Download If there are “CUES” listed within the question, please USE them and

If there are “CUES” listed within the question, please USE them and UNDERLINE them in your answer!
Chapter 40
1. Some animals can “breathe” through their skin, without the aid of lungs or gills. Others can absorb
food and expel wastes through the surfaces of their bodies, without specialized digestive tracts or
kidneys. Why are all these animals rather small? (CUES: volume, surface area, internal exchange,
external exchange, direct contact, environment)
2. Explain how a goose can stand barefoot on ice without losing large amounts of body heat. (CUES:
artery, vein, outbound blood, inbound blood, countercurrent heat exchange, adjacent)
3. An animal behaviorist found that a large part of a horned lizard’s daily routine consisted of
behavior related to thermoregulation, while very little of the lizard’s time was occupied by
searching for food. A pocket mouse in the same environment spent most of its time seeking food
but very little time thermoregulating. Explain this difference in behavior. (CUES: cellular
respiration, constant, surroundings, endotherm, ectotherm)
4. a. Is it accurate to define homeostasis as the maintenance of a completely constant internal
environment? Explain. (CUES: fever, puberty)
b. At the end of a hard run on a hot day, how might dunking your head in a cooler of ice water
actually slow the rate at which your body temperature returns to normal? (CUES: blood vessels,
sweat glands, hypothalamus)
5. Compare and contrast negative and positive feedback. Give an example of each process within the
human body. Within each example, include the stimulus, response, and any glands or hormones that
are involved.
Chapter 43
1. Use Figure 43.5 to help answer the following: Jacob was telling his friend Jeremiah why he had not
been able to make it to AP Bio for several days: “My throat has been so sore and I could hardly
swallow,” he croaked. “And the glands in my neck are really sore and swollen.” Jeremiah said, “We
have been talking about this in class. They are not really ‘glands,’ you know, and the reason they are
sore is…” Complete Jeremiah’s explanation. (CUES: lymph nodes, macrophages, lymphocytes)
2. Use Figure 43.6 to describe what happens when you get a paper cut. (CUES: mast cells, clotting
elements, phagocytes, neutrophils, macrophages, phagocytosis)
3. Use Figure 43.9 to describe the function of MHC molecules on both types of T cells. (CUES: MHC,
cytotoxic T cells, helper T cells, antigen-presenting cells)
4. Sketch a typical antibody, identifying the variable and constant regions, light and heavy chains, and
antigen-binding sites. Then, answer the following: Mammals have two kinds of light chains: the
kappa (K) and lambda (L) chains, and each variable region consists of a V domain and a J domain.
Imagine a strain of mouse that has a family of 350 genes encoding the KV domain and 10 encoding
the KJ domain, while the lambda variable regions are encoded by 300 LV and 5 LJ genes. The
antibody heavy chain is encoded by 350 V, 8 J, and 5 ‘D’ genes. How many different types of
antibodies can be made from these genes by recombination alone? What are two other ways to
generate additional antibody diversity from these genes?
5. Use Figure 43.12 help answer the following: When biologists first started to work out the
mechanisms of immunity, they found that the body produced antibodies that matched the shape of
invading antigens. The researchers suspected that they would find that the immune system
somehow analyzed the antigens and custom-built antibodies to fit. Did they find this to be the
case? Explain. (CUES: clonal selection, trial & error, antigen molecules, receptors, specificity,
proliferation, plasma cells, memory cells)
6. More people die each year from bee stings than from rattlesnake bites. The individual who is stung
dies of anaphylactic shock, a massive, life-threatening allergic response. Anaphylactic shock usually
occurs the second time an individual is stung by a bee. Why does this occur the second time and not
the first time? Explain in terms of the function of the immune system. (CUES: primary immune
response, secondary immune response, memory cells, slow & gradual, quick & massive)
7. By using Figure 43.16, explain in detail how cytotoxic T cells function. (CUES: T Cell Receptor—
TCR, target cell, MHC, perforin, apoptosis)
8. By using Figure 43.17, explain in detail how B cells function. (CUES: macrophage, MHC, helper T
cell, cytokines, proliferation, differentiation, memory B cells, plasma cells, antibodies)
9. Use Figure 43.15 to explain in detail how helper T cells assist both the cell-mediated & humoral
immune responses. (CUES: antigen fragments, MHC, helper T cell, cytokines, helper T cell clones,
cytotoxic T cell, B cell)
Chapter 45
1. If all cells in the body are bathed by a particular hormone, why are some affected while others are
not? (CUES: ligand, receptor, tertiary structure, signal transduction pathway)
2. a. After studying Figures 45.7 and 45.8, propose an explanation for why people with defects in
specific endocrine pathways typically have defects in the final gland in the pathway rather than in
the pituitary.
b. Considering the hierarchy of control, is it correct to consider the pituitary the “master gland”?
3. Are sweat glands correctly described as endocrine glands? Why or why not? (CUES: blood,
hormone, target)
4. A tumor can cause enlargement of the thyroid gland. How could this result in abnormally high
metabolic rate? How could similar symptoms be produced by a tumor of the pituitary gland?
(CUES: TSH, T3, T4, stimulation)
5. When discussing diabetes, a common misconception is that ALL people that have diabetes have
contracted the disease as a result of eating a poor diet. Compare and contrast Type 1 and Type 2
diabetes. Which type of diabetes often results from a poor diet? In your answer, include causes,
symptoms, and treatments for both types of diabetes. (CUES: insulin, blood glucose, autoimmune,
pancreas)
6. Why is it correct to say that both nervous and endocrine control depends on chemical signaling?
(CUES: neuron, synapse, target cells, endocrine cells, hormone, bloodstream, neurotransmitter,
ligand, receptor)
Chapter 48
1. Use Figure 48.3: Describe the basic pathway of information flow through neurons that causes you
to turn your head when someone calls your name. (CUES: PNS, CNS, sensory input, motor output,
integration)
2. A neuron can receive inputs from thousands of transmitting neurons, but it can respond in only one
of two ways—it can either transmit action potentials or not transmit action potentials. How do
transmitting cells signal the receiving cell, and what determines whether the receiving cell will or
will not transmit action potentials itself? (CUES: neurotransmitters, excitatory, inhibitory, EPSP,
IPSP, temporal summation, spatial summation, axon hillock)
3. Ouabain, a plant substance used in some cultures to poison hunting arrows, disables the sodiumpotassium pump. What change in the resting membrane potential would you expect to see if you
treated a neuron with ouabain? Why? (CUES: homeostasis, resting potential, ion gradients)
4. Jordan’s back was broken in an auto accident, and he was paralyzed below the shoulders. Explain
why he is able to move his arms but not his legs. Like many people with such injuries, Jordan cannot
feel his legs, but he does respond when the doctor tests his knee-jerk reflex. Explain how. (CUES:
5. If all the Ca2+ in the fluid surrounding a neuron were removed, how would this affect the
transmission of information between neurons? Why? (CUES: voltage-gated ion channel, synaptic
vesicles, neurotransmitter, reception of signal)
6. Many nervous system drugs and poisons act at synapses. Explain how each of the following would
alter the transmission of nerve impulses and explain why each could be fatal.
a. Curare, a substance used on poison arrows by South American Indians, competes with
acetylcholine for receptor sites on receiving neurons.
b. Botulism toxin inhibits the release of acetylcholine.
c. Sarin is used in warfare as a nerve gas. It blocks acetylcholinesterase, the enzyme that breaks
down acetylcholine after it has crossed the synapse to the receiving neuron.