Category: 2nd Semester

Chapter 41 AP Obj Animal Nutrition

 

 

Chapter 41    Animal Nutrition
Objectives
Nutritional Requirements of Animals
1. Compare the bioenergetics of animals when energy balance is positive and when it is negative.
2. Name the three nutrition needs that must be met by a nutritionally adequate diet.
3. Distinguish among undernourishment, overnourishment, and malnourishment.
4. Explain why fat hoarding may have provided a fitness advantage to our hunter-gatherer ancestors.
5. Explain the role of leptin in the regulation of fat storage and use.
6. Define essential nutrients and describe the four classes of essential nutrients.
7. Distinguish between water-soluble and fat-soluble vitamins.
Overview of Food Processing
8. Define and compare the four main stages of food processing.
9. Compare intracellular and extracellular digestion.
The Mammalian Digestive System
10. Describe the common processes and structural components of the mammalian digestive system.
11. Name three functions of saliva.
12. Compare where and how the major types of macromolecules are digested and absorbed within the mammalian digestive system.
13. Explain why pepsin does not digest the stomach lining.Explain how the small intestine is specialized for digestion and absorption.
14. Explain how the small intestine is specialized for digestion and absorption.
15. Describe the major functions of the large intestine.
Evolutionary Adaptations of Vertebrate Digestive Systems
16. Relate variations in dentition and length of the digestive system to the feeding strategies and diets of herbivores, carnivores, and omnivores.
17. Describe the roles of symbiotic microorganisms in vertebrate digestion.
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Chapter 27 AP Objectives

 

Chapter 27     Prokaryotes and the Origins of Metabolic Diversity
Objectives
Structural, Functional, and Genetic Adaptations
Contribute to Prokaryotic Success
1. Explain why it might be said that the history of life on Earth is one long “age of prokaryotes.”
2. Explain why prokaryotes are unable to grow in very salty or sugary foods, such as cured meats or jam.
3. State the function(s) of each of the following prokaryotic features:
a. capsule
b. fimbria
c. sex pilus
d. nucleoid
e. plasmid
f. endospore
4. Describe how prokaryotes carry out cellular respiration when they lack compartmentalized organelles such as mitochondria.
5. List the three domains of life.
6. Describe the structure, composition, and functions of prokaryotic cell walls.
7. Distinguish the structure and staining properties of gram-positive bacteria from those of gram-negative bacteria.
8. Explain why disease-causing gram-negative bacterial species are generally more deadly than disease-causing gram-positive bacteria.
9. Explain how the organization of prokaryotic genomes differs from that of eukaryotic genomes.
10. Describe the evidence of parallel adaptive evolution found in Lenski’s experiments on E. coli.
Nutritional and Metabolic Diversity
11. Distinguish, with prokaryotic examples, among photoautotrophs, chemoautotrophs, photoheterotrophs, and chemoheterotrophs.
12. Distinguish among obligate aerobes, facultative anaerobes, and obligate anaerobes.
13. Explain the importance of nitrogen fixation to life on Earth.
14. Describe the specializations for nitrogen fixation in the cyanobacterium Anabaena.
A Survey of Prokaryotic Diversity
15. Explain why new assays for prokaryotic diversity that do not require researchers to culture microbes have been so fruitful.
16. Explain why some archaea are known as extremophiles. Describe the distinguishing features of methanogens, extreme halophiles, and extreme thermophiles.
The Ecological Impact of Prokaryotes
17. In general terms, describe the role of chemoheterotrophic and autotrophic prokaryotes in the cycling of chemical elements between the biological and chemical components of ecosystems.
18. Describe the mutualistic interaction between humans and Bacteroides thetaiotaomicron.
19. Distinguish among mutualism, commensalism, and parasitism. Provide an example of a prokaryote partner in each type of symbiosis.
20. Distinguish between exotoxins and endotoxins and give an example of each.
21. Describe the evidence that suggests that the dangerous E. coli strain O157:H7 arose through horizontal gene transfer.
22. Define bioremediation. Describe two examples of bioremediation involving prokaryotes.
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Chapter 28 AP Objectives

 

Chapter 28     The Origins of Eukaryotic Diversity
Objectives
Protists Are Extremely Diverse
1. Explain why the kingdom Protista is no longer considered a legitimate taxonomic group.
2. Describe the different nutritional strategies of protists.
3. Describe the three ecological categories of protists. Explain why the terms protozoa and algae are not useful as taxonomic categories.
4. Describe the evidence that supports the theory that mitochondria and plastids evolved by serial endosymbiosis. Explain which living organisms are likely relatives of the prokaryotes that gave rise to mitochondria and plastids.
5. Describe the evidence that suggests that mitochondria were acquired before plastids in eukaryotic evolution.
6. Explain the role of secondary endosymbiosis in the evolution of photosynthetic protists.
A Sample of Protistan Diversity
7. Describe the reduced mitochondria of diplomonads. Explain why this group is successful despite this feature.
8. Explain how trypanosomes avoid detection by the human immune system.
9. Explain why Plasmodium continues to pose a great risk to human health despite modern medical advances.
10. Describe the process and significance of conjugation in ciliate life cycles.
11. List three differences between oomycetes and fungi.
12. Describe the life cycle, ecology, and impact on humans of the following stramenopiles:
a. downy mildew
b. diatoms
c. kelp
13. Describe how amoeboid protists move and feed.
14. Explain why foraminiferans and gymnamoebas are not considered to be closely related, although both are amoebas.
15. Compare the life cycles and ecology of plasmodial and cellular slime molds.
16. Explain the problem faced by Dictyostelium aggregates of constraining “cheaters” that never contribute to the stalk of the fruiting body. Discuss how research on this topic may lead to insights into the evolution of multicellularity.
17. Explain the basis for the proposal for a new “plant” kingdom, Viridiplantae.
18. Describe three mechanisms by which large size and complexity have evolved in chlorophytes.

 
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Chapter 31 AP Objectives

 

Chapter 31     Fungi
Objectives
Introduction to the Fungi
1. List the characteristics that distinguish fungi from members of other multicellular kingdoms.
2. Explain how fungi acquire their nutrients.
3. Describe the basic body plan of a fungus.
4. Describe the processes of plasmogamy and karyogamy in fungi.
5. Explain the significance of heterokaryotic stages in fungal life cycles.
Diversity of Fungi
6. Describe the evidence that suggests that Fungi and Animalia are sister kingdoms.
7. Explain the possible significance of the flagellated spores of members of the phylum Chytridiomycota.
8. Describe the life cycle of the black bread mold, Rhizopus stolonifer.
9. Describe two alternate hypotheses to explain the reduced mitochondria of the microsporidia.
10. Distinguish between ectomycorrhizae and endomycorrhizae.
11. Distinguish among the Zygomycota, Ascomycota, and Basidiomycota. Include a description of the sexual structure that characterizes each group and list some common examples of each group.
Ecological Impacts of Fungi
12. Describe some of the roles of fungi in ecosystems.
13. Describe the structure of a lichen. Explain the roles of the fungal component of the lichen.
14. Explain how lichens may act as pioneers on newly burned soil or volcanic rock.
15. Describe the role of fungi as agricultural pests.
16. Define mycosis, and describe some human mycoses.
17. Describe three commercial roles played by fungi.
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Chapter 29 AP Objectives

 

Chapter 29     Plant Diversity I: Colonization of Land
Objectives
An Overview of Land Plant Evolution
1. Describe four shared derived homologies that link charophyceans and land plants.
2. Distinguish among the kingdoms Plantae, Streptophyta, and Viridiplantae. Note which of these is used in the textbook.
3. Describe five characteristics that distinguish land plants from charophycean algae. Explain how these features are adaptive for life on land.
4. Define and distinguish among the stages of the alternation of generations life cycle
5. Describe evidence that suggests that plants arose roughly 475 million years ago.
Bryophytes
6. List and distinguish among the three phyla of bryophytes. Briefly describe the characteristics of each group.
7. Distinguish between the phylum Bryophyta and the bryophytes.
8. Explain why bryophyte rhizoids are not considered roots.
9. Explain why most bryophytes grow close to the ground.
10. Diagram the life cycle of a bryophyte. Label the gametophyte and sporophyte stages and the locations of gamete production, fertilization, and spore production.
11. Describe the ecological and economic significance of bryophytes.
The Origin and Diversity of Vascular Plants
12. Describe the five traits that characterize modern vascular plants. Explain how these characteristics have contributed to their success on land.
13. Distinguish between microphylls and megaphylls.
14. Distinguish between the homosporous and heterosporous condition.
15. Explain why seedless vascular plants are most commonly found in damp habitats.
16. Name the two clades of living seedless vascular plants.
17. Explain how vascular plants differ from bryophytes.
18. Distinguish between giant and small lycophytes.
19. Explain why whisk ferns are no longer considered to be “living fossils.”
20. Describe the production and dispersal of fern spores.
Student Misconceptions
21. Many students have difficulty in understanding the significance of derived characters that are shared between two extant groups. Just as many members of the general public have the mistaken notion that humans evolved from chimpanzees, some students will think that charophyceans are in some sense ancestral to plants or that charophyceans are identical to the last common ancestor that plants and charophyceans shared.
22. It is important to make sure that your students understand alternation of generations in bryophytes and seedless vascular plants. Plant life cycles are challenging for all students. Without a good understanding of the life cycles of plants with recognizable gametophytes and sporophytes, students will have great difficulty with gymnosperm and angiosperm life cycles.
23. Students tend to think of derived traits as “advanced.” Be careful to avoid this term. Point out that organisms have a combination of primitive and derived traits, and that all living organisms have an equally long evolutionary history, dating back to the origin of life on Earth.
24. Many students are not very familiar with or knowledgeable about plants. Some of the terminology of plant life cycles can be confusing to such students. Clarify for students the meaning of these pairs of terms:
a. homosporous and heterosporous
b. bryophyte and phylum Bryophyta
c. rhizoid and root
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