Bio 33 Exam 2 Study Guide PDF

Study Guide: Exam 2 – Bio 33 Midterm exam #1 is worth 100 points and will be in the multiple choice question format. All questions will be answered using a green SCANTRON sheet (form 882-E) The exams are closed book; no electronic devices (phones, calculators, etc.) or dictionaries of any sort are...

Study Guide: Exam 2 – Bio 33 Midterm exam #1 is worth 100 points and will be in the multiple choice question format. All questions will be answered using a green SCANTRON sheet (form 882-E) The exams are closed book; no electronic devices (phones, calculators, etc.) or dictionaries of any sort are allowed during the exams. Use the following list as a supplement to your studying, along with reviewing lecture notes and the textbook. Chapter 7: Animal Classification, Phylogeny & Organization 1. Definitions of vocabulary words such as: taxonomy, diploblastic, triploblastic, acoelomate, pseudocoelomate, coelomate 2. Know who created our system of taxonomy 3. Be able to identify the components of scientific name and why scientific names are helpful 4. Be able to explain how animals are classified and identify the levels of classification from domain to species 5. Be able to differentiate between asymmetry, radial symmetry and bilateral symmetry 6. Be able to explain how diploblastic organization is different from triploblastic organization 7. Understand the difference between acoelomate, pseudocoelomate, and coelomate 8. Describe how protostomes are different from deuterostomes Chapter 8: Protozoa 1. Definitions of vocabulary words such as: cell, prokaryote, eukaryote, binary fission, budding, symbiosis, parasitism, commensalism, mutualism, autotrophic, heterotrophic, mixotrophic, trichocyst 2. Understand why protozoans are intermediate between single-celled prokaryotes and multicelled eukaryotes 3. Explain why protozoans are considered to have both plant-like and animal-like characteristics 4. Know that protozoans can generally reproduce both sexually and asexually 5. Describe the various forms of symbiosis that occur with protozoans 6. Be able to identify the 4 super groups of protozoans 7. Describe the two common features of Excavata 8. Explain how pseudopodia are used by super group Amoebozoa 9. Differentiate between naked and shelled (testate) amoebas 10. Explain how super group Rhizaria is similar to (and yet different from!) super group Amoebozoa 11. Understand the connection between limestone/chalk deposits and fossil foraminiferans 12. Identify the feature shared by members of super group Chromalveolata 13. Be able to identify 3 major groups of chromalveolates (dinoflagellates, apicomplexans, ciliates) 14. Explain how dinoflagellates cause red tides, and why red tides are significant 15. Recognize that apicomplexans parasitize cells, often of humans 16. Identify the method of movement used by ciliates Study Guide: Exam 2 – Bio 33 Chapter 9: Multicellular & Tissue Levels of Organization 1. Be able to define vocabulary words such as: choanocyte, spicule, spongin, gemmule, cnidocyte, nematocyst 2. Identify which protist is the most likely ancestor to animals 3. Explain the difference between the two hypotheses for the evolution of multicelled animals 4. Be able to identify major characteristics of Phylum Porifera (sponges): asymmetry, no tissues, choanocytes for water filtration 5. Explain the difference between an ascon, leucon and sycon sponge 6. Describe the path of water flow through a sponge, using the terms osculum, spongocoel, ostia, and choanocytes 7. Explain how sponges reproduce asexually 8. Be able to identify the major characteristics of Phylum Cnidaria (jellies, corals, anemones, etc.): radial symmetry, diploblastic, possess cnidocytes 9. Explain the difference in form and movement ability between the medusa and polyp life stages 10. Regarding class Anthozoa and class Scyphozoa, be able to identify which class is dominated by the polyp life stage and which is dominated by the medusa life stage 11. Describe the relationship that corals have with zooxanthellae 12. Be able to identify the major characteristics of Phylum Ctenophora (comb jellies): biradial symmetry, diploblastic, 8 comb rows Chapter 10: Small Lophotrochozoans: Flatworms, Rotifers, & Ribbon Worms 1. Be able to define vocabulary words such as: auricle, corona, mastax, ocelli, proglottid, scolex, rhynchocoel 2. Be able to identify the major characteristics of Phylum Platyhelminthes (flatworms): triploblastic, lophotrochozoan protostome, acoelomate, bilateral symmetry, flattened bodies 3. Be able to explain why actively moving animals usually have bilateral symmetry, not radial 4. Recognize that flatworms include parasitic (flukes, tapeworms) and non-parasitic forms 5. Understand that in free-living turbellarians, gut branching corresponds with body size 6. Understand that trematode (fluke) life cycles are complex, involving multiple hosts 7. Recognize that unlike most flukes, schistosomes (blood flukes) are not transmitted via food, but instead enter humans by penetrating their skin 8. Be able to identify some of the extreme adaptations to parasitism that cestodes (tapeworms) have 9. Explain why, unlike other tapeworms, the pork tapeworm can be fatal to humans 10. Be able to identify the major characteristics of Phylum Rotifera: triploblastic, lophotrochozoan protostome, pseudocoelomate, bilateral symmetry, corona 11. Understand that parthenogenesis is more common than sexual reproduction in rotifers 12. Explain when (and why) monogonont rotifers produce haploid eggs 13. Be able to identify the major characteristics of Phylum Nemertea (ribbon worms): triploblastic, lophotrochozoan protostome, acoelomate, bilateral symmetry, flattened bodies, extendable proboscis Study Guide: Exam 2 – Bio 33 14. Understand why a complete gut is more efficient than an incomplete (blind) gut 15. Explain how carnivorous nemerteans use their proboscis to capture prey Chapter 12: Annelids: Metameric Worms 1. Definitions of vocabulary words such as: clitellum, epitoky, metamerism, parapodia, setae, tagmatization 2. Identify the two main groups of annelids (Errantia and Sedentaria) 3. Understand that annelids are segmented internally and externally and explain the advantages of this metamerism (segmentation) 4. Describe the regenerative ability of annelids 5. Explain what epitoky is, such as is exhibited by the Samoan palolo worm 6. Understand the problem faced by worms who live in tubes 7. Describe the general characteristics of Errantia (mostly marine, parapodia, setae) 8. Describe the general characteristics of Sedentaria (few setae and parapodia, clitellum) 9. Explain how movement in Errantia is different than that of Sedentaria (earthworms) 10. Understand that annelids have varied feeding strategies (carnivores, deposit feeders, filter feeders, scavengers, etc.) 11. Describe the general characteristics of hirudinids (no setae, no parapodia, no internal septa, clitellum) 12. Explain why leeches are so effective at blood-sucking and how they can be of medical help