Science 102 (Integrated Science Lab II) Spring 2006: Study Guide for Exam 2
1.
Geology
 Be able to identify any of the rocks you looked at in lab if you see it again. You will be provided with
the identification charts you had available during the lab.
 What are the two ways of identifying igneous rocks?
 What do the terms aphaneritic, phaneritic, pegmatitic, and porphyritic mean? How is each related to
the cooling of the original lava?
 What determines the color of a sedimentary rock (silicate, ferromagnesian)?
 What does clastic vs. nonclastic mean in sedimentary rocks?
 How can you tell if a sedimentary rock contains carbonates?
 What’s the difference between conglomerate and breccia?
 What is an evaporate?
 What are the distinguishing characteristics of sedimentary rock?
 What does foliated vs. nonfoliated mean in metamorphic rocks?
 What are the distinguishing characteristics of metamorphic rock?
 Know the examples of each of the three types of rocks given in the lab manual as examples.
2.
Disease – “And The Band Played On”
 Use the focus questions provided in class and the following questions on the lab lecture.
 What type of virus is HIV? How does it reproduce? What is reverse transcription?
 What type of cells does the virus infect?
 What are ARC and AIDS? What opportunistic infections are associated with these?
 How is HIV transmitted?
 Why did many hemophiliacs develop the disease?
 What are PCP and Kaposi’s sarcoma?
 What first alerted medical practitioners to this “new” disease? What segment of the population
appeared to be infected with the disease?
 Why did the Reagan administration not at first inject the necessary funding into research on the
disease?
 What was the disease called at first? What did this stand for?
 Who determined the etiology of the disease? Why was this controversial?
 Who developed a blood test for the disease?
 A person infected with HIV in the west today is less likely to develop AIDS than in the 1980s. Why is
this? Does this mean that we should no longer protect ourselves against this disease?
3.
Ecology – Field Trip
 Know what watersheds, surface water, runoff, permanent and intermittent streams, porous and
permeable surfaces, aquifers (know an example!), meanders, oxbow lakes, floodplains, humidity, dew,
frost, organisms, populations, communities, ecosystems, and habitats are.
 Be able to apply this knowledge to specific situations (eg. determine whether a given description is a
population, community, or ecosystem).
 Know how the organisms that we saw on the field trip are adapted to their environment (e.g.
adaptations to evaporation, soil type, wind, absorption of solar energy, survival in warm or cold
temperatures, and seed dispersal mechanisms).
 Be able to determine wet-bulb depression and relative humidity (from tables) for specific temperature
readings and know the name of the instrument with which we made our temperature readings.
 Know what condensation nuclei are and what factors are responsible for the white smoke-like material
that can sometimes be seen emanating from the sugar plant below the Rims.
 Know on which side of a river meander erosion occurs and on which side sediment deposition occurs.
 Know why beavers are keystone species and how their activity can result in the creation of wetlands.
Also know why such wetlands are good for the environment downstream.
 Know what beavers feed on, why they are bad for individual trees, and how their activity can be good
for trees/ecosystems long-term.
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Know what sorts of environments/conditions are found in Two Moon Park and on the Rims.
Lichen is an association between what two types of organism? What do you call this type of
relationship? In what types of environments might you find lichens?
How does the morphology of plants that depend on wind pollination differ from those that depend on
insect pollination? In what types of environments might you expect to find them?