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BIO 1500-Test 3
| Question | Answer |
|---|---|
| Identify the function of cellular respiration. | To produce ATP |
| Memorize the inputs of cellular respiration. | Glucose and O2 |
| Memorize the output of cellular respiration. | ATP, CO2, and H20 |
| What are the three steps of cellular respiration? | Glycolysis 'sugar breaking', pyruvate prep/citric acid cycle, and electron transport chain |
| What happens during glycolysis? | Glucose is broken into pyruvate yielding 2 ATP and NADH |
| What happens during the citric acid cycle? | -Pyruvate is broken down: generates more NADH and FADH2 -Produces CO2 as a byproduct |
| What happens during the electron transport chain? | -Electrons supplied by NADH and FADH2 -Series of redox reactions: one molecule loses electron (oxidation) and another molecule gains it (reduction) |
| Describe the electron transport chain. | -as the electron is passed it moves to a lower Energy state where the energy is used to pump H+ (protons) across the membrane, generating a proton gradient that stores energy -Oxygen is the final acceptor of the electrons producing H2O as a byproduct → H |
| Describe the role of the proton gradient and ATP synthase. | Gives potential energy and spurs synthesis of ATP to occur |
| Explain how fermentation differs from cellular respiration and the situations in which fermentation occurs. | -Bonds in glucose → NADH/FADH2 → H+ concentration gradient → ATP -No ATPs are produced through fermentation but the cell acquired 2 ATPs through glycolysis and NAD+ is regenerated (allowing glycolysis to continue) |
| Memorize the outputs of fermentation. | CO2 and alcohol/lactic acid |
| Identify the common features between cellular respiration and photosynthesis. | -electron transport chain -ATP synthase -proton gradient -electron carriers -make use of each other's byproducts! -cyclic component (PS: Calvin, CR: citric acid) |
| Identify the differences between cellular respiration and photosynthesis. | source of electrons in ETC -(PS:water, CR: NADPH,FADH2) Final acceptor of electrons -(PS: NAD+, CR: O2) Function of process -(PS: to make glucose, CR: to make ATP) |
| Recognize the inner relationship between the two processes. | -PS: CO2 + H20 + energy yields C6H12O6 + O2 -CR: C6H12O6 + O2 yields energy + CO2 + H2O |
| Explain the general mechanism of how enzymes function. | Enzyme brings 2 particles really close together → form bond -May require E |
| Recall the mechanism of ATP synthase to produce ATP from ADP + PI. | Energy stored in H+ gradient across membrane → H+ pushing inward provides E for ATP synthase |
| Recall the general function that gradients have in cells. | Energy storage Drive ATP synthase |
| Explain how gradients are used in cells using the example of ATP synthase. | the proton gradient produced by proton pumping during the electron transport chain is used to synthesize ATP -protons flow down their concentration gradient into the matrix through the membrane protein ATP synthase, causing it to spin (like a water wheel |
| Recall two more examples of how gradients in cells are used to do work. | -Cellular respiration and ETC build a proton gradient that generates ATP bacterial flagella that spins around and propels them -The motor driving around is similar to ATP synthase and uses a proton or sodium gradient between the two membranes -Our nerv |
| Explain how the circular processes of photosynthesis and cellular respiration result in the cycling of carbon within ecosystems. | -Cellular respiration and photosynthesis are important parts of the carbon cycle -The carbon cycle is the pathways through which carbon is recycled in the biosphere -While cellular respiration releases carbon dioxide into the environment, photosynthesi |
| Explain the two reasons for an imbalance in this cycle that led to the increased O2 during the carboniferous. | an increase in PS the burial of carbon → removed from cycle instead of using up O2 in CR Facilitated by evolution of lignin: no decomposers available to break it down |
| Describe the hypothesized reasons for the decline in O2 during the late permian. | Drier climate |
| Explain the importance of lignin and lignin decomposition on the rise and fall of O2 levels during the carboniferous. | All plants are consumed by animals or decomposers CR by animals/decomposers release CO2 Land dominated by bogs, lush plants, 1st large trees, forests → lots of Photosynthesis BUT lots of C was buried instead of undergoing CR: lignin evolved early tree |
| Know the differences between prokaryotic and eukaryotic cells. | Bacterial cells are classified as prokaryotic cells and plant and animal cells are classified as eukaryotic cells All cells have a cytoplasm, plasma membrane, DNA, and ribosomes Prokaryotes are mostly unicellular/single celled organisms that don't have |
| Know the differences between plant and animal cells. | Animal cells have centrioles that are affiliated with microtubule organizing centers Animal cells also have lysosomes and a centrosome whereas plant cells do not Plant cells contain a cell wall, chloroplasts, specialized plastids, and a large central va |
| Plasma Membrane | Protection, diffusion |
| Cell Wall | Maintains cell shape, gives structure to the cell, and provides protection in the form of a rigid outer covering |
| Ribosomes | Protein synthesis, very small, found throughout the cell but heavily concentrated on the rough ER |
| Cytoplasm | Cells region between the plasma membrane and the nuclear envelope |
| Cytosol | Liquid found inside cells(intracellular fluid) |
| Flagella | Hairlike structures that allow for movement |
| Cytoskeleton | Microtubules, microfilaments->structure that helps cells maintain their shape and internal organization, and it also provides mechanical support that enables cells to carry out essential functions like division and movement. |
| Nucleus | Controls and regulates the activities of the cell(growth and metabolism) and carries the genes, structures that contain the hereditary information -Contains chromatin, a nuclear envelope, and a nucleolus, as in an animal cell |
| Golgi Apparatus | Packaging and distribution center |
| Endoplasmic reticulum | Produce proteins for the rest of the cell to function |
| Mitochondria | Produces energy/makes ATP the PoWeRhOuSe Of ThE cElL |
| Chloroplast | Site of photosynthesis only in plant cels |
| Lysosomes | Type of vesicle involved in disintegrating and removal of wastes "garbage disposal" |
| Endomembrane system | group of membranes and organelles in eukaryotic cells that work together to modify, package, and transport lipids and proteins |
| Vesicles | move molecules, secrete substances, digest materials, or regulate the pressure in the cell |
| Vacuole | Water storage, especially important in plant cells |
| Name the four classes of organic molecules | Lipids, proteins, nucleic acids, and carbohydrates |
| What is the chemical subunit of lipids? | Steroids, fats, phospholipids, oils, waxes, triglycerides |
| What is the chemical subunit of proteins? | Amino acids |
| What is the chemical subunit of nucleic acids? | Nucleotides |
| What is the chemical subunit of carbohydrates? | Monosaccaride, glucose, cellulose, chitin |
| Know the key characteristics of a scientific explanation. | Science focuses exclusively on the natural world and does not deal with supernatural explanations - Science is a path to understanding |
| it is not simply a collection of facts - Scientists work in many different ways, but all science relies on testing ideas by figuring out what expectations are generated by an idea and making observations to find out whether those expectations hold true | All plants are consumed by animals or decomposers |
| What is a hypothesis? | a proposed explanation for a fairly narrow set of phenomena |
| What is a theory? | a broad explanation for a wide range of phenomena A theory is a powerful explanation for a broad set of observations and in order for a theory to be accepted in the scientific community, it must be strongly supported by many different lines of evidence |
| Identify fields of science that rely on observations and modeling more than experience. | Geology Astronomy |
| Refute common misconceptions about science and scientists. | stereotypical image of a scientist → not a very social one Usually a scientist is depicted as a geeky guy, isolated in a windowless basement lab, strictly following the rules of the Scientific Method, until he finally makes a great discovery no single s |
| Explain how/why diversity among scientists improves the quality of the science that is practiced. | Diversity facilitates specialization Diversity invigorates problem solving Diversity balances biases If scientists were all the same, scientific controversy would be rare, but so would scientific progress! Despite their diversity, all of those individ |
| What is the molecular level of the biological processes? | structure of behavior of molecules Diffusion of oxygen, organic molecules, ATP synthase, photooxidation and glucose, ETC |
| What is the cellular level of the biological processes? | processes performed by cells PS, CR, fermentation, increase of O2 levels, role of gradients, difference between types of cells, organelles |
| What is the organismal level of the biological processes? | physiology of plants, animals, fungi (how do they work?) Respiratory systems, respiration by diffusion in tracheas, large body size, reproduction and body size |
| What is the ecological level of the biological processes? | interactions between species, organisms, and environment predation/lack of it, bacteria breaking down lignin, vegetation/bogs, fluctuation of O2 levels, carbon cycle, oxygen revolution |
| What is the evolutionary level of the biological processes? | topics related to change over time Natural selection, allele frequencies, changes in traits, selection on body size, whether O2 can influence body size, bird flight improvements, history of life/deep time/earth viewer |
| What is an example of the molecular level reflected in our explanation for the large size of dragonflies during the carboniferous? | Diffusion of oxygen ATP synthase Glucose Organic molecules |
| What is an example of the cellular level reflected in our explanation for the large size of dragonflies during the carboniferous? | Photosynthesis Cellular respiration Role of gradients organelles |
| What is an example of the organismal level reflected in our explanation for the large size of dragonflies during the carboniferous? | Respiratory systems Large body size Reproduction and body size |
| What is an example of the ecological level reflected in our explanation for the large size of dragonflies during the carboniferous? | predation/lack of it Vegetation Fluctuation of O2 levels Oxygen revolution |
| What is an example of the evolutional level reflected in our explanation for the large size of dragonflies during the carboniferous? | Natural selection Allele frequencies Selection on body size Bird flight improvements |
| - Eukaryotic cells differ in that they have a nucleus, membrane bound organelles, and rod shaped chromosomes | |
| - Eukaryotic cells are much more complex than prokaryotic cells are | |
| Know the differences between plant and animal cells. | Animal cells have centrioles that are affiliated with microtubule organizing centers |
| Animal cells also have lysosomes and a centrosome whereas plant cells do not | |
| Plant cells contain a cell wall, chloroplasts, specialized plastids, and a large central vacuole | |
| Plasma Membrane | Protection; diffusion; selectively permeable; communication |
| Cell Wall | Maintains cell shape, gives structure to the cell, and provides protection in the form of a rigid outer covering |
| Ribosomes | Protein synthesis, very small, found throughout the cell but heavily concentrated on the rough ER |
| Cytoplasm | Cells region between the plasma membrane and the nuclear envelope; fluid within the cell, passive transport of water/nutrients/oxygen |
| Cytosol | Liquid found inside cells(intracellular fluid) |
| Flagella | Hairlike structures that allow for movement |
| Cytoskeleton | Microtubules, microfilaments->structure that helps cells maintain their shape and internal organization, and it also provides mechanical support that enables cells to carry out essential functions like division and movement. |
| Nucleus | Controls and regulates the activities of the cell(growth and metabolism) and carries the genes, structures that contain the hereditary information |
| -Contains chromatin, a nuclear envelope, and a nucleolus, as in an animal cell | |
| Golgi Apparatus | Packaging and distribution center |
| Endoplasmic reticulum | Produce proteins for the rest of the cell to function; interconnected membrane sacs and tubules that synthesize lipids and modify proteins |
| Mitochondria | Produces energy/makes ATP |
| the PoWeRhOuSe Of ThE cElL | |
| Chloroplast | Site of photosynthesis only in plant cels |
| Lysosomes | Type of vesicle involved in disintegrating and removal of wastes; "garbage disposal" |
| Endomembrane system | group of membranes and organelles in eukaryotic cells that work together to modify, package, and transport lipids and proteins |
| Vesicles | move molecules, secrete substances, digest materials, or regulate the pressure in the cell |
| Vacuole | Water storage, especially important in plant cells |
| Name the four classes of organic molecules | Lipids, proteins, nucleic acids, and carbohydrates |
| What is the chemical subunit of lipids? | Steroids, fats, phospholipids, oils, waxes, triglycerides |
| What is the chemical subunit of proteins? | Amino acids |
| What is the chemical subunit of nucleic acids? | Nucleotides |
| What is the chemical subunit of carbohydrates? | Monosaccaride, glucose, cellulose, chitin |
| Know the key characteristics of a scientific explanation. | Science focuses exclusively on the natural world and does not deal with supernatural explanations |
| - Science is a path to understanding; it is not simply a collection of facts | |
| - Scientists work in many different ways, but all science relies on testing ideas by figuring out what expectations are generated by an idea and making observations to find out whether those expectations hold true | |
| - Accepted scientific ideas are reliable because they have been subjected to rigorous testing, but as new evidence is acquired and new perspectives emerge these ideas can be revised | |
| - Science is a community endeavor. It relies on a system of checks and balances, which helps ensure that science moves in the direction of greater accuracy and understanding. This system is facilitated by diversity within the scientific community, which o | |
| What is a hypothesis? | a proposed explanation for a fairly narrow set of phenomena |
| What is a theory? | a broad explanation for a wide range of phenomena |
| A theory is a powerful explanation for a broad set of observations and in order for a theory to be accepted in the scientific community, it must be strongly supported by many different lines of evidence | |
| Identify fields of science that rely on observations and modeling more than experience. | Geology |
| Astronomy | |
| Refute common misconceptions about science and scientists. | stereotypical image of a scientist → not a very social one |
| Usually a scientist is depicted as a geeky guy, isolated in a windowless basement lab, strictly following the rules of the Scientific Method, until he finally makes a great discovery | |
| no single scientific method that can be solely followed because the process of science is flexible and may take many possible paths | |
| Science is also performed by unique individuals | |
| science is embedded in a global scientific community | |
| Explain how/why diversity among scientists improves the quality of the science that is practiced. | Diversity facilitates specialization |
| Diversity invigorates problem solving | |
| Diversity balances biases | |
| If scientists were all the same, scientific controversy would be rare, but so would | |
| scientific progress! Despite their diversity, all of those individual scientists are part | |
| of the same scientific community and contribute to the scientific enterprise in valuable ways | |
| What is the molecular level of the biological processes? | structure of behavior of molecules |
| Diffusion of oxygen, organic molecules, ATP synthase, photooxidation and glucose, ETC | |
| What is the cellular level of the biological processes? | processes performed by cells |
| PS, CR, fermentation, increase of O2 levels, role of gradients, difference between types of cells, organelles | |
| What is the organismal level of the biological processes? | physiology of plants, animals, fungi (how do they work?) |
| Respiratory systems, respiration by diffusion in tracheas, large body size, reproduction and body size | |
| What is the ecological level of the biological processes? | interactions between species, organisms, and environment |
| predation/lack of it, bacteria breaking down lignin, vegetation/bogs, fluctuation of O2 levels, carbon cycle, oxygen revolution | |
| What is the evolutionary level of the biological processes? | topics related to change over time |
| Natural selection, allele frequencies, changes in traits, selection on body size, whether O2 can influence body size, bird flight improvements, history of life/deep time/earth viewer | |
| What is an example of the molecular level reflected in our explanation for the large size of dragonflies during the carboniferous? | Diffusion of oxygen |
| ATP synthase | |
| Glucose | |
| Organic molecules | |
| What is an example of the cellular level reflected in our explanation for the large size of dragonflies during the carboniferous? | Photosynthesis |
| Cellular respiration | |
| Role of gradients | |
| organelles | |
| What is an example of the organismal level reflected in our explanation for the large size of dragonflies during the carboniferous? | Respiratory systems |
| Large body size | |
| Reproduction and body size | |
| What is an example of the ecological level reflected in our explanation for the large size of dragonflies during the carboniferous? | predation/lack of it |
| Vegetation | |
| Fluctuation of O2 levels | |
| Oxygen revolution | |
| What is an example of the evolutional level reflected in our explanation for the large size of dragonflies during the carboniferous? | Natural selection |
| Allele frequencies | |
| Selection on body size | |
| Bird flight improvements |
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