BIOE 20B Fall 2020 Study Guide PDF

Bioe 20B Stuff You Need To Know Exam questions to test your knowledge of the course content may ask you to use this information to go beyond simple facts and use the skills that you have been practicing to answer questions about this content. Use this list to...

Bioe 20B Stuff You Need To Know Exam questions to test your knowledge of the course content may ask you to use this information to go beyond simple facts and use the skills that you have been practicing to answer questions about this content. Use this list to guide you through the lecture notes and help you pull out the big ideas from each chapter. You can practice applying and using your knowledge by doing the questions that have been on worksheets and with your neighbor questions or clicker questions (posted online). You are strongly encouraged to get together with others to focus on “what if” questions…see examples below. Surface Area to Volume, Bioenergetics, Metabolism, Homeostasis How does surface area and volume change with body size o Students can identify the shape of the curve of SA:Vol vs. body size o Students can plot a graph of surface area and volume separately o Given actual values, Students can calculate surface area: volume o Y Students can apply the concept of SA:Vol to an actual body (ex: the ‘volume’ is the part of the body where heat is produced; the ‘surface area’ is where its lost) A student should be able to tell the difference between whole body metabolic rate and mass- specific metabolic rate o Students can identify and/or correctly label the units on a graph for each. o Students can calculate these variables o Students can draw a graph of both whole body and mass-specific metabolic rate vs. body mass o Students can identify the shape of the relationship. Students should be able to identify the 4 tissue types in animals and give examples of them. Students will be able to tell the difference between regulating and conforming strategies. o Students can be able to draw a graph of body temperature vs. environmental temperature for a regulator and a conformer. Students should be able to define and give an example of an endotherm and an ectotherm. o Students should know that endothermy and ectothermy apply only to heat and know the definitions of these words o Students should understand that metabolism is the source of heat for endotherms while the environment is the main (but not only) source of heat for ectotherms Students should be able to define homeostasis and give an example o Students should be able to describe or draw a diagram that depicts a negative feedback loop and positive feedback loop o Students should understand that homeostasis is not only applied to body temperature Digestive System Be able to describe the major organs of the digestive system including what type of fuels are digested and absorbed and where this occurs. Understand the difference between digestion and absorption o Students should know that the breakdown from polymers to monomers is digestion and that absorption is crossing a cell membrane. 1 Bioe 20B Understand that digestion is extracellular Be able to describe mechanisms of transport of lipids across epithelial cells Understand that mechanism of absorption is based on molecular characteristics. Be able to describe hormonal regulation of digestion (see figure with gastrin and other hormones in notes) Draw a graph of blood sugar, insulin, and glucagon over time and before and after a meal. Describe the difference between Type I and Type II diabetes Osmoregulation and Excretory System Students should understand that animals can break nitrogen waste down into different products, and there is a cost/benefit tradeoff to breaking down waste based on energy expenditure and water saving. Students should understand that different osmotic adaptations depend on the environment animals live in. Students should understand how to use the terms hypoosmotic and hyperosmotic. Given a novel organism and the osmolarity of the body and the environment, students should be able to predict which way water would move and several mechanisms the animal would use to deal with it. Be able to draw a juxtamedullary nephron and explain what happens at each step of urine formation. Students should be able to explain why a fish cannot concentrate its urine beyond its body fluid osmolarity, but a bird or mammal can. Be able to explain why the length of the Loop of Henle correlates with the concentrating ability of the kidney. Be able to explain the outcome of the effect of alcohol & ADH on urine output. Circulatory System Students need to know the difference between open and closed systems and single and double circuits Students should be able to draw the contraction cycle and match it to an EKG Students should be able to understand and describe the functional role of the pacemaker of the heart as well as the rest of the electrical conduction system (AVnode, bundle of His etc.) Students should know the heart anatomy and blood vessel anatomy and trace the path of blood through the mammalian (4 chambered) heart. Students should know the blood pressure equation and the individual components of cardiac output and TPR Students should be able to describe why particular drugs are used to treat high blood pressure 2 Bioe 20B Respiratory System Students should be able to describe negative pressure breathing and respiration anatomy in mammals (or humans in particular) Describe the components of blood and anatomy of a red blood cell Describe hemoglobin as a molecule and its purpose Draw and work with an oxyhemoglobin disassociation curve including: o Make predictions about whether a curve will shift right and left under particular conditions o Accurately describe the molecular mechanism associated with cooperation o Explain what it would mean if the steep part of the curve were steeper or shallower o Accurately describe the effect of sickle-cell anemia on oxygen transport o Describe the function of fetal hemoglobin o Describe what happens at altitude Nervous System Diagram basic neuron anatomy Understand the blood brain barrier and its role in nervous system Know the role of myelin and how it is formed Understand the purpose of an action potential Explain what the electrochemical gradient means and how it is established Accurately describe the five components of the action potential Describe why an action potential travels in one direction and why it is an example of positive feedback Accurately graph an action potential and understand the spatial aspect of an action potential (e.g. it is a wave of positive charge moving in one direction down the neuron.) Understand what neurotransmitters are and how they work generally Explain the mechanism of action of treatment with particular drugs that cause paralysis and/or numbness on an action potential Draw graphs of action potentials under the influence of different drugs (that we discussed or hypothetical drugs) Musculoskeletal System (NOTE –I will not expect you to know this material in as much depth as the content that we do in class. Describe the neuromuscular junction and the role of acetylcholine Describe the anatomy of a muscle, down to the thick and thin filaments o Describe what sliding filament theory is and why it is called this. o What shortens during muscle contraction? What role does calcium play in muscle contractions? 3 Bioe 20B Animal Development Describe the difference between determination and differentiation Explain and give examples of differential gene expression (DGE)/genomic equivalence Describe cytoplasmic segregation and induction and give explanations for how these can lead to DGE Draw a graphical representation of how a morphogen gradient works Describe morphogen gradient of AP axis development in Drosophila Correctly predict outcome of various mutants in AP development in Drosophila Define hox genes and what they do What is an organizer and give some examples. Describe the difference between induced pluripotent stem cells and embryonic stem cells, pros and cons of each and their application in medicine Plant Structure and Function Students should be able to list plant cell types and tissues and give physical properties and examples of each Students should be able to diagram the cross section of a leaf, stem and root. Students should know the key differences in plant tissues organization in monocots and eudicots. Students should be able to describe the function and location of meristems Students should be able to describe the pattern of secondary growth (lateral meristems) in plants (wood growth) Students should be able to explain why plants rely more on cell expansion rather than cell division in comparison with animals Water and Sugar Transport in Plants Students should be able to write and use the water potential equation Describe the components of water potential (solute potential and pressure potential) and correctly identify what is contributing to each of those Draw and summarize how guard cells open and close including the role of water potential in this process Describe the components of the transpiration-cohesion-tension theory Describe how water is transported in a plant o Correctly state that water is pulled up a plant not pushed up a plant (WHY) Students should be able to predict changes in water potential in xylem and phloem as sugars are transported Students should be able to describe the difference between apoplastic and symplastic movement and correctly state why symplastic movement is slower than apoplastic movement. 4 Bioe 20B Plant Nutrition Students should be able to say where most of the carbon in a plant comes from (CO2) Students should be able to define a mutualism, (specifically arbuscular mycorrhizae, rhizobacteria) Explain what each partner gets out of the mutualism Should be able to describe why nitrogen fixation is difficult for plants (triple bond is hard to break; plants don’t have the right enzyme to do this) Students should know that plants don’t fix nitrogen – bacteria fix nitrogen Plant Growth and Regulation Students can identify where light is detected in plants Students can describe the general structure of pigments Give the hypothesis and outcome for the Darwin and Went experiments What did Thimann discover? Explain why auxin only travels in one direction (Auxin polar transport) o What happens if auxin transporters are inhibited? o What happens with directional light? Students can explain how auxin leads to cell growth in plants (acid growth hypothesis) o Explain what would happen if proton pumps were inhibited o How does auxin influence transcription? o What role does water potential play in this process? Link the steps between phototropism, movement of auxin, and acid growth Students understand that phototropism is due to cells enlarging, not dividing Photosynthesis Students can state the products and reactants for photosynthesis as a whole Students can state the products and reactants for the Calvin Cycle and the light reactions o Where do the electrons come from? What is water used for? o Where is oxygen coming from? Students are able to describe the purpose and mechanism of a photosystem o What is the role of chlorophyll? o Why is a photosystem like an antennae? o What happens in the reaction center? Students are able to state the role of rubisco (it is what fixes carbon) Plant Reproduction (this may be modified by what we get to in class, check back after the last day for an update) Students can describe alternation of generations. 5 Bioe 20B Students are able to state what monoecious and dioecious mean? Students understand how organ identity genes lead to flower development and can predict the phenotype of various mutations in these genes. What is a perfect vs. imperfect flower? Walk through the steps of double fertilization o Identify the female gametophyte and male gametophyte o Identify when meiosis and mitosis occur in the formation of gametes in plants Understand what endosperm is and identify it in a cross-section of a seed Students understand what a fruit is and can name several types of fruits SKILLS Read and interpret graphs, draw a graph to describe your prediction (like we did with neurons) Synthesize information from multiple systems (e.g. muscles and neurons or heart rate and metabolism) Go beyond memorizing the information and be able to apply it to a real world scenario (think what would happen if there was a mutation that did X, Y, or Z or we treated the system with a drug that did X) Also consider larger themes of the course Proteins change shape as part of their normal function – hemoglobin, pigments, membrane proteins, etc… Water potential and movement of solutes to draw water around the body of both plants and animals Surface to volume ratios Can you think of others? This is a good question to try and synthesize across the whole course! 6