Chapter 47 AP Obj Animal Development

 

 

Chapter 47    Animal Development
Objectives
The Stages of Embryonic Development in Animals
1. Compare the concepts of preformation and epigenesis.
2. List the two functions of fertilization.
3. Describe the acrosomal reaction and explain how it ensures that gametes are conspecific.
4. Describe the cortical reaction.
5. Explain how the fast and slow blocks to polyspermy function sequentially to prevent multiple sperm from fertilizing the egg.
6. Describe the changes that occur in an activated egg and explain the importance of cytoplasmic materials to egg activation.
7. Compare fertilization in a sea urchin and in a mammal.
8. Describe the general process of cleavage.
9. Explain the importance of embryo polarity during cleavage. Compare the characteristics of the animal hemisphere, vegetal hemisphere, and gray crescent in amphibian embryos.
10. Describe the formation of a blastula in sea urchin, amphibian, and bird embryos. Distinguish among meroblastic cleavage, holoblastic cleavage, and the formation of the blastoderm.
11. Describe the product of cleavage in an insect embryo.
12. Describe the process of gastrulation and explain its importance. Explain how this process rearranges the embryo. List adult structures derived from each of the primary germ layers.
13. Compare gastrulation in a sea urchin, a frog, and a chick.
14. Describe the formation of the notochord, neural tube, and somites in a frog.
15. Describe the significance and fate of neural crest cells. Explain why neural crest cells have been called a “fourth germ layer.”
16. List and explain the functions of the extraembryonic membranes in reptile eggs.
17. Describe the events of cleavage in a mammalian embryo. Explain the significance of the inner cell mass.
18. Explain the role of the trophoblast in implantation of a human embryo.
19. Explain the functions of the extraembryonic membranes in mammalian development.
The Cellular and Molecular Basis of Morphogenesis and Differentiation in Animals
20. Describe the significance of changes in cell shape and cell position during embryonic development. Explain how these cellular processes occur. Describe the process of convergent extension.
21. Describe the role of the extracellular matrix in embryonic development.
22. Describe the locations and functions of cell adhesion molecules.
23. Describe the two general principles that integrate our knowledge of the genetic and cellular mechanisms underlying differentiation.
24. Describe the process of fate mapping and the significance of fate maps.
25. Describe the two important conclusions that have resulted from the experimental manipulation of parts of embryos and the use of fate maps.
26. Explain how the three body axes are established in early amphibian and chick development.
27. Explain the significance of SpemannÕs organizer in amphibian development.
28. Explain what is known about the molecular basis of induction.
29. Explain pattern formation in a developing chick limb, including the roles of the apical ectodermal ridge and the zone of polarizing activity.
30. Explain how a limb bud is directed to develop into either a forelimb or a hind limb.
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Chapter 45 AP Obj Chemical Signals

 

 

Chapter 45    Chemical Signals in Animals
Objectives
An Introduction to Regulatory Systems
1. Compare the response times of the two major systems of internal communication: the nervous system and the endocrine system.
2. Explain how neurosecretory cells, epinephrine, and control of day/night cycles illustrate the integration of the endocrine and nervous systems.
3. Describe the organization of a stimulus, receptor, control center, efferent signal, and effector in a simple endocrine pathway.
4. Describe an example of a negative feedback loop in an endocrine pathway involved in maintaining homeostasis.
5. Explain why the neurohormone pathway that regulates the release of milk by a nursing mother is an example of positive feedback.
Chemical Signals and Their Modes of Action
6. List the three major classes of molecules that function as hormones in vertebrates.
7. Name the three key events involved in signaling by vertebrate hormones.
8. Explain what changes may be triggered by a signal transduction pathway initiated by the binding of a water-soluble hormone to a receptor in the plasma membrane of a target cell.
9. Discuss how and why different target cells exposed to the same hormone may respond in different ways.
10. Describe the nature and location of intracellular receptors for hormones that pass easily through cell membranes. Explain how their role compares to the signal-transduction pathway noted above, and describe the changes they are likely to trigger within the target cell.
11. Explain the role of local regulators in paracrine signaling. Describe the diverse functions of cytokines, growth factors, nitric oxide, and prostaglandins.
The Vertebrate Endocrine System
12. Explain how the hypothalamus and pituitary glands interact and how they coordinate the endocrine system.
13. Describe the location of the pituitary. List and explain the functions of the hormones released from the anterior and posterior lobes.
14. Explain the role of tropic hormones in coordinating endocrine signaling throughout the body. Distinguish between releasing hormones and inhibiting hormones.
15. List the hormones of the thyroid gland and explain their roles in development and metabolism. Explain the causes and symptoms of hyperthyroidism, hypothyroidism, and goiter.
16. Note the location of the parathyroid glands and describe the hormonal control of calcium homeostasis.
17. Distinguish between alpha and beta cells in the pancreas and explain how their antagonistic hormones (insulin and glucagon) regulate carbohydrate metabolism.
18. Distinguish between type I diabetes mellitus and type II diabetes mellitus.
19. List the hormones of the adrenal medulla, describe their functions, and explain how their secretions are controlled.
20. List the hormones of the adrenal cortex and describe their functions.
21. List the hormones of three categories of steroid hormones produced by the gonads. Describe variations in their production between the sexes. Note the functions of each category of steroid and explain how secretions are controlled.
22. Describe several examples of invertebrate hormones that function in the control of reproduction and development.
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Chapter 48 AP Obj Nervous Systems

 

 

Chapter 48     Nervous Systems
Objectives
An Overview of Nervous Systems
1. Compare and contrast the nervous systems of the following animals and explain how variations in design and complexity relate to their phylogeny, natural history, and habitat: hydra, sea star, planarian, insect, squid, and vertebrate.
2. Name the three stages in the processing of information by nervous systems.
3. Distinguish among sensory neurons, interneurons, and motor neurons.
4. List and describe the major parts of a neuron and explain the function of each.
5. Describe the function of astrocytes, radial glia, oligodendrocytes, and Schwann cells.
The Nature of Nerve Signals
6. Define a membrane potential and a resting potential.
7. Describe the factors that contribute to a membrane potential.
8. Explain why the membrane potential of a resting neuron is typically around 260 to 280 mV.
9. Explain the role of the sodium-potassium pump in maintaining the resting potential.
10. Distinguish between gated and ungated ion channels and among stretch-gated ion channels, ligand-gated ion channels, and voltage-gated ion channels.
11. Define a graded potential and explain how it is different from a resting potential or an action potential.
12. Describe the characteristics of an action potential. Explain the role of voltage-gated ion channels in this process.
13. Describe the two main factors that underlie the repolarizing phase of the action potential.
14. Define the refractory period.
15. Explain how an action potential is propagated along an axon.
16. Describe the factors that affect the speed of action potentials along an axon and describe adaptations that increase the speed of propagation. Describe saltatory conduction.
17. Compare an electrical synapse and a chemical synapse.
18. Describe the structures of a chemical synapse and explain how they transmit an action potential from one cell to another.
19. Explain how excitatory postsynaptic potentials (EPSPs) and inhibitory postsynaptic potentials (IPSPs) affect the postsynaptic membrane potential.
20. Define summation and distinguish between temporal and spatial summation. Explain how summation applies to EPSPs and IPSPs.
21. Explain the role of the axon hillock.
22. Describe the role of signal transduction pathways in indirect synaptic transmission.
23. Describe the specific properties of the neurotransmitters acetylcholine and biogenic amines.
24. Identify and describe the functions of the four amino acids and several neuropeptides that work as neurotransmitters.
25. Explain how endorphins function as natural analgesics.
26. Describe the roles of nitric oxide and carbon monoxide as local regulators.
Vertebrate Nervous Systems
27. Compare the structures and functions of the central nervous system and the peripheral nervous system.
28. Distinguish between the functions of the autonomic nervous system and the somatic nervous system.
29. Describe the embryonic development of the vertebrate brain.
30. Describe the structures and functions of the following brain regions: medulla oblongata, pons, midbrain, cerebellum, thalamus, epithalamus, hypothalamus, and cerebrum.
31. Describe the specific functions of the reticular system.
32. Explain how the suprachiasmatic nuclei (SCN) function as a mammalian biological clock.
33. Relate the specific regions of the cerebrum to their functions.
34. Distinguish between the functions of the left and right hemispheres of the cerebrum.
35. Describe the specific functions of the brain regions associated with language, speech, emotions, memory, and learning.
36. Explain the possible role of long-term potentiation in memory storage and learning in the vertebrate brain.
37. Describe our current understanding of human consciousness.
38. Explain how research on stem cells and neural development may lead to new treatments for injuries and disease.
39. Describe current treatments for schizophrenia.
40. Distinguish between bipolar disorder and major depression.
41. Describe the symptoms and brain pathology that characterize Alzheimer’s disease. Discuss possible treatments for this disease.
42. Explain the cause of Parkinson’s disease.
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Chapter 49 AP Obj Sensory

 

 

Chapter 49     Sensory & Motor Mechanisms
Objectives
Sensing, Acting, and Brains
1. Differentiate between sensation and perception.
Introduction to Sensory Reception
2. Explain the difference between exteroreceptors and interoreceptors.
3. Describe the four general functions of receptor cells as they convert energy stimuli into changes in membrane potentials and then transmit signals to the central nervous system.
4. Distinguish between sensory transduction and receptor potential.
5. Explain the importance of sensory adaptation.
6. List the five types of sensory receptors and explain the energy transduced by each type.
Hearing and Equilibrium
7. Explain the role of mechanoreceptors in hearing and balance.
8. Describe the structure and function of invertebrate statocysts.
9. Explain how insects may detect sound.
10. Refer to a diagram of the human ear and give the function of each structure.
11. Explain how the mammalian ear functions as a hearing organ.
12. Explain how the mammalian ear functions to maintain body balance and equilibrium.
13. Describe the hearing and equilibrium systems of nonmammalian vertebrates.
Chemoreception: Taste and Smell
14. Explain how the chemoreceptors involved with taste function in insects and humans.
15. Describe what happens after an odorant binds to an odorant receptor on the plasma membrane of the olfactory cilia.
16. Explain the basis of the sensory discrimination of human smell.
Photoreceptors and Vision
17. Compare the structures of, and processing of light by, the eyecups of Planaria, the compound eye of insects, and the single-lens eyes of molluscs.
18. Refer to a diagram of the vertebrate eye to identify and give the function of each structure.
19. Describe the functions of the rod cells and cone cells of the vertebrate eye.
20. Explain and compare how the rods and cones of the retina transduce stimuli into action potentials.
21. Explain how the retina assists the cerebral cortex in the processing of visual information.
Movement and Locomotion
22. Describe three functions of a skeleton.
23. Describe how hydrostatic skeletons function and explain why they are not found in large terrestrial organisms.
24. Distinguish between an exoskeleton and an endoskeleton.
25. Explain how the structure of the arthropod exoskeleton provides both strength and flexibility.
26. Explain how a skeleton combines with an antagonistic muscle arrangement to provide a mechanism for movement.
27. Explain how body proportions and posture impact physical support on land.
28. Using a diagram, identify the components of a skeletal muscle cell.
29. Explain the sliding-filament model of muscle contraction.
30. Explain how muscle contraction is controlled.
31. Explain how the nervous system produces graded contraction of whole muscles.
32. Explain the adaptive advantages of slow and fast muscle fibers.
33. Distinguish among skeletal muscle, cardiac muscle, and smooth muscle.
34. List the advantages and disadvantages associated with moving through:
a. an aquatic environment
b. a terrestrial environment
c. air
35. Discuss the factors that affect the energy cost of locomotion.
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Chapter 4 – Carbon and the Molecular Diversity of Life – Lecture Outline

Chapter 4    Carbon and the Molecular Diversity of Life    Lecture Outline

Overview: Carbon – The Backbone of Biological Molecules

·         Although cells are 70–95% water, the rest consists mostly of carbon-based compounds.

·         Carbon is unparalleled in its ability to form large, complex, and diverse molecules.

·         Carbon accounts for the diversity of biological molecules and has made possible the great diversity of living things.

·         Proteins, DNA, carbohydrates, and other molecules that distinguish living matter from inorganic material are all composed of carbon atoms bonded to each other and to atoms of other elements.

·         These other elements commonly include hydrogen (H), oxygen (O), nitrogen (N), sulfur (S), and phosphorus (P).

 

Concept 4.1 Organic chemistry is the study of carbon compounds

·         The study of carbon compounds, organic chemistry, deals with any compound with carbon (organic compounds).

·         Organic compounds can range from simple molecules, such as CO2 or CH4, to complex molecules such as proteins, which may weigh more than 100,000 daltons.

·         The overall percentages of the major elements of life (C, H, O, N, S, and P) are quite uniform from one organism to another.

·         However, because of carbon’s versatility, these few elements can be combined to build an inexhaustible variety of organic molecules.

·         Variations in organic molecules can distinguish even between individuals of a single species.

·         The science of organic chemistry began in attempts to purify and improve the yield of products obtained from other organisms.

·         Initially, chemists learned to synthesize simple compounds in the laboratory, but had no success with more complex compounds.

·         The Swedish chemist Jons Jacob Berzelius was the first to make a distinction between organic compounds that seemed to arise only in living organisms and inorganic compounds that were found in the nonliving world.

·         This led early organic chemists to propose vitalism, the belief that physical and chemical laws did not apply to living things.

·         Support for vitalism began to wane as organic chemists learned to synthesize complex organic compounds in the laboratory.

·         In the early 1800s, the German chemist Friedrich Wöhler and his students were able to synthesize urea from totally inorganic materials.

·         In 1953, Stanley Miller at the University of Chicago set up a laboratory simulation of chemical conditions on the primitive Earth and demonstrated the spontaneous synthesis of organic compounds.

·         Such spontaneous synthesis of organic compounds may have been an early stage in the origin of life.

·         Organic chemists finally rejected vitalism and embraced mechanism, accepting that the same physical and chemical laws govern all natural phenomena including the processes of life.

·         Organic chemistry was redefined as the study of carbon compounds regardless of their origin.

·         Organisms do produce the majority of organic compounds.

·         The laws of chemistry apply to inorganic and organic compounds alike.

 

Concept 4.2 Carbon atoms can form diverse molecules by bonding to four other atoms

·         With a total of 6 electrons, a carbon atom has 2 in the first electron shell and 4 in the second shell.

·         Carbon has little tendency to form ionic bonds by losing or gaining 4 electrons to complete its valence shell.

·         Instead, carbon usually completes its valence shell by sharing electrons with other atoms in four covalent bonds.

·         This tetravalence by carbon makes large, complex molecules possible.

·         When carbon forms covalent bonds with four other atoms, they are arranged at the corners of an imaginary tetrahedron with bond angles of 109.5°.

·         In molecules with multiple carbons, every carbon bonded to four other atoms has a tetrahedral shape.

·         However, when two carbon atoms are joined by a double bond, all bonds around those carbons are in the same plane and have a flat, three-dimensional structure.

·         The three-dimensional shape of an organic molecule determines its function.

·         The electron configuration of carbon makes it capable of forming covalent bonds with many different elements.

·         The valences of carbon and its partners can be viewed as the building code that governs the architecture of organic molecules.

·         In carbon dioxide, one carbon atom forms two double bonds with two different oxygen atoms.

·         In the structural formula, O=C=O, each line represents a pair of shared electrons. This arrangement completes the valence shells of all atoms in the molecule.

·         While CO2 can be classified as either organic or inorganic, its importance to the living world is clear.

·         CO2 is the source of carbon for all organic molecules found in organisms. It is usually fixed into organic molecules by the process of photosynthesis.

·         Urea, CO(NH2)2, is another simple organic molecule in which each atom forms covalent bonds to complete its valence shell.

Variation in carbon skeletons contributes to the diversity of organic molecules.

·         Carbon chains form the skeletons of most organic molecules.

·         The skeletons vary in length and may be straight, branched, or arranged in closed rings.

·         The carbon skeletons may include double bonds.

·         Atoms of other elements can be bonded to the atoms of the carbon skeleton.

·         Hydrocarbons are organic molecules that consist of only carbon and hydrogen atoms.

·         Hydrocarbons are the major component of petroleum, a fossil fuel that consists of the partially decomposed remains of organisms that lived millions of years ago.

·         Fats are biological molecules that have long hydrocarbon tails attached to a nonhydrocarbon component.

·         Petroleum and fat are hydrophobic compounds that cannot dissolve in water because of their many nonpolar carbon-to-hydrogen bonds.

·         Isomers are compounds that have the same molecular formula but different structures and, therefore, different chemical properties.

·         For example, butane and isobutane have the same molecular formula, C4H10, but butane has a straight skeleton and isobutane has a branched skeleton.

·         The two butanes are structural isomers, molecules that have the same molecular formula but differ in the covalent arrangement of atoms.

·         Geometric isomers are compounds with the same covalent partnerships that differ in the spatial arrangement of atoms around a carbon–carbon double bond.

·         The double bond does not allow atoms to rotate freely around the bond axis.

·         The biochemistry of vision involves a light-induced change in the structure of rhodopsin in the retina from one geometric isomer to another.

·         Enantiomers are molecules that are mirror images of each other.

·         Enantiomers are possible when four different atoms or groups of atoms are bonded to a carbon.

·         In this case, the four groups can be arranged in space in two different ways that are mirror images.

·         They are like left-handed and right-handed versions of the molecule.

·         Usually one is biologically active, while the other is inactive.

·         Even subtle structural differences in two enantiomers have important functional significance because of emergent properties from specific arrangements of atoms.

·         One enantiomer of the drug thalidomide reduced morning sickness, the desired effect, but the other isomer caused severe birth defects.

·         The L-dopa isomer is an effective treatment of Parkinson’s disease, but the D-dopa isomer is inactive.

 

Concept 4.3 Functional groups are the parts of molecules involved in chemical reactions

·         The components of organic molecules that are most commonly involved in chemical reactions are known as functional groups.

·         If we consider hydrocarbons to be the simplest organic molecules, we can view functional groups as attachments that replace one or more of the hydrogen atoms bonded to the carbon skeleton of the hydrocarbon.

·         Each functional group behaves consistently from one organic molecule to another.

·         The number and arrangement of functional groups help give each molecule its unique properties.

·         As an example, the basic structure of testosterone (a male sex hormone) and estradiol (a female sex hormone) is the same.

·         Both are steroids with four fused carbon rings, but they differ in the functional groups attached to the rings.

·         These functional groups interact with different targets in the body.

·         There are six functional groups that are most important to the chemistry of life: hydroxyl, carbonyl, carboxyl, amino, sulfhydryl, and phosphate groups.

·         All are hydrophilic and increase the solubility of organic compounds in water.

·         In a hydroxyl group (—OH), a hydrogen atom forms a polar covalent bond with an oxygen atom, which forms a polar covalent bond to the carbon skeleton.

·         Because of these polar covalent bonds, hydroxyl groups increase the solubility of organic molecules.

·         Organic compounds with hydroxyl groups are alcohols, and their names typically end in -ol.

·         A carbonyl group (>CO) consists of an oxygen atom joined to the carbon skeleton by a double bond.

·         If the carbonyl group is on the end of the skeleton, the compound is an aldehyde.

·         If the carbonyl group is within the carbon skeleton, then the compound is a ketone.

·         Isomers with aldehydes versus ketones have different properties.

·         A carboxyl group (—COOH) consists of a carbon atom with a double bond to an oxygen atom and a single bond to the oxygen of a hydroxyl group.

·         Compounds with carboxyl groups are carboxylic acids.

·         A carboxyl group acts as an acid because the combined electronegativities of the two adjacent oxygen atoms increase the dissociation of hydrogen as an ion (H+).

·         An amino group (—NH2) consists of a nitrogen atom bonded to two hydrogen atoms and the carbon skeleton.

·         Organic compounds with amino groups are amines.

·         The amino group acts as a base because the amino group can pick up a hydrogen ion (H+) from the solution.

·         Amino acids, the building blocks of proteins, have amino and carboxyl groups.

·         A sulfhydryl group (—SH) consists of a sulfur atom bonded to a hydrogen atom and to the backbone.

·         This group resembles a hydroxyl group in shape.

·         Organic molecules with sulfhydryl groups are thiols.

·         Two sulfhydryl groups can interact to help stabilize the structure of proteins.

·         A phosphate group (—OPO32−) consists of a phosphorus atom bound to four oxygen atoms (three with single bonds and one with a double bond).

·         A phosphate group connects to the carbon backbone via one of its oxygen atoms.

·         Phosphate groups are anions with two negative charges, as two protons have dissociated from the oxygen atoms.

·         One function of phosphate groups is to transfer energy between organic molecules.

·         Adenosine triphosphate, or ATP, is the primary energy-transferring molecule in living cells.

These are the chemical elements of life.

·         Living matter consists mainly of carbon, oxygen, hydrogen, and nitrogen, with smaller amounts of sulfur and phosphorus.

·         These elements are linked by strong covalent bonds.

·         Carbon, with its four covalent bonds, is the basic building block in molecular architecture.

·         The great diversity of organic molecules with their special properties emerges from the unique arrangement of the carbon skeleton and the functional groups attached to the skeleton.