Download Exam 3 Quarter 2 Review Sheet

Exam 3 Q2 Review Sheet
Honors Biology
This is to be used for REVIEW
Exam 1 will cover:
Chapter 9: ALL
1. Explain how breathing (respiration) is related to cellular respiration.
2. If we breathe in to capture O2 for cell resp and breathe out to get rid of the metablic waste from
cell resp (excretion of CO2), how is it that CPR can work?
3. Compare the efficiency of humans converting the energy in glucose to the energy in ATP to a
car converting the energy of gasoline into the KE of the car. Why is ATP production only 40%
efficient? Where does the other 60% of the “energy” go?
4. What is all the ATP that is made used for? How much ATP is made per cell per second on
average?
5. How much of our ATP is used for general housekeeping (non-voluntary functions) and how
much for voluntary activity?
6. Give five examples of ATP being used in a cell.
7. What is meant by a calorie/joule (what is the definition)?
8. How does a food calorie compare to an actual calorie of energy?
9. Describe the structure and function of both NAD+ and FAD.
10. Compare oxidation to reduction. In class we said you could never have one without the other
and hence the term redox reaction. Explain why this is?
11. Write out the overall reaction for cell respiration (you should have this in memory). Identify
what is being oxidized and what is being reduced.
12. Explain why glucose has chemical potential energy.
13. What is going on inside a fire? What is a fire?
14. How does cell respiration link to photosynthesis?
15. Compare cell respiration to just lighting glucose on fire with a match. What is similar and
how are the two different?
16. Describe the two ways by which ATP can be made. Why are they given the names that they
are given?
17. Describe how chemiosmosis and an electrochemical gradient are involved in oxidative
phosphorylation of ADP to ATP. Define the two underlined terms.
18. Identify the three stages of cell respiration.
19. Explain what is meant by intermediates.
20. Describe the main purpose for doing glycolysis and Krebs in the presence of oxygen.
21. Describe the main purpose of the ETC.
22. Compare the ETC to a dam like the Hoover dam. How are they similar?
23. Where do all the carbons of glucose end up and at what point during cell respiration do they
come out?
24. Photosynthesis and cell respiration is going from water to water. Explain what I mean by this.
25. In the ETC, protons are being pumped from low to high concentration. Where do they get the
“energy” to do this?
26. Know your ETC inhibitors (Figure 6.13). You should be able to explain how they work and
why they cause a problem. For example, why would DNP be an excellent weight loss drug?
27. It turns out that you need only very small amounts of vitamin B3 (niacin), which is used to
make NAD+. The same goes for riboflavin, the vitamin used in the synthesis of FAD. However,
you have incredible numbers of both FAD and NAD+ in your cells. How can you explain this?
28. Figure 6.14 is critical. You should know how many ATP and NADH/FADH2 are being
used/made, where they go, etc…
29. If you inhibit the ETC with something like carbon monoxide, glycolysis and Krebs will also
stop. Explain why inhibiting the ETC would also cause these two processes to shut down.
30. Explain how you could experimentally determine that glucose will become CO2 and O2 will
become water.
31. Compare active transport, facilitated diffusion and simple diffusion. Give real examples in the
cell.
32. Explain why glycolysis and Krebs require so many enzymes. Why can’t there just be a single
enzyme that converts glucose to two pyruvates?
33. Explain which parts of cell respiration (glycolysis, Krebs, ETC) would be negatively affected
by generating holes in the inner mitochondrial membrane. How about if large holes, big enough
for proteins to pass through, were placed in both the inner and outer membranes of the
mitochondria?
34. Why is it important that the mitochondria have a double membrane?
35. What is the importance of cristae in terms of cell respiration?
36. In general terms explain how the energy in glucose is transferred to the energy in ATP. Where
do the electrons from glucose go? What are these moving electrons used to do? Etc…
37. Go through the powerpoint. I put tons of annotations in this year, which I am hoping will help
you. Read and understand everything. Do not just memorize, it will get you in trouble on the test.
38. Watch the ETC video over and over again.
39. What would happen in the absence of oxygen to cell respiration in cells that rely on oxygen as
the final electron acceptor of the ETC?
40. Compare and contrast strict aerobes, strict anaerobes and facultative anaerobes. Give
examples of each.
41. Compare aerobic respiration to anaerobic respiration (this is NOT fermentation).
42. In class we said that strict anaerobes will use the Kreb’s cycle and ETC (anaerobic
respiration). How is that possible if they cannot use molecular oxygen (O2)?
43. What is fermentation? What is the purpose of fermentation? Basically, what is the
reason why organisms convert pyruvate to either lactic acid or ethanol? Why not just get
rid of the pyruvate? What enzyme pathway is common to both aerobic respiration and
fermentation? What parts of aerobic respiration are turned off during fermentation?
Compare lactic acid fermentation to alcohol (ethanol) fermentation and give examples of
organisms that use each.
44. Explain how brewers make beer and wine using alcohol fermentation. Explain how
yogurt is made using lactic acid fermentation.
45. What is the fate of the pyruvate secreted into the blood by our muscle cells under
anaerobic conditions?
46. Explain why bread rises and has characteristic tiny “air pockets” in it.
47. What is lactic acidosis and what might this be an indication of?
48. We said in class that nobody goes around eating monomers of gluose. Make sure you
understand figures 6.16 (catabolic) and 6.17 (anabolic), which shows how the
macromolecules that you eat be broken down and either burned to form ATP from ADP
and Pi, or converted into other types of monomers to make other polymers.
49. Discuss the two fates of food not including storage.
50. Explain why a triglyceride can be burned to make more ATP than glucose.
51. Lets say your cells are running low on the amino acid alanine. Explain how your body
would make the missing amino acid using stored fat. Additionally, explain how the sugar
you eat can be converted into stored fat (triglycerides).
52. Describe figures 6.16 and 6.17. You do not need to memorize every detail, but you
should understand what they are describing in terms of what we actually eat and how this
is funneled into and out of the cell respiration pathway to build the monomers/lipid
building block our cells need to repair themselves, divide, move around, etc...basically to
do their job.
53. Over the vacation I went on a diet and lost ten pounds. Where did most of that mass
go?
Chapter 10: ALL
ESSAY QUESTION
a. A CO2 molecule finds itself in the atmosphere over India. Meanwhile, a banana
tree is growing in Kerala, a state located in southwest India, which is the world
leader in banana production with an unprecedented 46 billion pounds produced
annually. It is mid-July, monsoon season. The rains are falling heavily as we
zoom in on a hand full of water molecules. They make their descent toward the
Earth and crash into the soil below. These particular water molecules will land
near our banana tree. We know that H2O and CO2 have little accessible (free)
energy as the shared electrons are held too tightly by oxygen. Luckily, as the rain
passes, a break begins to form in the clouds. Initially, a single ray of light is able
to penetrate, and strikes the leaf of the banana tree. The life-giving process of
photosynthesis has begun. Beginning with the water in the soil, CO2 in the
atmosphere (troposphere), and the photons of light hitting the leaf, describe the
process of photosynthesis that leads to the formation of a glucose AND an amino
acid. Make sure you discuss the energy of the electrons as they are passed along.
(The following terms must be included BUT WILL NOT BE AVAILABLE ON TEST DAY:
ETC, chemiosmosis, photophosphorylation, concentration gradient, P700, plastoquinone, xylem,
gluconeogenesis, light harvesting complex, water, NH4+ (ammonium), NO3-(nitrate),
cytochorome b6f complex, soil, chloroplast, stomata (stomata), roots, plastocyanin, mesophyll,
thylakoid membrane, RuBP, 3-phosphoglycerate, 1-3 bisphosphoglycerate, thylakoid
compartment, P680, stroma, grana, NADP+, H+, ATP, guard cells, NADPH, ADP, Pi, electrons,
cellular respiration, reaction center, chlorophyll a, Rubisco, active site, chlorophyll b, Photosystem
I, ferredoxin, NADP+ reductase, phase 1: carbon fixation, phase 2: Reduction, Phase 3:
Regeneration of RuBP, Photosystem II, ATP Synthase, calvin cycle, G3P, PGAL, water splitting,
dark reactions, primary electron carrier, affinity, excited electron, reduction, oxidation, proton
pump, endergonic, exergonic, energy coupling, kinetic energy, potential energy, photolysis, Krebs
intermediate, glycolysis, mitochondria, pyruvate, acetyl CoA, free energy, electrochemical
gradient)
nitrogen cycle might help - http://bio4esobil2010.files.wordpress.com/2011/06/inesnc1.gif
1. Briefly explain how a plant will make all of its amino acids and other monomeric units
and lipids starting with only inorganic materials.
2. Compare cyclic electron flow to non-cyclic electron flow. What is the
purpose/advantage/logic behind doing cyclic electron flow?
3.
4. Over the vacation I went on a diet and lost ten pounds. Where did most of that mass
go?
5. It can be said, “plants come out of thin air”. What does this mean? Does that mean we
also come out of thin air? Explain.
6. Write down the equation for photosynthesis and using arrows depict the flow of
electrons. Which molecules are converted to what? Label the redox reactions. What gets
oxidized? What gets reduced? Identify the oxidizing agent and the reducing agent.
7. Compare and contrast the four different nutritional classes.
8. When trying to determine the nutritional class of an organism, what are the two
questions you must ask yourself?
9. In the word “photoautotroph”, what does “photo” (don’t say light), “auto”, and “troph”
mean. Do the same for the other classes.
10. Give examples of organisms belonging to each of the four classes and explain why.
11. We discussed deep sea thermal vents in class. How are these ecosystems able to
thrive in the absence of sunlight? What type of organism is the producer of this
ecosystem and to what nutritional class does it belong?
12. Compare producers to consumers. Which nutritional classes are the producers and
which are the consumers? Explain.
13. Compare chemosynthesis to photosynthesis. Where would you find organisms doing
chemosynthesis?
14. Be able to label the leaf diagram. Be able to draw and label the chloroplast.
15. Compare the xylem to the phloem. How are they different than our arteries and veins.
Explain how transpiration works.
16. Where does molecular oxygen come from during photosynthesis and what type of
simple experiment can be done to determine this?
17. What is the main purpose of the light reactions? What are the products of the light
reactions used for?
18. Why perform the Calvin cycle and eventually make glucose if the light reactions can
make ATP all by themselves?
19. Explain how moving electrons, 93 million miles away, can transfer their kinetic
energy to Earth.
20. Compare blue light to red light in terms of wavelength and energy, and explain why
one has a higher energy than the other. Look at the animation posted under the misc
section.
21. Identify the different types of light absorbing pigments and the colors (wavelengths)
of light each absorbs. Why do plants appear green to us?
22. Explain the structure of a photosystem.
23. Compare a deciduous tree to an evergreen tree.
24. Compare photosystem I to photosystem II. How are they the same and how are they
different in general?
25. Describe the light reactions in all its glorious detail as we did in class starting with a
photon hitting the light harvesting complex chlorophyll until ATP and NADPH are
reduced. Watch the video over and over again until you can narrate it with your eyes
closed.
26. Order the following in terms of affinity: ground state chlorophyll, excited state
chlorophyll, primary electron acceptor.
27. Explain how one gets excited state chlorophyll from ground state chlorophyll.
28. Why is a second photosystem (photosystem I) required?
29. What is the purpose of passing electrons from Photosystem II to photosystem I? Why
not just excite them in PII and hand them straight to NADP+?
30. Explain how glow in the dark items work like those glow-in-the-dark stars you can
stick to your ceiling. How is this similar and different from what happens in
photosynthesis?
31. What is meant by photophosphorylation?
32. I want you to know what photolysis is and how it relates to photosynthesis. You will
need to use this word in your essay.
33. What are the possible fates of all the molecular oxygen made by plants?
34. Discuss the structure of stomates (stomata) and indicate when they would be
open/closed with an explanation for each in C3, C4 and CAM plants. Why are they found
mostly on the bottom of leaves?
35. During the daytime more molecular oxygen in made relative to CO2, but at night the
opposite occurs (more CO2 is made). Explain why this happens and include where this
CO2 is coming from.
36. Look at this figure :
The dramatic rise in atmospheric CO2 is explained by our burning of fossil fuels. Look
closer though at the annual (yearly) cycle. Why do you think the CO2 levels rise until
April/May and then fall until September and then rise again?
37. You perform an experiment where you take two of the same aquatic plants and place each in
its own beaker with water. You adjust the pH of the water to 7.0 using bromothymol blue, HCl,
and NaOH. You then take one beaker and place it in a dark cabinet and the other beaker is put
under a bright grow lamp. Twelve hours later you to a 5ml sample of each and add two drops of
bromothymol blue. The plant solution under the grow light turned blue while the plant solution in
the cabinet turned yellow. Based on your knowledge of photosynthesis and pH indicators, explain
what you have observed. (Why did the colors change the way they did?)
38. Compare photophosphorylation to oxidative phosphorylation.
39. Compare and contrast the ETC of cellular respiration with the ETC of photosynthesis.
What is similar and what is different? You should be able to list a number of similarities
and differences.
40. Compare the Calvin cycle to the Kreb cycle. How are they opposites?
41. How many ATP are required to make a single glucose? If each glucose has the
potential to yield 36 ATP during cellular respiration, how can it take much fewer to make
it? Basically, how can more “energy” come out than went in…or did it?
42. What is the main purpose for doing photosynthesis?
43. Describe the three possible fates of the resulting G3P from photosynthesis.
44. How many turns of the Calvin cycle are required to make a single glucose molecule
from CO2?
45. How does deforestation aggravate the global warming problem? Explain in detail
starting with the hypothesized cause of global warming. Be sure to include how the
greenhouse effect works on Earth.
46. What is the simplest thing you can do to remove CO2 from the atmosphere?
47. Compare the greenhouse effect on Earth to what is happening in an actual
greenhouse. How are the two different from each other? How does the greenhouse effect
work? What are the most common greenhouse gases? Where do these gases come from?
48. Is the greenhouse effect positive or negative in terms of life on this planet and our
existence?
49. Why is global warming a problem? Who cares if the temperature of the planet rises a
few degrees?
50. Describe the Kyoto protocol. (We did not do this in class….look it up.) Which
nations are not part of it and why do you think this is?
51. It is currently the scientific consensus that humans are responsible for the current
global warming event. Explain how we might be responsible and what can be done to try
and fix this? What can you do personally, everyday, right now? What else might be
causing this global warming period?
52. Explain the reason why different methods of performing carbon fixation during
photosynthesis have been selected for on the plant. What is the main environmental
driving force for the selection of these methods? Why is it a problem if CO2 levels fall
inside the leaf while O2 levels rise.
53. At first glance it may appear that a C4 plant is inferior to a C3 plant since it takes
30ATP to make a glucose vs. 18 ATP, respectively. If this is the case, why haven’t the
C4 plants been outcompeted and forced to extinction by the C3 plants?
54. Compare/contrast C3, C4, CAM methods of photosynthesis (carbon fixation).
55. The benefits of O2 (molecular oxygen) to animals is obvious…for cell respiration.
However, there is another benefit. It is converted to ozone (O3) high in the atmosphere.
Explain why this is beneficial.
56. What are CFC’s, where do they come from, and why are they a problem?
57. Global warming and the ozone problem are NOT really related to each other. Explain
(compare them).
“Our loyalties are to the species and the planet. We speak for Earth. Our obligation to
survive is owed not just to ourselves but also to that Cosmos, ancient and vast, from
which we spring.”
-Dr. Carl Sagan
“Destroying rainforest for economic gain is like burning a Renaissance painting to cook a
meal.”
-E. O. Wilson
“I made this letter longer than usual because I lack the time to make it short.”
-Blaise Pascal