Biology 7 Lab Exam I Study Guide

BIOLOGY 7 LAB EXAM I STUDY GUIDE

I. LABS

a. EVOLUTIONARY AGENTS i. Be able to define natural selection, directional selection, stabilizing selection, disruptive selection, bottleneck effect, and founder effect. ii. Be able to determine the allele frequencies for a gene in a Hardy-Weinberg model population. iii. Be able to calculate the expected ratios of phenotypes based on H-D proportions.

b. TAXONOMY i. Be able to distinguish common names from scientific names and explain why scientific names are preferred over common names. ii. Be able to write out scientific binomials in the form appropriate to the Linnean system.

c. BRYOPHYTES i. Be able to define alternation of generations, dioecious, antheridium, archegonium. ii. Be able to identify the sporophytes, gametophytes, thallus, gemma cup, antheridium, archegonium iii. Describe the function of the sporophyte and gametophyte. iv. Explain why bryophytes live only in environments where water is available.

d. SEEDLESS VASCULAR PLANTS i. Be able to define tracheophyte, sporophyll, sporangium, rhizome, strobilus. ii. Be able to recognize/ identify club mosses, horsetails, ferns, and place them in the proper taxonomic phylum. iii. Be able to describe the life cycle of ferns iv. Be able to recognize/ identify on: 1. club moss a. strobilus, rhizome 2. horsetails a. branch, leaves, strobilus, node, internode 3. ferns a. fronds, sorus, gametophyte, sporophyte, protonema, prothallium

e. GYMNOSPERMS i. Be able to define heterosporous, homosporous, pollination, fertilization. ii. Be able to produce a diagram of heterosporous alternation of generations. iii. Be able to recognize/ identify members of coniferophyta, cycadophyta, ginkophyta and gnetophyta observed in class. iv. Be able to recognize/ identify on conifers: microsporophylls, megasporophyll, male cones, pollen, female cones, megasporagium, and ovule.

f. ANGIOSPERMS i. Be able to define double fertilization, endosperm, seed, germination, annual, biennial, perennial. ii. Be able to explain the success of angiosperms. iii. Be able to identify the structures of the perfect flower. iv. Be able to compare and contrasts angiosperm from gymnosperms. v. Be able to recognize and identify the fruit types observed in class. vi. Be able to identify microsporocyte, megasporocyte, megasporangium, megasporocyte cells in meiosis I and II, torpedo, heart-shape, mature stages of Capsella embryo development.

g. PLANT ANATOMY i. Be able to identify the following parts of a woody stem: terminal bud, bud scales, leaf scars, internodes, vascular bundle scars, bud scale scars. Lenticels, stomata, guard cells, vascular bundles

II. FIELD TRIPS

a. GRIFFITH OBSERVATORY i. Explain or define equinox, solstice, spring tide, neap tide ii. Explain why Earth has four seasons.

b. LA BREA TAR PITS i. Geologically, how did the Rancho La Brea “Tar Pits” came to be? (How was it formed) ii. How are geological time scale organized?

c. HUNTINGTON BOTANICAL CONSERVATORY i. Describe what a bog is. ii. Explain what an epiphyte is and give an example of one. Why is an epiphyte NOT considered a parasite? iii. Describe the fragrance of the flowers that are visited by bats, flies, and bees.

III. VIDEO WORKSHEETS

a. Private Life of Plants i. Know the general characteristics of flowers that are pollinated by bees, flies, birds, and wind. ii. Know how the following plants defend themselves against predation; stinging nettle, dead nettle, mimosa, and bracken fern. iii. Discuss the various mechanisms that plants rely on to disperse their seeds. Be sure to cite specific examples. iv. Describe five adaptations made by some plants to live windy and cold conditions like that found near the Artic. v. Describe five adaptations made by some plants to live in dry and hot conditions like that found in the desert.