BIOL 1020 Worksheet for Exam 4 – Chapters 10 (the second half on Viruses),
16, and 17 (the first half on plants)
Don’t Use Google!
To succeed on the exams, I strongly recommend using the textbook to answer these Worksheet
questions, and not Google. Google is sometimes wrong or uses the same terms but on a completely
different topic. But mainly, Google may give you answers that are too advanced or not advanced
enough. 100% of the content tested on the exams comes from the textbook, and the difficulty level and
level of expected explanation is set to the difficulty level of the textbook. Thus, if you use your textbook
to answer these Worksheet questions instead of the internet, I promise that you will make a better
grade on the exams as a result.
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Learning the Groups of Life
Write at least 2 things the textbooks states about the following groups (be sure to read everything
your textbook states about them). I wrote one example for each, to give you an idea of what’s
expected.
I.
Prokaryotes
1. Archaea
Thermophiles
o One thermophile called Sulfolobus obtains energy from sulfur and iron (a
chemoautotroph)
o
o
Methanogens
o Methanogens produce methane. Many grow in anaerobic conditions of landfills. Since
natural gas is 90% methane, this is an energy source that can be harvested.
o
o
Halophiles
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o One archaeon called Sulfolobus obtains energy from sulfur and iron (a
chemoautotroph)
o
o
2. Bacteria
Proteobacteria
o One genus, Nitrosomonas, is essential for nitrogen cycle that makes nitrogen available
for plants
o
o
Gram-Positive Bacteria
o One genus, Actinomycetes form colonies of branched chains of cells that are common
in soil and important for decomposing organic matter (used to be thought a fungus)
o
o
Cyanobacteria
o Many have a symbiotic relationship with fungi, mosses, and marine invertebrates
o
o
3
Chlamydias
o Live inside eukaryotic host cells as parasites
o
o
Spirochetes
o One species of spirochete, Treponema pallidum, causes syphilis
o
o
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II.
Protists
Write at least 3 things the textbooks states about the following groups (be sure to read everything
your textbook states about them). I wrote one example for each, to give you an idea of what’s
expected. Also, use this opportunity to learn which of the 4 supergroup eukaryotic clades each
belongs to (SAR, Excavata, Unikonts, and Archaeplastida).
1. SAR (Stramenopila, Alveolata, and Rhizaria)
Stramenopiles
Examples:
•
diatoms:
o some of most important photosynthetic organisms on earth (20%
of all carbon fixation, 40% of primary production of organic
material in oceans, 20% of oxygen on earth)
o
o
o
•
brown algae:
o make up kelp forests
o
o
o
•
water molds:
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o Many common fish and plant parasites are water molds.
o
o
o
Alveolates
Examples:
•
dinoflagellates:
o One genus of dinoflagellates lives in symbiosis with corals,
providing 50% of the energy used by coral reefs.
o
o
o
•
ciliates:
o One ciliate group – Plasmodium – cause malaria (one of the
deadliest diseases in human history), which is spread by mosquitos.
o
o
o
o
•
foraminiferans (amoebas):
Rhizaria
Examples:
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o Because they fossilize so well, they are used in part to help
correlate ages of rocks at different parts of the world based on the
unique species composition of different foraminiferans at different
times.
o
o
o
•
radiolarians (amoebas):
o In some parts of ocean, there is a layer of dead radiolarian tests 500
feet thick = called “radiolarian ooze”.
o
o
o
o
2. Excavates
(There are no further classifications mentioned for this group. Name specific examples mentioned.)
Examples:
o One Excavate, Trypanosomes, cause Chagas disease and Sleeping
Sickness – kill 50,000 – 500,000 people/year
o
o
o
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3. Unikonts
Examples:
Amoebozoans (amoebas and slime molds):
o Plasmodial slime mold are actually unicellular – they have many
nuclei in 1 giant cell mass.
o
o
o
4. Archaeplastids
Examples:
•
Red algae:
o Have chlorophyll but also have another photosynthetic pigment
that masks the green color of chlorophyll
o
o
o
•
Green algae:
o Have same “alternation of generations” reproductive life cycle as
land plants
o
o
o
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Now, More Technical and Conceptual Questions:
The written response questions on the exams will ask more conceptual questions or to explain technical
details of how something works. Most written response questions on the exams will require answers of
3-5 sentences. Some will be identical to those written below, others will be similar, and some may ask
other things covered in the assigned reading of the textbook. The point of this part of the Worksheets is
to help you prepare for the exam and give you an idea of what the written response questions on the
exams will be like.
Answer the following questions:
1. Explain the difference between the viral lytic cycle and the lysogenic cycle.
2. Describe the overall the 3 reasons viral diseases arise so quickly. Explain how each reason
contributes to the fast emergence of new viral diseases. (You do not need to memorize the
differences between the different viral diseases in Fig. 10.19.)
3. Why are knowing different bacterial species’ cell shapes, cell projections, and gram staining color
important in medicine?
4. Why are bacteria and archaea both classified as prokaryotes? Why are they classified in 2 entirely
different domains? (The 3 domains of life are bacteria, archaea, and eukarya.)
5. Why can bacteria evolve so fast? (Give multiple reasons.)
6. Explain the 4 modes of nutrition of prokaryotes.
7. Describe biofilms and what the section in the textbook says about them.
8. Describe bioremediation and what the section in the textbook says about it.
9. What does the textbook states about the following bacterial species, in terms of endotoxins,
exotoxins, and endospores?:
o Staphylococcus aureus
o Bacillus anthracis
o Clostridium botulinum
o Salmonella
o Neisseria meningitidis
10. What is the connection between Helicobacter pylori and weight loss?
11. Why are the protists not considered one kingdom of life, as are the plants, animals, and fungi?
12. Explain the evolution of animals, plants, and fungi from common protist ancestors.
13. In Figure 17.1C, explain the significance of fertilization requiring moisture. What adaptations
made fertilization not require moisture, and why was this important? In which plant groups does
fertilization require moisture, and in which groups does it not?
14. Explain evolutionary history of the plants, including the origin of the important features (Fig.
17.1C and 17.2A) and how they relate to plant evolution. These are:
o Origin of land plants: 470 million years ago (mya)
o Origin of vascular system: 425 mya
o Origin of seeds: 360 mya
o Origin of flowers: 140 mya
15. List each of the following groups of plants in terms of the features listed in question 14 above:
o non-vascular
o seedless vascular
o seeded vascular
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o flowering plants
16. We will cover the life cycles of the mosses, ferns, gymnosperms, and angiosperms in detail in
lecture. There are not any questions here on those, but for the exam, be able to describe each
using the terms: gametophyte (male and female gametophyte), haploid, mitosis, egg, sperm,
fertilization, zygote, sporophyte, diploid, sporangium, meiosis, spores. And, for the plants that
have them, add to the list: pollen, seeds, ovule, ovary, fruit.
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