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MSU Bio Test 2
Bio Test 2
| Question | Answer |
|---|---|
| How does DNA account for all of the genetic diversity we see? | Base pairs in DNA can only pair A to T and G to C. The sequence of bases is the genetic code. Variation in base sequences gives life diversity. |
| What is the central dogma of biology? | DNA: Genetic information in genes. RNA: Copies of genes to make protiens. Proteins: Functional molecules. |
| How are DNA and RNA different from each other? | RNA is single stranded, Uracil replaces Thymine (T), Additional oxygen in sugar |
| Where are genes and alleles located? | Locus's on Chromosomes. There are 2 alleles at each gene locus, one for each parent |
| Process of DNA into protein | DNA strand - Transcription - mRNA - Translation - Protein |
| Give examples of inherited traits | Index finger length, free or attached earlobe, tongue roll, dimples, handedness, |
| Co-dominance | A single gene has more than one dominant allele |
| Incomplete dominance | Expression of alleles that are neither dominant or recessive |
| Comparison between Co-dominance and incomplete dominance | In co-dominance both alleles are shown, in incomplete dominance, a mixture of alleles is shown. |
| Mitosis | division of cell (parent cell) into 2 identical cells (daughter cells. Produces genetically identical offspring. |
| Meiosis | involved in sexual reproduction; cell division that produces gametes. Produces genetically different offspring. |
| Mutation | Random change in an individual's DNA. Could be beneficial and contribute to survival and therefore get passed on. |
| Gene Flow | transfer of alleles or genes from one population to another (also called migration). Members of one pop. breed with members of another pop. |
| Genetic Drift | Change in the frequency of an allele due to random sampling. 1/2 of bugs get wiped out. Other half happened to have more of a certain allele. |
| Natural Selection | process by which individuals in a population that are most fit survive and leave more offspring, causing their adaptations to become more common |
| How do the concepts of population bottleneck and the founder effect affect genetic variation in populations? | Since only a small number of the original species is around, there is a different distribution in the gene pool and eventually a lot of homogony. |
| Directional Selection | One extreme end of range of variation favored |
| Stabilizing Selection | Middle range of variation favored |
| Disruptive Selection | Both extremes ends of the variation are favored over the average traits |
| Explain how Darwin came to discover evolution | Galapagos islands: Populations have a struggle for existence, all creatures have individual differences, variation of traits is heritable. Therefore different traits must be more successful and will be selected because of that, therefore evolution. |
| How is the peppered moth an example of evolution? | Light surfaces were darkened by pollution and darker moths became more survivable. |
| Microevolution | Happens within a single population. Small scale. |
| Macroevolution | Happens on a scale that transcends the boundaries of a single species. |
| Types of speciation | Kingdom -> Phylum or Division -> Class -> Order -> Family -> Genus -> Species |
| Exponential vs logrithmic vs arithmatic growth rate | Exponential is when growth climbs exponentially, arithmatic is linear growth, logrithmic starts as exponential but then evens out. |
| Birth rate vs death rate | Number of births in a pop over unit of time vs number of deaths in a pop over unit of time |
| Immigration rate vs Emigration rate | Number of individuals entering the pop over unit of time vs number of individuals leaving the pop over a unit of time |
| fertility rate vs age specific fertility rate | Number of births per life cycle of an average animal of a species vs number of births at each age range of an animal of a species |
| What is carrying capacity? | population size at which a population uses resources equal to the rate at which those resources are supplied; birth rate is equal to the death rate; population growth rate equal to 0 |
| Type I survivorship curve | Most individuals die when they are older, common among animals at top of food chain. |
| Type II survivorship curve | Young and old individuals die just as frequently. Predators and disease affect all equally. |
| Type III survivorship curve | Most individuals die when they are young. More easily taken by predators and susceptible to disease. |
| Type III variation | Young and old individuals compete for resources. |
| Outside factors that limit pop growth | Organism's temperature requirements, amount of space needed in habitat, Chemicals/nutrients and the range of tolerance |
| Density independent | factor that causes a level of mortality that is unrelated to population density like unusual weather, human activities, natural disasters |
| Density dependent | factor that causes a level of mortality that depends on the number of individuals in the population like competition, predation, disease, and parasitism |
| What are the driving forces behind human population growth? | Ability to expand into diverse environments, emergence of agriculture, sanitation systems and control of infectious diseases |
| Pre-Agricultural Period | Extended over 100,000 yrs, tens of thousands of years to double, pop. 5-10 mill at end of era. |
| Agricultural Period | 10,000 yrs ago, 1000 yrs doubling time, pop. 500 mill at end of era. |
| Industrial Period | Started in 1800s, doubling time up to 20 yrs but slowing, pop at 7 billion. |
| Demographic Transition Model | describes the four stages of change in birth rates, death rates, and growth rates of human populations associated with economic development |
| Stage 1: Pre-Transition | Period prior to economic development. Human populations limited by low food availability and high prevalence of disease -> high death rate -> high birth rate |
| Stage 2: Mortality Transition | Improved economic conditions relieve rood shortages -> better living conditions, heath care, education. Death rate ↓, birth rate remains high -> rapid population growth |
| Stage 3: Fertility Transition | Continued economic development -> lower birth rates. Delay families, limit # of children -> lowers total fertility rates. Death rate low, birth rate low -> population growth slows |
| Stage 4: Stability Transition | Low birth and death rate; nearly equal. Zero population growth or negative growth (i.e., decline) |
| How does birth rate correlate with wealth of countries? | More wealth=lower birth rates |
| What factors do we need to predict human pop. growth? | Birth rate, Death rate, Economic Progress, Human values and behavior |
| Ecological Footprint | extent to which humans consume ecosystem goods and services |
| Examples on how to reduce your footprint | Use cleaner transportation, add energy saving features to your home, dry clothes outside, keep thermostat low, unplug unused electronics |
| Biocapacity | Measure of the area and quality of land available to supply a population with resources |
| What does it mean when a countries ecological footprint is bigger than its biocapacity? | When a portion of its ecosystems goods and services have to come from an outside sources. |
| What is the IPAT model? | I = environmental impact (degradation/loss of resources) P = population (size, growth, distribution) A = affluence (individual consumption) T = technology (items that demand energy) |
| Change on one factor of the IPAT model might change another factor. What are some examples? | •Increase in population size may lead to increases in technology •Increases in affluence almost always lead to increase in technology |
| Ways to manage pop. growth | Family planning, education on sexual and reproductive health, improvement on health care, well being, and women's rights, |
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