CENTRAL TEXAS COLLEGE
SYLLABUS FOR BIOL 1407
GENERAL BIOLOGY II
Semester Hours Credit: 4
I.
INTRODUCTION
A.
B.
C.
D.
II.
General Biology II, BIOL 1407 is an introductory, one-semester course
survey of contemporary biology that covers evolution, taxonomic
principles, a survey of the plant and animal kingdoms and animal
physiology. As a 4-credit hour course, there are two, 2-hour lectures and
two, 2-hour laboratories per week. The laboratory provides practical
experience and reinforcement of the topics discussed in lecture.
This course satisfies the Biology requirements in most curricula.
This course is occupationally related and serves as preparation for careers
in science.
Prerequisite: Minimum THEA score for math is 240 and the minimum
THEA score for reading is 240.
LEARNING OUTCOMES
Upon successful completion of this course, General Biology 1407, the student
will:
A.
Work independently and cooperatively to use scientific methods during
laboratory investigations.
B.
Use critical thinking and scientific problem-solving to make informed
decisions in a real-world context.
C.
Relate evolution as the core theme of biology and understand that
evolution accounts for both the diversity and the unity of living things.
D.
Describe modern evolutionary synthesis including Darwinian selection,
Mendelian inheritance, micro and macroevolution.
E.
Describe the mechanisms of speciation and natural selection.
F.
Understand and apply the basic taxonomic principles and classification
schemes.
G.
Name and list the major characteristics of the 3 domains, identify the
representative organisms of the major phyla, and compare and contrast
organisms in terms of their embryology, organization, morphology and
phylogeny.
H.
Understand and apply basic animal physiology to living organisms with
regards to the cardiovascular and respiratory systems.
Biol 1407 – 9th Edition
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I.
III.
Understand and apply basic botanical principles including plant
evolution,life cycle, plant structure and growth, transport systems and
control systems.
INSTRUCTIONAL MATERIALS
A.
The instructional materials identified for this course are viewable through
www.ctcd.edu/books
IV.
COURSE REQUIREMENTS:
A.
Reading Assignments.
Specific chapter(s) from Biology will be included in the course outline
(Section VIII). Students should read the materials prior to lecture and
again before scheduled tests. Lecture tests may include any materials listed
in “Learning Objectives” and any additional lecture materials.
B.
Class Participation:
Students are expected to attend lecture and lab during their scheduled time.
It is the responsibility of the student to sign-in during lecture and lab. It is
the prerogative of the instructor to call roll at any time. A total of five
absences (lecture + lab) will be regarded as insufficient attendance which
may result in an administrative withdrawal with a grade of F as stated in
the college catalog. Excessive absences are usually reflected in the final
grade and should be avoided. Students leaving class early are required to
notify the instructor in advance.
V.
EXAMINATIONS:
There will be five unit exams during the scheduled lecture time. These exams may
consist of multiple choice, matching, true/false, short answer, labeling,
definitions, and essay questions. There will not be a review given during lecture
time. If a student misses an exam then the comprehensive final lecture exam will
count in place of the one missed exam. Other missed exams will result in a zero
being recorded in the gradebook. The final examination will be comprehensive
and will be given in the regular class room on the date listed in the schedule
bulletin:
VI.
SEMESTER GRADE COMPUTATIONS
General Biology 1407 course grade is based on a total of 1000 points.
A.
Lecture Exams (5) @100 points each
500
Lecture Final Exam (1) @ 150 points each
150
Required Lab exams (5) @ 70 points each
350
TOTAL
1000
B.
Letter Grades (based on 1000 point system above)
900 - 1000
= A
800 - 899
= B
Biol 1407 – 9th Edition
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700 - 799
600 - 699
0 - 599
= C
= D
= F
Extra credit will not be available in lecture or lab.
VII.
NOTES AND ADDITIONAL INSTRUCTIONS FROM THE INSTRUCTOR
A.
Course Withdrawal: It is the student’s responsibility to officially withdraw
from a course if circumstances prevent attendance. Any student who
desires to, or must, officially withdraw from a course after the first
scheduled class meeting must file a Central Texas College Application for
Withdrawal (CTC Form 59). The withdrawal form must be signed by the
student.
CTC Form 59 will be accepted at any time prior to Friday of the 12th week
of classes during the 16-week fall and spring semesters. The deadline for
sessions of other lengths is:
10-week session
Friday of the 8th week
8-week session
Friday of the 6th week
5-week session
Friday of the 4th week
The equivalent date (75% of the semester) will be used for sessions of
other lengths. The specific last day to withdraw is published each
semester in the Schedule Bulletin.
A student who officially withdraws will be awarded the grade of “W”
provided the student’s attendance and academic performance are
satisfactory at the time of official withdrawal. Students must file a
withdrawal application with the College before they may be considered for
withdrawal.
A student may not withdraw from a class for which the instructor has
previously issued the student a grade of “F” or “FN” for nonattendance.
B.
Administrative Withdrawal: An administrative withdrawal may be
initiated when the student fails to meet College attendance requirements.
The instructor will assign the appropriate grade on CTC Form 59 for
submission to the registrar.
C.
Incomplete Grade: The College catalog states, “An incomplete grade may
be given in those cases where the student has completed the majority of
the coursework but, because of personal illness, death in the immediate
family, or military orders, the student is unable to complete the
requirements for a course...” Prior approval from the instructor is required
before the grade of “I” for incomplete is recorded. A student who merely
Biol 1407 – 9th Edition
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fails to show for the final examination will receive a zero for the final and
an “F” for the course.
VIII.
D.
Cellular Phones and Beepers: Cellular phones and beepers will be turned
off while the student is in the classroom or laboratory. The number to call
in an emergency is 254-526-1200. Appropriate personnel will
communicate the message to you immediately. Individuals with a ringing
cell phone will be asked to leave the class.
E.
American’s With Disabilities Act (ADA): The Disability Support
Services Program provides services to students who have appropriate
documentation of a disability. Students requiring accommodations for
class are responsible for contacting the Office of Disability Support
Services (DSS) located on the main campus. This service is available to all
students, regardless of location. Explore the website at
www.ctcd.edu/disability-support for further information. Reasonable
accommodations will be given in accordance with the federal and state
laws through the DSS office.
F.
Instructor Discretion: The instructor reserves the right of final decision in
course requirements.
G.
Civility: Individuals are expected to be cognizant of what a constructive
educational experience is and respectful of those participating in a learning
environment. Failure to do so can result a disciplinary action up to and
including expulsion.
H.
ABSOLUTELY NO FOOD OR DRINKS IN THE LECTURE
CLASSROOM OR THE LABORATORY ROOM. The instructor may
ask students to remove food or drink from the room.
I.
Courtesy dictates that you discuss any problem with your instructor first.
If the problem has not been resolved at that level, you may contact the
Head of the Science and Agricultural Department.
COURSE OUTLINE
A.
CHAPTER 22: Descent with Modification: A Darwinian View of Life
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will:
a.
Explain the mechanism for evolutionary change proposed
by Charles Darwin in On the Origin of Species.
b.
Define evolution and adaptation.
c.
Describe the theories of catastrophism, gradualism, and
uniformitarianism.
th
Biol 1407 – 9 Edition
4
d.
2.
B.
Explain the mechanism for evolutionary change proposed
by Jean-Baptiste de Lamarck. Explain why modern biology
has rejected Lamarck’s theories.
e.
Describe how Darwin’s observations on the voyage of the
HMS Beagle led him to formulate and support his theory of
evolution.
f.
Explain how the principle of gradualism and Charles
Lyell’s theory of uniformitarianism influenced Darwin’s
ideas about evolution.
g.
Explain what Darwin meant by “descent with
modification.”
h.
Explain what evidence convinced Darwin that species
change over time.
i.
Explain how Linnaeus’ classification scheme fit Darwin’s
theory of evolution by natural selection.
j.
Describe the three inferences Darwin made from his
observations that led him to propose natural selection as a
mechanism for evolutionary change.
k.
Explain how an essay by the Rev. Thomas Malthus
influenced Charles Darwin.
l.
Distinguish between artificial selection and natural
selection.
m.
Explain why an individual organism cannot evolve.
n.
Explain how the existence of homologous and vestigial
structures can be explained by Darwin’s theory of natural
selection.
o.
Explain how evidence from biogeography supports the
theory of evolution by natural selection.
p.
Explain the problem with the statement that Darwinism is
“just a theory.” Distinguish between the scientific and
colloquial use of the word theory.
Will be evaluated on Exam 1.
CHAPTER 23: The Evolution of Populations
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will:
a.
Explain the statement “It is the population, not the
individual, that evolves.”
b.
Define the terms population, species, and gene pool.
c.
Explain why meiosis and random fertilization alone will
not alter the frequency of alleles or genotypes in a
population.
d.
List the five conditions that must be met for a population to
remain in
Biol 1407 – 9th Edition
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e.
2.
C.
Write the Hardy-Weinberg equation. Use the equation to
calculate allele frequencies when the frequency of
homozygous recessive individuals in a population is 25%.
f.
Explain why the majority of point mutations are harmless.
g.
Explain why mutation has little quantitative effect on allele
frequencies in a large population.
h.
Explain how sexual recombination generates genetic
variability.
i.
Explain the following statement: “Only natural selection
leads to the adaptation of organisms to their environment.”
j.
Explain the role of population size in genetic drift.
k.
Distinguish between the bottleneck effect and the founder
effect.
l.
Describe how gene flow can act to reduce genetic
differences between adjacent populations.
m.
Explain how quantitative and discrete characters contribute
to variation within a population.
n.
Define a cline.
o.
Define relative fitness.
p.
Explain why relative fitness is zero for a healthy, longlived, sterile organism.
q.
Explain why relative fitness could be high for a short-lived
organism.
r.
Distinguish among directional, disruptive, and stabilizing
selection. Give an example of each mode of selection.
s.
Explain how diploidy can protect a rare recessive allele
from elimination by natural selection.
t.
Describe how heterozygote advantage and frequencydependent selection promote balanced polymorphism.
u.
Define neutral variations. Explain why natural selection
does not act on these alleles.
v.
Distinguish between intrasexual selection and intersexual
selection.
w.
Explain how female preferences for showy male traits may
benefit the female.
x.
List four reasons why natural selection cannot produce
perfect organisms.
Will be evaluated on Exam 1.
CHAPTER 24: The Origin of Species
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will be able to:
1.
Distinguish between prezygotic and postzygotic reproductive
barriers.
Biol 1407 – 9th Edition
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2.
3.
4.
5.
6.
Describe five prezygotic reproductive barriers and give an
example of each.
Explain a possible cause for hybrid breakdown.
Explain how hybrid breakdown maintains separate species
even if fertilization occurs.
Describe some limitations of the biological species concept.
Define and distinguish among the following: ecological
species concept, phylogenetic species concept, and
morphological species concept.
Modes of Speciation
7.
Distinguish between allopatric and sympatric speciation.
8.
Define allopatric speciation. Describe the mechanisms that
may lead to genetic divergence of isolated gene pools.
9.
Explain how reproductive barriers evolve. Describe an
example of the evolution of a prezygotic barrier and the
evolution of a postzygotic barrier.
10.
Define sympatric speciation and explain how polyploidy can
cause reproductive isolation.
11.
Distinguish between autopolyploid and an allopolyploid
speciation and describe examples of each.
12.
Explain how habitat differentiation has led to sympatric
speciation in North American maggot flies.
13.
Explain how sexual selection has led to sympatric adaptive
radiation in the cichlids of Lake Victoria. Explain how the
process of speciation may be reversing, due to pollution in
this lake.
Hybrid Zones
14.
Define the term ‘hybrid zone’. Describe the three outcomes
for hybrid zones over time.
15.
Describe examples that illustrate rapid and gradual speciation
events.
16.
Explain how a small number of genetic changes may lead to
speciation in plants and animals.
2.
D.
Will be evaluated on Exam 1.
CHAPTER 25: Phylogeny and Systematics
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will be able to:
Major Events in the History of Life on Earth
1.
Explain why the fossil record provides an incomplete chronicle of
evolutionary change.
2.
Explain how radiometric dating can be used to determine the
absolute age of rock strata. Explain how magnetism can be used to
date rock strata.
Biol 1407 – 9th Edition
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3.
4.
5.
6.
7.
8.
9.
10.
Describe the major events in Earth's history from its origin until 2
billion years ago. In particular, note when Earth first formed, when
life first evolved, and what forms of life existed in each eon.
Name the reactions that have produced O2 on Earth. Describe the
accumulation of atmospheric O2 over time and the effects of this
accumulation on living things.
Explain the endosymbiotic theory for the evolution of the eukaryotic
cell. Describe the evidence that supports this theory.
State the evidence that suggests that the common ancestor of
multicellular eukaryotes lived 1.5 billion years ago.
Explain the possible significance of Snowball Earth in the history of
life on Earth.
Briefly describe the Cambrian explosion.
Explain how plants and fungi benefit from a mutualistic association,
and how this symbiosis allowed them to colonize land together.
Describe the key evolutionary adaptations that arose as life colonized
land.
Continental Drift, Mass Extinctions, and Adaptive Radiations
11. Describe the conditions in the interior of a supercontinent such as
Pangaea.
12. Discuss, with a suitable example, how continental drift explains the
current or former distribution of organisms.
13. Explain how continental drift led to Australia’s unique flora and
fauna.
14. Describe the mass extinctions that ended the Permian and
Cretaceous periods. Discuss a hypothesis that accounts for each of
these mass extinctions, and summarize the evidence for each
hypothesis.
15. “A sixth mass extinction may be currently underway.” Explain this
statement.
16. Define adaptive radiation. Describe, with suitable examples, three
circumstances under which adaptive radiation may occur.
Evo-Devo
17. Define evo-devo, heterochrony, and paedomorphosis.
18. Explain the function of Hox genes. Describe, with a suitable
example, how changes in the number, sequence, or expression of
Hox genes can lead to major morphological differences between
species.
19. Explain how the evolution of changes in temporal and spatial
developmental dynamics can result in evolutionary novelties.
20. Describe the significance of recent research on the differences
between insect and crustacean Ubx genes.
21. Describe the significance of Kingley’s research on the differences in
Pitx1 gene expression between marine and lake-dwelling threespine
sticklebacks.
Biol 1407 – 9th Edition
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The Evolution of Complex Structures
22. Explain in general terms how a complex structure such as the human
eye can be the product of gradual evolution.
23. Define exaptation and illustrate this concept with an example.
24. Explain why extracting a single evolutionary progression from a fossil
record can be misleading.
25. Define and illustrate the concept of species selection.
26. Explain why evolutionary change is not goal-directed.
2.
Will be evaluated on Exam 1.
E.
CHAPTER 26: The Tree of Life – OMIT THIS CHAPTER
F.
CHAPTER 27: Prokaryotes
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will:
a.
Explain why it might be said that the history of life on
Earth is one long “age of prokaryotes.”
b.
Explain why prokaryotes are unable to grow in very salty or
sugary foods, such as cured meats or jam.
c.
State the function(s) of each of the following prokaryotic
features:
1)
capsule
2)
fimbria
3)
sex pilus
4)
nucleoid
5)
plasmid
6)
endospore
d.
Describe how prokaryotes carry out cellular respiration
when they lack compartmentalized organelles such as
mitochondria.
e.
List the three domains of life.
f.
Describe the structure, composition, and functions of
prokaryotic cell walls.
g.
Distinguish the structure and staining properties of grampositive bacteria from those of gram-negative bacteria.
h.
Explain why disease-causing gram-negative bacterial
species are generally more deadly than disease-causing
gram-positive bacteria.
i.
Explain how the organization of prokaryotic genomes
differs from that of eukaryotic genomes.
j.
Distinguish, with prokaryotic examples, among
photoautotrophs, chemoautotrophs, photoheterotrophs, and
chemoheterotrophs.
k.
Distinguish among obligate aerobes, facultative anaerobes,
Biol 1407 – 9th Edition
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2.
G.
and obligate anaerobes.
l.
Explain the importance of nitrogen fixation to life on Earth.
m.
Describe the specializations for nitrogen fixation in the
cyanobacterium Anabaena.
n.
Explain why some archaea are known as extremophiles.
Describe the distinguishing features of methanogens,
extreme halophiles, and extreme thermophiles.
o.
In general terms, describe the role of chemoheterotrophic
and autotrophic prokaryotes in the cycling of chemical
elements between the biological and chemical components
of ecosystems.
p.
Describe the mutualistic interaction between humans and
Bacteroides thetaiotaomicron.
q.
Distinguish among mutualism, commensalism, and
parasitism. Provide an example of a prokaryote partner in
each type of symbiosis.
r.
Distinguish between exotoxins and endotoxins and give an
example of each.
s.
Define bioremediation. Describe two examples of
bioremediation involving prokaryotes.
Will be evaluated on Exam 2.
CHAPTER 28: Protists
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will be able to:
a.
Explain why the kingdom Protista is no longer considered a
legitimate taxonomic group.
b.
Describe the different nutritional strategies of protists.
c.
Describe the three ecological categories of protists. Explain
why the terms protozoa and algae are not useful as
taxonomic categories.
d.
Describe the evidence that supports the theory that
mitochondria and plastids evolved by serial endosymbiosis.
Explain which living organisms are likely relatives of the
prokaryotes that gave rise to mitochondria and plastids.
e.
Describe the evidence that suggests that mitochondria were
acquired before plastids in eukaryotic evolution.
f.
Explain the role of secondary endosymbiosis in the
evolution of photosynthetic protists.
g.
Describe the reduced mitochondria of diplomonads.
Explain why this group is successful despite this feature.
h.
Explain how trypanosomes avoid detection by the human
immune system.
Biol 1407 – 9th Edition
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i.
2.
H.
Explain why Plasmodium continues to pose a great risk to
human health despite modern medical advances.
j.
Describe the process and significance of conjugation in
ciliate life cycles.
k.
List three differences between oomycetes and fungi.
l.
Describe the life cycle, ecology, and impact on humans of
the following stramenopiles:
1)
downy mildew
2)
diatoms
3)
kelp
m.
Describe how amoeboid protists move and feed.
n.
Describe three mechanisms by which large size and
complexity have evolved in chlorophytes.
Will be evaluated on Exam 2.
CHAPTER 29: Plant Diversity I: How Plants Colonized Land
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will:
a.
Describe five characteristics that distinguish land plants
from charophycean algae. Explain how these features are
adaptive for life on land.
b.
Define and distinguish among the stages of the alternation
of generations life cycle
c.
Describe evidence that suggests that plants arose roughly
475 million years ago.
d.
List and distinguish among the three phyla of bryophytes.
Briefly describe the characteristics of each group.
e.
Distinguish between the phylum Bryophyta and the
bryophytes.
f.
Explain why bryophyte rhizoids are not considered roots.
g.
Explain why most bryophytes grow close to the ground.
h.
Diagram the life cycle of a bryophyte. Label the
gametophyte and sporophyte stages and the locations of
gamete production, fertilization, and spore production.
i.
Describe the ecological and economic significance of
bryophytes.
j.
Describe the five traits that characterize modern vascular
plants. Explain how these characteristics have contributed
to their success on land.
k.
Distinguish between microphylls and megaphylls.
l.
Distinguish between the homosporous and heterosporous
condition.
m.
Explain why seedless vascular plants are most commonly
found in damp habitats.
Biol 1407 – 9th Edition
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n.
o.
p.
q.
2.
I.
Name the two clades of living seedless vascular plants.
Explain how vascular plants differ from bryophytes.
Distinguish between giant and small lycophytes.
Explain why whisk ferns are no longer considered to be
“living fossils.”
r.
Describe the production and dispersal of fern spores.
Will be evaluated on Exam 3.
CHAPTER 30: Plant Diversity II: The Evolution of Seed Plants
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will:
a.
Name five terrestrial adaptations that contributed to the
success of seed plants.
b.
Compare the size and independence of the gametophytes of
bryophytes with those of seed plants.
c.
Describe the ovule of a seed plant.
d.
Contrast the male gametophytes of bryophytes with those of
seed plants.
e.
Explain why pollen grains were an important adaptation for
successful reproduction on land.
f.
Explain how a seed can be said to include contributions
from three distinct generations.
g.
Compare spores with seeds as dispersal stages in plant life
cycles.
h.
Explain how climatic changes with the formation of the
supercontinent Pangaea favored the spread of
gymnosperms.
i.
List and distinguish among the four phyla of gymnosperms.
j.
Describe the life history of a pine. Indicate which structures
are part of the gametophyte generation and which are part
of the sporophyte generation.
k.
l.
m.
n.
Biol 1407 – 9th Edition
Identify the following floral structures and describe a
function for each:
* sepal
*anther
*petal
*stigma
*stamen
*style
*carpel
*ovary
*filament
*ovule
Define fruit. Explain how fruits may be adapted to disperse
seeds.
Explain why a cereal grain is a fruit rather than a seed.
Diagram the generalized life cycle of an angiosperm.
Indicate which structures are part of the gametophyte
12
2.
J.
generation and which are part of the sporophyte generation.
o.
Describe the role of the generative cell and the tube cell
within the angiosperm pollen grain.
p.
Explain the process and function of double fertilization.
q.
Distinguish between monocots and eudicots.
r.
Explain how animals may have influenced the evolution of
terrestrial plants and vice versa.
s.
Name the six angiosperms that are most important in the
diet of the human species.
t.
Describe the current threat to plant diversity caused by
human population growth.
Will be evaluated on Exam 3.
CHAPTER 35: Plant Structure, Growth and Development
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will
a.
Describe and compare the three basic organs of vascular
plants. Explain how these basic organs are interdependent.
b.
List the basic functions of roots. Describe and compare the
structures and functions of fibrous roots, taproots, root
hairs, and adventitious roots.
c.
Describe the basic structure of plant stems.
d.
Explain the phenomenon of apical dominance.
e.
Describe the structures and functions of four types of
modified shoots.
f.
Describe and distinguish between the leaves of monocots
and those of eudicots.
g.
Describe the three tissue systems that make up plant organs.
h.
Describe and distinguish between the three basic cell types
of plant tissues. For each tissue, describe one characteristic
structural feature and explain its functional significance.
i.
j.
k.
l.
m.
n.
o.
Biol 1407 – 9th Edition
Explain the functional relationship between a sieve-tube
member and its companion cell.
Distinguish between determinate and indeterminate growth.
Give an example of each type of growth.
Distinguish among annual, biennial, and perennial plants.
Explain this statement: “In contrast to most animals, which
have a stage of embryonic growth, plants have regions of
embryonic growth.”
Distinguish between the primary and secondary plant body.
Describe in detail the primary growth of the tissues of roots
and shoots.
Describe in detail the secondary growth of the tissues of
13
2.
K.
roots and shoots.
p.
Name the cells that make up the tissue known as wood.
Name the tissues that comprise the bark.
Will be evaluated on Exam 3.
CHAPTER 36: Transport in Vascular Plants
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will
a.
Describe how proton pumps function in transport of
materials across plant membranes, using the terms proton
gradient, membrane potential, cotransport, and
chemiosmosis.
b.
Define osmosis and water potential. Explain how water
potential is measured.
c.
Explain how solutes and pressure affect water potential.
d.
Explain how the physical properties of plant cells are
changed when the plant is placed into solutions that have
higher, lower, or the same solute concentration.
e.
Define the terms flaccid, plasmolyze, turgor pressure, and
turgid.
f.
Explain how aquaporins affect the rate of water transport
across membranes.
g.
Name the three major compartments in vacuolated plant
cells.
h.
Distinguish between the symplast and the apoplast.
i.
Describe three routes available for lateral transport in
plants.
j.
Define bulk flow and describe the forces that generate
pressure in the vascular tissue of plants.
k.
Relate the structure of sieve-tube cells, vessel cells, and
tracheids to their functions in bulk flow.
l.
m.
n.
o.
p.
q.
r.
Biol 1407 – 9th Edition
Explain what routes are available to water and minerals
moving into the vascular cylinder of the root.
Explain how mycorrhizae enhance uptake of materials by
roots.
Explain how the endodermis functions as a selective barrier
between the root cortex and vascular cylinder.
Describe the potential and limits of root pressure to move
xylem sap.
Define the terms transpiration and guttation.
Explain how transpirational pull moves xylem sap up from
the root tips to the leaves.
Explain how cavitation prevents the transport of water
14
2.
L.
through xylem vessels.
s.
Explain this statement: “The ascent of xylem sap is
ultimately solar powered.”
t.
Explain the importance and costs of the extensive inner
surface area of a leaf.
u.
Discuss the factors that may alter the stomatal density of a
leaf.
v.
Describe the role of guard cells in photosynthesistranspiration.
w.
Explain how and when stomata open and close. Describe
the cues that trigger stomatal opening at dawn.
x.
Define and describe the process of translocation. Trace the
path of phloem sap from a primary sugar source to a sugar
sink.
y.
Describe the process of sugar loading and unloading.
z.
Define pressure flow. Explain the significance of this
process in angiosperms.
Will be evaluated on Exam 3.
CHAPTER 31: Fungi
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will
a.
List the characteristics that distinguish fungi from members
of other multicellular kingdoms.
b.
Explain how fungi acquire their nutrients.
c.
Describe the basic body plan of a fungus.
d.
Describe the processes of plasmogamy and karyogamy in
fungi.
e.
Describe the life cycle of the black bread mold, Rhizopus
stolonifer.
f.
g.
h.
i.
j.
k.
l.
Biol 1407 – 9th Edition
Distinguish among the Zygomycota, Ascomycota, and
Basidiomycota. Include a description of the sexual structure
that characterizes each group and list some common
examples of each group.
Describe some of the roles of fungi in ecosystems.
Describe the structure of a lichen. Explain the roles of the
fungal component of the lichen.
Explain how lichens may act as pioneers on newly burned
soil or volcanic rock.
Describe the role of fungi as agricultural pests.
Define mycosis, and describe some human mycoses.
Describe three commercial roles played by fungi.
15
2.
M.
Will be evaluated on Exam 4.
CHAPTER 33: Invertebrates
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will
a.
From a diagram, identify the parts of a sponge (including
the spongocoel, porocyte, epidermis, choanocyte, mesohyl,
amoebocyte, osculum, and spicules) and describe the
function of each.
b.
List the characteristics of the phylum Cnidaria that
distinguish it from the other animal phyla.
c.
Describe the specialized cells that are found in Cnidarians.
d.
Describe the two basic body plans in Cnidaria and their role
in Cnidarian life cycles.
e.
List the four classes of Cnidaria and distinguish among
them based on life cycle and morphological characteristics.
f.
Distinguish between:
* diploblastic and triploblastic development
* acoelomates and coelomates
* gastrovascular cavity and alimentary canal
* protostome and deuterostome
g.
List the characteristics of the phylum Platyhelminthes that
distinguish it from the other animal phyla.
h.
Distinguish among the four classes of Platyhelminthes and
give examples of each.
i.
Describe the generalized life cycle of a trematode and give
an example of one fluke that parasitizes humans.
j.
Explain how trematodes evade detection by the immune
systems of their hosts.
k.
Describe the anatomy and generalized life cycle of a
tapeworm.
l.
m.
n.
o.
p.
q.
Biol 1407 – 9th Edition
Describe unique features of rotifers that distinguish them
from other pseudocoelomates.
Define parthenogenesis and describe asexual forms of
rotifer reproduction.
List the characteristics that distinguish the phylum
Annelida from other animal phyla.
Distinguish among the three classes of Annelida and give
examples of each.
Describe the adaptations that enable some leeches to feed
on blood.
List the characteristics of the phylum Nematoda that
distinguish it from other wormlike animals.
16
r.
2.
N.
Give examples of both parasitic and free-living species of
nematodes.
Will be evaluated on Exam 4.
CHAPTER 41: Animal Nutrition
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will
a.
Compare the bioenergetics of animals when energy balance
is positive and when it is negative.
b.
Name the three nutrition needs that must be met by a
nutritionally adequate diet.
c.
Distinguish among undernourishment, overnourishment,
and malnourishment.
d.
Explain why fat hoarding may have provided a fitness
advantage to our hunter-gatherer ancestors.
e.
Explain the role of leptin in the regulation of fat storage and
use.
f.
Define essential nutrients and describe the four classes of
essential nutrients.
g.
Distinguish between water-soluble and fat-soluble
vitamins.
h.
Define and compare the four main stages of food
processing.
i.
Compare intracellular and extracellular digestion.
j.
Describe the common processes and structural components
of the mammalian digestive system.
k.
Name three functions of saliva.
l.
Compare where and how the major types of
macromolecules are digested and absorbed within the
mammalian digestive system.
m.
2.
Biol 1407 – 9th Edition
Explain why pepsin does not digest the stomach lining.
Explain how the small intestine is specialized for digestion
and absorption.
n.
Explain how the small intestine is specialized for digestion
and absorption.
o.
Describe the major functions of the large intestine.
p.
Relate variations in dentition and length of the digestive
system to the feeding strategies and diets of herbivores,
carnivores, and omnivores.
q.
Describe the roles of symbiotic microorganisms in
vertebrate digestion.
Will be evaluated on Exam 5.
17
O.
CHAPTER 42: Circulation and Gas Exchange
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will
a.
Describe the need for circulatory and respiratory systems
due to increasing animal body size.
b.
Explain how a gastrovascular cavity functions in part as a
circulatory system.
c.
Distinguish between open and closed circulatory systems.
List the three basic components common to both systems.
d.
List the structural components of a vertebrate circulatory
system and relate their structure to their functions.
e.
Describe the general relationship between metabolic rates
and the structure of the vertebrate circulatory system.
f.
Using diagrams, compare and contrast the circulatory
systems of fish, amphibians, non-bird reptiles, and
mammals or birds.
g.
Distinguish between pulmonary and systemic circuits and
explain the functions of each.
h.
Explain the advantage of double circulation over a single
circuit.
i.
Define a cardiac cycle, distinguish between systole and
diastole, and explain what causes the first and second heart
sounds.
j.
Define cardiac output and describe two factors that
influence it.
k.
List the four heart valves, describe their location, and
explain their functions.
l.
Define heart murmur and explain its cause.
m.
Define sinoatrial (SA) node and describe its location in the
heart.
n.
o.
p.
q.
r.
s.
t.
Biol 1407 – 9th Edition
Distinguish between a myogenic heart and a neurogenic
heart.
Describe the origin and pathway of the action potential
(cardiac impulse) in the normal human heart.
Explain how the pace of the SA node can be modulated by
nerves, hormones, body temperature, and exercise.
Relate the structures of capillaries, arteries, and veins to
their functions.
Explain why blood flow through capillaries is substantially
slower than it is through arteries and veins.
Define blood pressure and describe how it is measured.
Explain how peripheral resistance and cardiac output affect
18
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Biol 1407 – 9th Edition
blood pressure.
Explain how blood returns to the heart even though it must
sometimes travel from the lower extremities against
gravity.
Explain how blood flow through capillary beds is regulated.
Explain how osmotic pressure and hydrostatic pressure
regulate the exchange of fluid and solutes across capillaries.
Describe the composition of lymph and explain how the
lymphatic system helps the normal functioning of the
circulatory system. Explain the role of lymph nodes in body
defense.
Describe the composition and functions of plasma.
Relate the structure of erythrocytes to their function.
List the five main types of white blood cells and
characterize their functions.
Describe the structure of platelets.
Outline the formation of erythrocytes from their origin from
stem cells in the red marrow of bones to their destruction
by phagocytic cells.
Describe the hormonal control of erythrocyte production.
Outline the sequence of events that occurs during blood
clotting and explain what prevents spontaneous clotting in
the absence of injury.
Distinguish between a heart attack and a stroke.
Distinguish between low-density lipoproteins (LDLs) and
high-density lipoproteins (HDLs).
List the factors that have been correlated with an increased
risk of cardiovascular disease.
Define gas exchange and distinguish between a respiratory
medium and a respiratory surface.
Describe the general requirements for a respiratory surface
and list a variety of respiratory organs that meet these
requirements.
Describe respiratory adaptations of aquatic animals.
Describe the advantages and disadvantages of water as a
respiratory medium.
Describe countercurrent exchange and explain why it is
more efficient than the concurrent flow of water and blood.
Describe the advantages and disadvantages of air as a
respiratory medium and explain how insect tracheal
systems are adapted for efficient gas exchange in a
terrestrial environment.
19
oo.
2.
O.
For the human respiratory system, describe the movement
of air through air passageways to the alveolus, listing the
structures that air must pass through on its journey.
pp.
Compare positive and negative pressure breathing. Explain
how respiratory movements in humans ventilate the lungs.
Will be evaluated on Exam 5.
CHAPTER 43: The Immune System
1.
Learning Outcomes: Upon successful completion of this lesson, the
student will
a.
Explain what is meant by nonspecific defense and list the
nonspecific lines of defense in the vertebrate body.
b.
Distinguish between:
* innate and acquired immunity
* humoral and cell mediated response
c.
Explain how the physical barrier of skin is reinforced by
chemical defenses.
d.
Define phagocytosis. Name four types of phagocytic
leukocytes.
e.
Explain how interferon limits cell-to-cell spread of viruses.
f.
Describe the inflammation response, including how it is
triggered.
g.
Describe the factors that influence phagocytosis during the
inflammation response.
h.
Explain how the action of natural killer cells differs from
the action of phagocytes.
i.
Explain what occurs during the condition known as septic
shock.
j.
Describe the roles of antimicrobial proteins in innate
immunity.
k.
Distinguish between antigens and antibodies.
l.
Distinguish between antigen and epitope.
m.
Explain how B lymphocytes and T lymphocytes recognize
specific antigens
n.
Explain how the particular structure of a lymphocyte’s
antigen binding site forms during development. Explain the
role of recombinase in generating the staggering variability
of lymphocytes.
o.
Explain why the antigen receptors of lymphocytes are
tested for self-reactivity during development. Predict the
consequences that would occur if such testing did not take
place.
p.
Describe the mechanism of clonal selection. Distinguish
between effector cells and memory cells.
Biol 1407 – 9th Edition
20
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w.
x.
y.
z.
aa.
bb.
cc.
dd.
ee.
ff.
gg.
hh.
ii.
jj.
Biol 1407 – 9th Edition
Distinguish between primary and secondary immune
responses.
Describe the cellular basis for immunological memory.
Describe the variation found in the major histocompatibility
complex (MHC) and its role in the rejection of tissue
transplants. Explain the adaptive advantage of this
variation.
Compare the structures and functions of cytotoxic T cells
and helper T cells.
Compare the production and functions of class I MHC and
class II MHC molecules.
Distinguish between humoral immunity and cell-mediated
immunity.
Describe the roles of helper T lymphocytes in both humoral
and cell-mediated immunity.
Describe the functions of the proteins CD4 and CD8.
Explain how cytotoxic T cells and natural killer cells
defend against tumors.
Distinguish between T-dependent antigens and Tindependent antigens.
Explain why macrophages are regarded as the main
antigen-presenting cells in the primary response but
memory B cells are the main antigen-presenting cells in the
secondary response.
Explain how antibodies interact with antigens.
Diagram and label the structure of an antibody and explain
how this structure allows antibodies to (a) recognize and
bind to antigens, and (b) assist in the destruction and
elimination of antigens.
Distinguish between the variable (V) and constant (C)
regions of an antibody molecule.
Describe the production and uses of monoclonal antibodies.
Compare the processes of neutralization, opsonization, and
agglutination.
Distinguish between active and passive immunity and
describe examples of each.
Explain how the immune response to Rh factor differs from
the response to A and B blood antigens.
Describe the potential problem of Rh incompatibility
between a mother and her unborn fetus and explain what
precautionary measures may be taken.
Explain what is done medically to reduce the risk of tissue
transplant rejection due to differences in the MHC. Explain
what is unique about the source of potential immune
21
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Biol 1407 – 9th Edition
rejection in bone marrow grafts.
kk.
Describe an allergic reaction, including the roles of IgE,
mast cells, and histamine.
ll.
Explain what causes anaphylactic shock and how it can be
treated.
mm. List three autoimmune disorders and describe possible
mechanisms of autoimmunity.
nn.
Distinguish between inborn and acquired
immunodeficiency.
Will be evaluated on Exam 5.
22