Download STUDY GUIDE FOR LAB EXAM I—Oct 17, 2003

STUDY GUIDE FOR LAB EXAM I –Thursday March 10
This is NOT an absolute guide. Please review lab notes, lab book, and old quizzes!
Also try the practice exam at www.cerritos.edu/lharris
It’s timed, so please be punctual!
Microscopes
 What are the rules for care and use?
 What will allow us to adjust the lighting used to view a specimen?
 What type of light is used by a compound microscope? Dissecting/Stereoscopic microscope?
 What is the orientation of the image with the compound and stereoscopic microscopes?
 How is total magnification calculated?
 What is the definition of magnification?
 What is the definition of resolution?
 Be able to name and identify the major parts of the compound microscope. Also know their functions.
Cells and Mitosis
 Be able to recognize the following on models of plant and animal cells—cell membrane, nucleus,
golgi body, lysosome, endoplastic reticulum, central water vacuole, cell wall, ribosome,
mitochondria, chloroplast, cytoplasm, centrosome.
 Be able to recognize different phases of the cell cycle (= interphase + 4 phases of mitosis) in animals
and plants.
 Know the following features--- chromosomes, sister chromatids, centromere, equatorial plane, spindle
fibers.
 Be able to distinguish differences in cytokinesis of animal and plant cells
 know differences between eukaryotic and prokaryotic cells
Bacteria, Protista and Algae
 Know similarities and differences between these 3 groups of organisms
 Know modes of movement in Protista and which organisms were examples of each.
 Which organisms were heterotrophs, autotrophs, or both
 The 3 basic shapes of a single bacterial cell as viewed under a microscope.
 When you took a sample from your mouth with a toothpick, what were you hoping to find?
 Difference between a single bacterial cell and a colony.
 Which kingdom, phylum, and the organism’s name that causes malaria. The 2 hosts of malaria.
What tissues or cell types can be infected? What gender of the mosquitoes spread it?
 How do amoeba, paramecium and euglena move? Can you recognize them from pictures?
 Algae are currently classified into which kingdom?
 Recognize examples of red, green, diatoms, and brown algae, bacteria from pictures (look at our notes
and lab manual)
 Why are some algae thin and large or spread out? (like Ulva and Macrocystis)
 Which group of algae is closest to plants? Why?
 know anatomy of kelp—stipe, blades, holdfast, air cyst/bladder (float too). What are their functions?
Why are they not given the same names as a “true plant”? (hint: look at notes on vascular tissue in
plants I lab)
 Commercial uses of algae?
Physical Properties
 Know definitions of—Brownian movement, diffusion, osmosis, dialysis, solution, solvent, selectively
permeable, test for starch (and iodine), test for glucose (benedict’s)
 Active transport compared to passive transport
 Know the consequences for plant and animal cells that are exposed to external environments that are
1) isotonic, 2) hypotonic, or 3) hypertonic
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Know the results of our dialysis experiment—which chemicals entered and left the bag. What
remained in the bag and why didn’t it cross the dialysis bag?
How did the chloroplasts of Elodea change appearance when treated with pure water compared to salt
water?
What has more movement: solid, liquid or gas?
How does temperature effect movement? How about size effects on movement?
Enzymes
 What is the role of an enzyme in a chemical reaction?
 How can enzymes be denatured? Inhibited?
 What enzyme did we study? What substrate did we use? What were the products? Which of the
products did we measure, and how did we measure its production?
 What were the results of each of our 4 experiments? What did they tell us about our enzyme? What
characteristic were we testing in the last one?
 How are enzymes named?
 What are the major characteristics of enzymes
Molecular Biology—Synthesis of DNA, RNA, and protein
 When during cell cycle (mitosis + interphase) does replication occur (is it semiconservative or
conservative?)
 If given a DNA sequence, can you 1) make the complimentary base sequence as RNA or DNA?, 2)
make mRNA, 3) predict the tRNA anticodon sequence, 4) the amino acids that correspond to the
mRNA sequence?
 What are the roles of the 3 different RNA molecules in a cell?
 What is transcription and where does it occur?
 What is replication and where does it occur?
 What is translation and where does it occur?
 Similarities and differences between RNA and DNA
 What is DNA fingerprinting and how does it work? When one separated DNA by size, which sizes
are at the top or beginning of the gel electrophoresis?
 What are the 3 types of mutations found in proteins?
Plants I: Mosses and Ferns
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5 difficulties land plants face and how they have adapted to life on land.
Recognize cuticles and stomata
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gametophytes versus sporophytes—2N compared to 1N, which one does mitosis, meiosis? What do
gametophytes produce? What do sporophytes produce?
What advancements have ferns made over mosses and liverworts? (Think of the progression from
total dependence on water to less dependence on water).
Why is it better to have 2n # of chromosomes instead of 1n?
What were the large “empty” cells’ use or function in the moss leaves?
What were more stomata and guard cells found in the lower side of the leaves instead of the upper
side of leaves? What common household product did we use to view the stomata and guard cells in
addition to tape to tear of the epidermis of the plant leaf?
How many cells thick are mosses? Why is this advantageous?
Rhizoids versus root—ferns or mosses? Which one has vascular tissue—its function(s)?
How is the size of a plant related to its dependence on water? How is vascular tissue involved?
What are the fern’s sori? What chromosome # is it—haploid or diploid?
Know the generalized plant’s alternation of generations—recognize dominant generations, spores,
gametes, sporophyte, gametophyte, mitosis, meiosis, etc.
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Compare mosses, ferns, angiosperms (next section) and gymnosperms (next section) in terms of the
presence of 1) rhizoids, 2) roots, 3) vascular tissue (xylem & phloem), 4) swimming sperm, 5) pollen,
6) spores, 7) seeds, 8) flowers, 9) fruit.
Plants II: Gymnosperms and Angiosperms
 Consider all the groups of plants we studied and rang them in terms of who needs the most water to
survive, the least water to survive, the most complex, the least complex, who has the least or no
vascular tissue to the most developed vascular tissue, and relate presence of vascular tissue to size of
plants
 Which type of plants is an evolutionary dead end? Why? Consider all plant groups.
 What advancements have the gymnosperms and angiosperms made over ferns, mosses and
liverworts?
 recognize common examples of gymnosperms (gingko, conifers, cycads) and angiosperms
 distinguish male and female cones what each produces
 recognize different types of angiosperms
 differences between angiosperms and gymnosperms. Any similarities?
 Monocots and dicots—be able to distinguish (by cotyledons, floral whorls, roots, leaf venation
 know the floral features of a perfect and a complete flower
 know the functions of the floral features—sepals, petals, stamen (anther and filament), pistil (stigma,
style, ovary)
 monoecious versus dioecious plants
 how gymnosperms and gymnosperms prevent self fertilization
 relationship of seeds, ovaries, ovules, and fruits to each other
 What were we trying to detect in bean seeds with iodine?
 Benefits of fruit and flowers? What plant group are these 2 structures found?