Download NAME: Integrating Concepts in Biology II

NAME: ____________________________
Integrating Concepts in Biology II
Instructions for Instructors: This sample exam covering Chapters 28-30 of ICB can be used as a guide
to building your own assessment. Depending upon your goals and coverage, you may need to
rearrange images and questions. This set of questions is too long for a single exam; you will have to
select a subset of questions. You can reduce the size of the data galleries or keep them the same
length. The Data Galleries do not contain every figure from these three chapters, but contains at least
the ones necessary to answer the questions. See the ICB approach to assessment guide in the
Instructor Resource area for more information
Instructions for Students: This exam is worth 15% of your course grade and will be due in class on
Wednesday, __/__/____. No exceptions; late reviews will result in a 10%/day deduction. You may
not consult any notes, old tests, internet, texts or any other person while working on this review. Do
not discuss the test with anyone until all exams are turned in. Your signature at the bottom of this
page signifies that the work is yours alone and is pledged under the Honor Code. Once you begin you
will have four hours to complete the review.
There are __ pages in this test, including this cover sheet. You may use a calculator and/or ruler. The
answers to the questions must be typed into the space after each question. For each question or part
to a question, limit your answers to the constraints given. I have given you sentence limits so be
concise. Any part of your answer beyond those constraints will not be graded. Save your work often,
renaming this file “lastname_review1.docx.” Send it to me electronically when finished with the
exam. Alternatively, you may print it and handwrite your answers, and turn in the hardcopy, if you
prefer. If you do this, staple all pages and print legibly; I can only grade what I can read.
There are several “Data Galleries” in the form of numbered figures and tables after the questions.
Move appropriate figures from the galleries and incorporate them into your answers or cite the
figure or table number in your answer. Do not assume that all figures will be used, or that you will
only use a figure once. Simply placing data near your answer is not sufficient support: you must
explain the significance of the data and how they support your written answer.
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shall be honor bound to refrain from stealing. Every student shall be honor bound from lying about
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the Honor System that come under his or her observation; failure to do so shall be a violation of the
Honor System. Every student found guilty of a violation shall ordinarily be dismissed from the
college."
How long did this exam take you to complete?
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1. (CH28) Describe seasonal changes observed in arctic fox used to help them maintain body
temperature homeostasis. Use data and evidence from Data Gallery #1 to support your answer.
2. (CH28) Hypothesize a homeostatic mechanism to explain how the arctic fox’s body responds by
growing longer hair. Use data from Data Gallery #1 to support your answer.
3. (CH28) Explain why the fur on an arctic fox does not get uniformly long on all parts of its body.
Use data from Data Gallery #1 to support your answer.
4. (CH28) Do the camels maintain a consistent body temperature like other mammals? Explain the
difference between the hydrated and dehydrated states for camel temperature homeostasis. Use
data from Data Gallery #1 to support your answer.
5. (CH28) Present data that supports the hypothesis that the hypothalamus is involved in body
temperature homeostasis in mammals. Use data from Data Gallery #1 to support your answer.
6. (CH28) Explain the data that shows hypothalamic regulation of body temperature in the horse.
Use data from Data Gallery #1 to support your answer.
7. (CH28) When the route of air is surgically diverted in a horses nasal cavity, what happens to the
temperature in the hypothalamus and the cavernous sinus? What do you conclude about body
temperature regulation from this result? Use data from Data Gallery #1 to support your answer.
Limit your answer to 3 sentences.
8. (CH28) Why does a human begin to sweat if his skin is never heated beyond 31° C? What cranial
temperature appears to be the “sweat point” for this man? Use data from Data Gallery #1 to
support your answer. Limit your answer to 1 sentence.
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9. (CH28) Describe how a horse’s skull morphology plays a critical role in an individual’s core body
temperature homeostasis. Use data from Data Gallery #1 to support your answer. Limit your
answer to 2 sentences.
DATA GALLERY #1
Figure 28.1
Figure 28.2
Figure 28.3
Figure 28.5
Figure 28.4
Figure 28.9
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Figure 28.6
Figure 28.7
Figure 28.10
Figure 28.12
Figure 28.8
Figure 28.11
Figure 28.13
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Table 28.1
Figure 29.1
Figure 29.2
Figure 29.5
Figure 29.3
Figure 29.4
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Table 29.1
10. (CH28) Describe how and why two related species may allocate resources, such as nutrients or
food, differently. Use data from Data Gallery #1 to support your answer. Limit your answer to 3
sentences.
11. (CH28) What is the difference between sorghum and Johnson grass in how they allocate nutrient
resources and what explains that difference? Use data from Data Gallery #1 to support your
answer. Limit your answer to 2 sentences.
12. (CH28) Describe how changes in protein content of food or consumption affect the allocation of
resources. Use data from Data Gallery #1 to support your answer. Limit your answer to 2
sentences.
13. (CH28) Describe two examples of homeostasis at the population level. Homeostatic processes
lead to what kinds of changes in populations? Use data from Data Gallery #1 to support your
answer. Limit your answer to 2 sentences.
14. (CH28) Describe the principle of resource allocation and how it relates to homeostasis of
populations. Use data from Data Gallery #1 to support your answer. Limit your answer to 1
sentence.
15. (CH28) How would you test the hypothesis that sex of experimental subjects has an effect on a
physiological trait?
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16. (CH29) What do you conclude about the composition of phenotypes in populations of peppered
moths in the United Kingdom and how that composition relates to the conditions in the
environment? Use data from Data Gallery #1 to support your answer. Limit your answer to 3
sentences.
17. (CH29) Describe data that show how long-term exposure to predation or a particular food level
affects the evolution of reproductive traits. What differences do you observe in population of
origin (predator-free versus high predation)? Use data from Data Gallery #1 to support your
answer. Limit your answer to 3 sentences.
18. (CH29) Are humans, when acting as predators, driving evolutionary change more rapidly than
other selective factors? Use data from Data Gallery #1 to support your answer. Limit your answer
to 2 sentences.
19. (CH29) What are the implications for homeostasis of populations when environments change very
rapidly? Use data from Data Gallery #1 to support your answer. Limit your answer to 3 sentences.
20. (CH28) For TWO of the following three figures, explain both the animal’s response to changing
temperature and the adaptation that helps maintain body temperature. Be specific.
Figure 28.3
Figure 28.5
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Figure 28.7
21. (CH28) The yellow-billed magpie (Pica nuttalli) lives along the northern California coast, in a very
well-defined climate regime. Researchers examined the response of these birds to variation in
temperature to understand their adaptations to their climate. They measured the
thermoregulatory responses by measuring their body temperature and oxygen consumption at air
temperatures between -10 and 45°C. The figures show body temperature (Tb) and metabolism
(Hm; a measure estimated from oxygen consumption) during rest of birds exposed to various
ambient temperatures. The line in the body temperature graph shows the line where body
temperature equals ambient temperature. Solid lines in the lower graph are best fit regression
lines for each portion of points through which the lines extend. The dashed line shows extension
of one best fit line to the x-axis.
a. Why does metabolism increase when ambient temperatures are above 38 oC? What effect
does this have on body temperature?
b. In what temperature regime (or range of temperatures) would you expect to find populations
of these birds thriving, given the data in the figure, and why?
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22. (CH28) What were the differences and similarities between the two species of grass in the figures
below in how they allocated resources in response to nutrient level? Explain in no more than 3
sentences, using data from the figures.
Figure 28.10
Figure 28.12
Figure 28.11
23. (CH29) Answer both of the following questions. Answers should be brief and concise.
a. What do the data in Figures 29.2 and 29.3 indicate about homeostasis at the population level?
b. What is the feedback mechanism at work here, and how do the data support your answer?
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Figure 29.2(l) Percentages of peppered moths deemed conspicuous by researchers in one of two
forests.
Figure 29.3(r) Results of studies of peppered moths in two forests.
24. (CH29) Explain the mechanism(s) behind density-dependent population regulation in two
different species we examined. Use data from Data Gallery #2 to support your answers. Limit
your answers to 2 sentences per example.
25. (CH29) What differences do you observe regarding the mortality effects of small and large
predators as damselfish density varies? What do these results suggest about regulation of
damselfish populations? Use data from Data Gallery #2 to support your answer. Answer in no
more than 2 sentences.
26. (CH29) What are the effects of age and population density on rabbit reproduction? Does either of
these factors act as a feedback mechanism involved in maintaining population homeostasis for
European rabbits? If so, explain how the feedback works. Use data from Data Gallery #2 to
support your answer. Answer in no more than two sentences.
27. (CH29) How does the lower social rank of 1 year old rabbits relate to their fecundity as compared
with older females, which are generally higher in the social hierarchy? Does this help explain how
density affects population size, and if so, how? Use data from Data Gallery #2 to support your
answer. Answer in no more than 3 sentences.
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28. (CH29) Describe a mechanism that could produce inverse density-dependence, that is, as density
increases, population size increases, which is opposite to what is normally observed in densitydependent population regulation. Use data from Data Gallery #2 to support your answer. Answer
in no more than 2 sentences.
29. (CH29) Is there unequivocal evidence that DDE causes eggshell thinning, and if so, what is it? If
not, what else would you need to know to rule out other causes? Use data from Data Gallery #2
to support your answer. Answer in no more than 2 sentences.
DATA GALLERY #2
Figure 29.6
Figure 29.7
Figure 29.8
Figure 29.9
Figure 29.11
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Figure 29.10
Figure 29.12
Table 29.2
Figure 29.14
Table 29.3
Figure 29.15
Figure 29.16
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Figure 30.1
Figure 30.2
Figure 30.3
Figure 30.5
Figure 30.4
Figure 30.9
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Table 30.1
Table 30.2
Figure 30.6
Figure 30.8
Figure 30.10
Figure 30.11
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Figure 30.12
Figure 30.12
Figure 30.13
Table 30.3
Table 30.4
Table 30.5
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Table 30.6
Figure ELSI 30.2
30. (CH30) Explain how fish can affect the phosphorus cycle, how the data from fish effects can be
used to understand the phosphorus cycle, and how this illustrates the Big Idea of homeostasis.
Use data from Data Gallery #2 to support your answer. Answer in no more than 4 sentences.
31. (CH30) How can individual organisms help maintain ecological system homeostasis when
confronted by pollutants or contaminants? Use data from Data Gallery #2 to support your
answer. Answer in no more than 2 sentences.
32. (CH30) What is the effect of clearcutting a forest on export of organic and inorganic particulate
matter? What effects do you observe over time in the two watersheds? How do you explain the
decrease in particulate matter export in the clearcut watershed during year 5? Use data from
Data Gallery #2 to support your answer. Answer in no more than two sentences.
33. (CH29) Interpret the two graphs below. Then explain how one of the graphs leads to a stronger
conclusion than the other about the effects of DDE on birds-of-prey. Be brief but thorough.
Figure 29.14 (l) Eggshell thickness in natural populations (circles) and captive populations (xes).
Figure 29.15 (r) Relationship between dietary DDE fed to kestrels and DDE in eggs and eggshell
thickness.
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34. (CH30) How is climate change acting or predicted to act as a disruption to ecological systems?
Name two ways, using data from Data Gallery #2. Limit your answer to one concise sentence per
example.
35. (CH30) Explain how the data to the right relate to each of
the following three Big Ideas. Answer in no more than 1
sentence per Big Idea.
a. Homeostasis
b. Evolution
c. Emergent Properties
Figure 30.6 Arsenic concentrations in brake fern.
36. (CH30) What is the purpose of the control plots set up with a FACE (free-air carbon exchange)
array and no elevated CO2? What about the plots set up with no FACE array?
37. (CH30) What does it suggest to you to have a lot of scatter in a plot of ordinal day of first
blooming over a 60-year time span? What do the data suggest to you if the day of first blooming
of a flower species changes from year to year vs. another species that always begins blooming
around the same day every year? Use data from Data Gallery #2 to support your answer. Answer
in no more than 3 sentences.
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38. (CH30) Is there an effect of elevation on longevity and reproduction of epiphytic plants in tropical
cloud forests, and if so, what is it? Do all species respond the same way to the elevation
differences? Use data from Data Gallery #2 to support your answer. Answer in no more than 3
sentences.
39. Homeostasis is best defined as (highlight, underline or circle the best answer)
a) a positive feedback control that enables the body to respond to changes in the environment.
b) a control system that causes body systems to change if the external environment remains
constant.
c) a feedback system to maintain body systems within an optimal range while responding to
internal or external changes.
d) a feedback system that prevents a body system from changing.
e) a control system designed to regulate the external environment by making subtle changes to
the internal environment.
f) None of the above.