Biology I

Principles of Biology I

Genetics

Biology 201 – Final Study Guide Lab 1. Nutrition: Digestion: 1. How do proteins, fats and carbohydrates compare in the amount of calories (energy), they provide per gram? Fat provide the most energy (calories) per gram. Carbohydrates and protein provide the same amount of energy – calories per gram but the body breaks down carbohydrates and proteins differently. The body prefers to break down carbohydrates, due to the fact that it breaks down into energy (glucose) faster than protein and fats. 2. What are the 4 stages of food processing, and what happens in each? Where does each step take place? What are the digestive organs in humans? Accessory glands? The four stages of food processing are ingestion, digestion, absorption and egestion. Ingestion takes place in the oral cavity and the esophagus. During ingestion, the teeth and salivary glands breaks down the food into a bolus, this then is swallowed and moved down from the esophagus to the stomach. Digestion takes place in the stomach and the small intestine. During digestion, the stomach stores food as it awaits passage to the small intestine. The stomach mechanically breaks down food by churning. Glands in the stomach secrete acid to help break down the food into smaller particles. This watery mixture of food, saliva, stomach acid and enzymes is called chyme. Absorption takes place in the small intestine. During absorption, the cells in the lining of the small intestine (villi) absorb nutrients from the chyme. Cells within the small intestine carry the nutrients from the intestinal lining to the blood stream, where these nutrients are either stored or used for energy. The most absorption of nutrients take place in the small intestine. Egestion takes place in the large intestine. During egestion, the large intestine transforms the watery remains of digestion (waste: consists of fiber, dead cells from the lining of the small intestines, indigestible materials) into a solid stool. The stool is then moved to the rectum, then expelled through the anus. The digestive organs are salivary glands, pharynx, esophagus, stomach, small intestine, large intestine and rectum. The accessory glands of the digestive system are liver, gall bladder and pancreas. 3. As a meal moves through the digestive system, it enters through oral cavity – esophagus – stomach – small intestine – large intestine – rectum – anus. 4. Chemical digestion of proteins occurs in the stomach. Chemical digestion of carbohydrates occurs in the small intestine. Carbohydrates and proteins are absorbed through the villi in the small intestine.

BIO | 201 | Principles of Biology I | study guides | Biology 201 – Final Study Guid

4/11/2020 Ch 24 HW https://session.masteringbiology.com/myct/assignmentPrintView?assignmentID=9080251 1/18 Ch 24 HW Due: 11:59pm on Sunday, February 16, 2020 You will receive no credit for items you complete after the assignment is due. Grading Policy Defining Species Scientists have proposed more than two dozen ways to define species. One commonly used definition, called the biological species concept , holds that populations belong to the same species if they can contribute genes to a common gene pool. Reproductive barriers block gene flow between different species. Gene flow between populations tends to hold the gene pool of a species together. Part A - Comparing species definitions Three of the most prominent definitions of species are the biological species concept, the phylogenetic species concept, and the morphological species (morphospecies) concept. Drag each characteristic to the appropriate bin based on the species concept(s) to which it applies. Hint 1. Definitions of phylogeny and phylogenetic trees Phylogeny refers to the evolutionary history of a species or group of species. Phylogenetic trees are branching diagrams intended to show the evolutionary histories of related species. Because it is impossible to directly observe these relationships as they develop, phylogenetic trees are hypotheses and may change over time as new findings come to light. The phylogenetic species concept defines a species as the smallest group of organisms that share a common ancestor. Hint 2. How can the morphological species concept be used in species classification? The morphological species (morphospecies) concept groups organisms into species based on structural features. Which of the following might be used in classifying a species by the morphological species concept? Select all that apply. ANSWER: Hint 3. What are the limitations of the biological species concept? The biological species concept defines a species as a group of populations whose members have the potential to interbreed in nature and produce viable, fertile offspring. This means that members of a species can contribute to a common gene pool. Which of the following would allow a researcher to determine whether these criteria are met? ANSWER: ANSWER: skeletal features flower shape plumage pattern presence or absence of leg feathers vascular arrangement in plants observation of organisms that reproduce by cloning study of fossilized skeletons comparison of leaf structures observation of organisms that reproduce by mating

BIO | 201 | Principles of Biology I | homework | 4/11/2020 Ch 24 HW https://ses

Chapter_6_Pre_Lecture_Worksheet.docx.docx-Chapter 6 – Metabolism: Energy and

Chapter 7 - Photosynthesis Pre-Lecture Worksheet Name Daromi Please read Chapter 7 and answer the following questions. Please email your answers before class on July 16 th for credit. 1. Which of the following is a common photosynthetic pigment found in plants? Select all that apply. A) chlorophyll a B) chlorophyll c C) carotenoids D) chlorophyll b 2. Which of the following are characteristics of C 4 plants? Select all that apply. A) C 4 plants store carbon dioxide temporarily as oxaloacetate. B) C 4 plants are found in hot, dry climates. C) C 4 plants have a net photosynthetic rate two or three times greater than C 3 plants. D) C 4 plants experience more photorespiration than C 3 plants. E) C 4 plants separate carbon fixation from the Calvin cycle. 3. What would happen if a drug directly interfered with the functioning of RuBP carboxylase? A) Water would not be split at the start of photosystem II, halting the light reactions. B) Chemiosmosis and ATP production would cease, halting the Calvin cycle. C) Carbon dioxide would not be fixed to   RuBP, stalling the Calvin cycle. D) RuBP would not be regenerated from G3P, halting the Calvin cycle. 4. What would happen if the stomata of a leaf remained closed all day? Select all that apply. A) Carbon dioxide in the air spaces of the leaf would decrease. B) Oxygen in the air spaces would increase. C) The amount of water within the air spaces would decrease. D) Photorespiration would increase in C 3 plants. E) Photorespiration would increase in CAM plants. 5. Protons (H + ) accumulate in the thylakoid space during electron transport between photosystems II and I. Which of the following describes what will happen to these protons next? A) The protons will reenter the electron transport chain and be used to generate water. B) The protons will be used to oxidize NADPH to NADH, generating ATP in the process. C) The protons will diffuse out of the lipid layer surrounding the thylakoid and exit the plant during gas exchange. D) The protons will raise the pH of the thylakoid space until it becomes alkaline at which point the protons are pumped out of the thylakoid, generating ATP. E) The protons will move from the thylakoid space to the stroma through an ATP synthase complex that generates ATP. 6. Characterize these reactions involved in the Calvin cycle. A) These are reactions involved in the regeneration of RuBP. The reactions include an exergonic reaction (ATP breaks down into ADP) and the reduction of the coenzyme NADPH. B) These reactions are involved in the reduction of CO 2 . Energy is required in the form of ATP, which is hydrolyzed to ADP. The substrate BPG is reduced, while the coenzyme NADPH is oxidized. C) These reactions are involved in the fixation of CO 2. Energy is required in the form of ADP, which is hydrolyzed to ATP. The substrate BPG is oxidized, while the coenzyme NADPH is reduced. D) These reactions are part of the light reactions in a noncyclic pathway. ATP and NADPH are used during these reactions.

BIO | 150 | Biology I | lecture notes | Chapter 7 - Photosynthesis Pre

Chapter 11 – Mendel and Genetic Patterns of Inheritance Pre-Lecture Worksheet Name Daromi Please read Chapter 11 and answer the following questions. Please email your answers before class time tomorrow for credit. 1. Which of the following crosses will NOT produce offspring with the recessive phenotype? Select all that apply. A) TT × Tt B) Tt × Tt C) TT × TT D) Tt × tt E) tt × tt 2. In a classic Mendelian monohybrid cross between a homozygous dominant parent and a homozygous recessive parent, which generation is always completely heterozygous? A) F 1 generation B) F 2 generation C) F 3 generation D) P generation 3. Women with an X-linked disorder could pass the genes for the disorder to ________, and men with an X-linked disorder could pass the genes for the disorder to ________. A) only their daughters; only their daughters B) both their daughters and sons; only their sons C) both their daughters and sons; only their daughters D) both their daughters and sons; their daughters and sons 4. The F 2 offspring of a classic Mendelian monohybrid cross between homozygous dominant and homozygous recessive parents would produce the genotype(s) A) AA and AA . B) AA and AA . C) AA , Aa , and aa . D) AA only. E) AA only. 5. If an individual with a dominant phenotype is crossed with an individual with a recessive phenotype, 4 of their 9 offspring show the recessive phenotype. What is the genotype of the first parent? A) AA B) Aa C) aa D) The answer cannot be determined from this information. 6. The pedigree chart depicts the inheritance pattern of ________. Circles depict females and squares depict males. Colored shapes represent affected individuals (expressing a trait) and uncolored shapes are unaffected (do not express a trait). A) an autosomal recessive characteristic with both parents being heterozygous B) an autosomal dominant characteristic with both parents being homozygous dominant C) an autosomal recessive characteristic with both parents being homozygous recessive D) None. 7. If two parents have blood genotypes I A i and I B i , which of the following blood genotypes are possible in their children? A) I A i and I B i only B) I A i , I B i , and I A I B only C) I A I A , I B I B , and I A I B only D) I A i , I B i , and ii only E) I A i , I B i , I A I B and ii 8. Since each child of two heterozygous parents has a 50% chance of receiving a recessive trait from each parent, A) if the first child is phenotypically recessive, then the next child must be phenotypically dominant. B) if the first child is phenotypically recessive, then the next child has a 3/4 chance of being phenotypically recessive. C) if the first child is phenotypically recessive, then the next child has a 1/2 chance of being phenotypically recessive. D) no matter what the first child's phenotype, the next child will have a 1/4 chance of being phenotypically recessive. 9. When an individual of African descent marries and has children with an individual of European descent, their children often have a mid-shade of skin color, but they could also have a light shade or a dark shade. This can best be described as A) X-linked inheritance. B) polygenic inheritance. C) pleiotropic inheritance. D) the dominance of the gene for dark skin tone. 10. A testcross involves an individual with the dominant phenotype but unknown genotype being crossed with an individual that has a(n) ________ genotype. A) homozygous dominant B) heterozygous dominant C) homozygous recessive D) Any of the choices.

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