is it used? 30) Define biomass and explain why a typical mammalian food pyramid has a 90% reduction in biomass at each step. 31) Describe ecological succession and give a couple of examples.