ࡱ> CEBq` 0<bjbjqPqP 42::<JD,$ I*)))))))$+hO.j))*   N) )  '|) P<<N ()<*0I*(.v.$).)" ';)) I*   $.F Study Guide General Biology 101 For Midterm #2 Chapters Covered: Chapters 19, 21, 22, 24, 23, portion of 46 (on succession) Suggestions for preparing before the exam: Read through the suggestions from Study Guide #1, they still apply for this exam. Be able to work any of the multiple choice questions in the self-quiz at the end of each respective chapter (or associated sections), answers are in the appendix of the book, there will be questions on the exam from these self quizzes so they are definitely a good investment of time. Look over the written introductions in the labs, at least 5-10% of the exam reflects work in the lab, understand why you missed sections/questions that you did and correct these or consult with a peer or the instructor to clear any misconceptions. Consult the lecture outlines, these hi-light the most relevant components per a given unit, though there may be some items on the test that reflect reading material solely. The day before the test read through all of the associated chapter end summaries, for a refresher of the chapter content. II. Exam format: (Tentative) 30 Multiple Choice Scantron 10 Matching Scantron 10 Dichotomous Choices (either/or) type questions 5 Short answers or lists e.g. Can you provide three benefits/problems of groups studied? 5 Skills based this may include an interpretation of data type questions (See data analysis sections at the end of each chapter for a flavor of what these questions may be like. An example: Given information about wavelengths of light, which are most significant to photosynthesis? Concepts to Cover I. Ecology Unit: Succession Know differences between primary & secondary. How does succession apply to aquatic environments such as ponds and lakes? What is a pioneer species? Climax community etc. Biogeochemical cycles know the relevancy for each type: carbon, phosphorous, nitrogen. Know the respective processes that occur within each e.g. fixation:nitrogen, sedimentation:phosphorous, cellular respiration:carbon. Review your Biogeochemical cycles worksheet homework. Be aware of chemical imbalances effects e.g. excess carbon liberation leads to global warming, nitrogen oxides to acid rain, phosphorous in aquatic ecosystems leads to eutrophication etc. Which cycles interact with the atmosphere as a primary source of the nutrient? Know the difference between autotrophs, chemoautotrophs, photoheterotrophs etc. II. Photosynthesis: Know the equation of what goes in and what goes out of this vital process. Know the wavelengths that optimize this reaction. How do we know when photosynthesis is occurring and how do we know it is a light dependent reaction? Nutrients: What nutrients are most important in land based ecosystems vs. aquatic. How do we know if a nutrient is limiting for a plant i.e. what will it do? III. Taxonomy & Phylogeny: Be familiar with the taxonomic hierarchy and how species are named. D, K, P, C, O, F, G, Sp Which two levels are used to name a species? Can you recognize the 3 domains of life? What is a eukaryote vs. a prokaryote? What is the purpose of a dichotomous key and how are they used? What is phylogeny and how is it applied? What is the purpose of a phylogenetic tree? What type of traits do scientists use to classify a species? IV. Microbes: What is a virus? Be able to distinguish viral infections from bacterial infections. Know examples of each (disease examples). What is a bacteriophage? Viroid? Prion? What is the significance of the archaeans? What are the three shapes of bacteria? How do we view bacteria and what unique traits do they demonstrate compared to eukaryotes e.g. cell wall, nucleoid, capsule, pili, plasmid etc. Review the four different modes of metabolism seen in bacteria. How do we treat infections of bacteria vs. preventing viral infections? Be aware of the different ways that bacteria may be cultured e.g. petri dish, broth cultures etc. Know the different categories of disease outbreaks and examples of each. What can be interepreted from a presumptive fecal coliform test? i.e. what does it reveal? V. Protists: Which kingdom are these organisms classified in? What are traits used to distinguish the different groups? How are protists different from animals and plants? Know examples and the relevance of each of the major protista groups. Which protista are known to cause diseases? Be able to cite examples. How do seaweeds fit in? What are benefits of protists? Be aware of products made from them e.g. carageenan contributes to what products that humans use? What is diatomaceous earth? Can you identify the different modes of locomotion seen in motile protists? V. Fungi: Study the learning tool, being especially aware of the unique traits of each of the 5 major groups on that learning table. What are some of the benefits of fungi? Problems with fungi? What is a disease condition that is fungal in origin called? What are the characteristics of fungi? What is chitin? Know the difference between mycelium & hyphae & rhizomorphs. Lichens: What is their significance to people? Identify the three types. What are soredia? What two organisms make up a lichen? Are they fast or slow growing? What is meant by the word saprobe? Review article on Armillaria ostoyae to understand why this species is so significant to Oregon. 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