Download BI101 Winter 2016 Morré STUDY GUIDE FOR FINAL EXAM FINAL

BI101 Winter 2016
Morré
STUDY GUIDE FOR FINAL EXAM
FINAL EXAM DATE AND TIME: MWF 10 am class: Monday March 14, 8 – 9:50 am in WOH 218
MWF 2 pm class: Wednesday March 16, 3 – 4:50 pm in WOH 218
BRING A SCANTRON SHEET (and an extra one if someone loaned you one for a previous exam).
We will spend the first 15 minutes answering any questions you may have.
The final is cumulative – it may include questions on material from any of the labs, lectures, and textbook
assignments. Approximately 30 – 50% of it will be over material covered after the second midterm exam.
Use the two previous midterm exam study guides to study for material from Chapters 1, 17, 19, 20, 21, 22, 26,
27, and 28, as well as the labs. Review the in-class Biology Jeopardy materials for Chapters 23 and 24. Here is a
study guide for Chapters 23, 24 and 30 (which we will discuss in class during the last week of class). If you
answer all the questions on the study guides and bring them to me on the day of the final, I will give you 5
points of extra credit on the final exam. (The real value is that you will likely remember more of what you have
learned this term and perform better on the final exam!)
STUDY GUIDE
Chapter 23:
What are seven key features of animals?
What are the two major categories of animals, and what is the key difference between them?
What makes sponges unique among animals?
Describe three types of symmetry found among animals, and the differences between them. Give an example
of an animal that has each type of symmetry.
What are the two main groups of bilaterally symmetrical animals?
Name 5 of the 10 major animal phyla (groups) and name an example from each group (Figure 23-1). Which is
the most diverse and abundant group? Which group is most closely related to vertebrates, and why do
scientists think so?
Which group of invertebrates is the only one capable of flight?
What type of symmetry do echinoderms exhibit?
Name two distinguishing characteristics of each of these phyla (groups of animals): Annelids, Mollusks,
Nematodes, Echinoderms, and Cnidarians.
Name two distinguishing characteristics of each of these groups of arthropods: Arachnids, Myriapods
(Chilopods and Diplopods), Crustaceans, and Insects.
Describe open and closed circulatory systems. What kind of circulatory system do most arthropods and
mollusks have?
Chapter 24:
Describe four key features of chordates (some of which are only seen in certain life stages), and name what
each of these four structures in a human embryo becomes in an adult human.
What are the invertebrate chordates? What do they lack that other chordates have? (What do all vertebrates
have?)
Name five major groups of vertebrates, a couple of distinguishing traits for each group, and an example of an
animal from each group.
List adaptations birds have made that contribute to their ability to fly.
List three adaptations that reptiles have made for life on land.
Name four key features of mammals.
What are craniates, and give an example. Why do amphibians lay their eggs in water?
Chapter 30 (and Lab 1):
Understand the meaning of these terms: conservation biology, biodiversity, sustainable development.
Why are they important?
Why is it important to maintain biodiversity and diverse natural ecosystems?
Describe three levels of biodiversity (genetic, species, and ecosystem diversity) and why it is important to
maintain diversity at each of these three levels.
Name 6 ecosystem services that benefit people and 4 supporting ecosystem services.
What does ecological economics attempt to measure?
What is a keystone species, and what happens to an ecosystem when it is lost? (Think about Yellowstone.)
Considering human impacts on the environment, including climate change, briefly describe the threats to
biodiversity from each of these factors that are collectively abbreviated as HIPPO: habitat
destruction/fragmentation; invasive species, population, pollution, and overharvest. Give a specific example of
each impact (for example, Asian carp in the Mississippi River are an example of ______).
Discuss how global climate change is a threat to biodiversity.
Describe what the term “ecological footprint” means. Does human demand on resources exceed Earth’s
biological capacity?
Why is sustainability essential for a healthy future? What does “sustainable development” mean? What is a
commonly used definition? (p. 592)
How do agricultural practices affect sustainability? Name three sustainable agricultural practices that can help
reduce damage to nearby aquatic systems and air quality.
What can individuals do to conserve energy, materials, support sustainable practices?
Briefly discuss what has happened to native prairie/grassland ecosystems in the Willamette Valley over the
past 150 years. What activities contributed to its loss or degradation?
Describe these community relationships: mutualism, predation, parasitism, social paratism, and interspecific
competition. Give an example of each.
Draw a simple grassland food chain that shows the efficiency of energy transfer from one trophic level to the
next. What is the primary source of energy?
Draw a simple food web that shows four trophic levels, from primary producers through tertiary consumers.
Why is it advantageous to eat “lower on the food chain” as vegetarians do?
Describe the nitrogen cycle in words or a drawing. Describe what happens when excess nitrogen and
phosphorous are added to an aquatic ecosystem (for example, a small lake).
Draw a diagram of the carbon cycle. What are humans doing that affects the carbon cycle and contributes to
climate change? What can we do as individuals to reduce human impacts on this system?