DEPARTMENT OF BIOLOGICAL SCIENCES
GENERAL BIOLOGY II
BIOLOGY 14
This second semester of the General Biology course is a 4 credit, 6 hour course with a laboratory component, open to students who have passed Biology 13. The course will be graded as follows:
50% Lecture
50% Laboratory
Additional details regarding examinations, assignments, etc. will be provided by your instructor. At the discretion of the instructor, 1) All students are required to wear a laboratory coat during laboratory exercises. Students without a laboratory coat will not be permitted to work in the laboratory. 2) Absence from more than 15% of laboratories OR lectures will result in lowered grade or WU.
The assigned textbooks are:
Lecture:
BIOLOGY Sixth Edition (2002)
by Neil A. Campbell and Jane B. Reece.
Benjamin Cummings
Publishing Co.
Laboratory:
GENERAL BIOLOGY II - LABORATORY MANUAL.
Revised Edition. (1996) D. Gemmell, P. Lanzetta, J. Muzio, M. Ortiz, P. Pilchman, G. Sarinsky, A. Stavroulakis, L. Taras.
McGraw-Hill Inc.,
Supplementary handouts during the semester, as listed on Outline.
Recommendations to the Student:
- Textbook pages as well as laboratory assignments should be read before class.
- Observe all safety precautions as instructed in the laboratory. They are for your protection.
- Each student is responsible for the proper and safe maintenance of their laboratory work area. Bench tops and microscopes must be properly cleaned before and after use.
Biology 14
LECTURE TOPIC OUTLINE 2004
WEEK
Lecture
Hours
LECTURE TOPIC
Reading Assignments
Textbook Chapters
Campbell & Reece
1-2
1.75
History and Concepts of Evolution and
Natural Selection.
The Origin of Species
The Evolution of Populations
22, 23, 24
2-2.5
.75
Early Earth and the Origin of Life
26
2.5-4.5
1
1
An Introduction to Ecology and the Biosphere: Individuals, Populations.
50, 52
Communities. Ecosystems.
53, 54
4.5-6
.5
.5
Diversity at the Single Cell Level. Prokaryotes
The Origins of Eukaryotic Diversity. Protists
27,
28
.5
Multicellularity. Fungi
31
7-8
2
The
Plant structure & growth
29, 30
35
36, 37
Plant Reproduction
Plant Responses to Signals
38
39
9-11.5
2.5
The Animal Kingdom:
Introduction to Animal Evolution
Invertebrates, Vertebrates
Human Evolution
Reproduction
Animal development from fertilization to adult
32,
33, 34
34(p.707)
46
47
11.5-12
.5
Current Topics in Biology
See Instructor
LABORATORY OUTLINE 2004
Week EXERCISE* ACTIVITIES
1
Handouts
Laboratory Safety Rules and Guidelines
1A
Teaching Evolution through Inquiry (Brachiopod evolution)
1B
Investigating Common Descent:
1C
Predictions from DNA sequences of Primate Relationships
Time Line on The History of Biological Time
2
Handouts
Evolution and Natural Selection
2
Testing Assumptions in Microevolution and Inducing Mutations
2A
(gene pool, allele frequency, Hardy Weinberg equilibrium,
mutation, predation, genetic drift)
3
Handout
Field Trip: Ecosystem Study
Week 4
(Winter exercises, Quadrat population density study
Life Span patterns, pollution effects: Handouts 2B, 2C, 2D)
4
Handout
Field Trip: Environmental Challenges
Week 5
(Winter exercise:
5
Pg. 47-57
Safety Guidelines for Working with Microbiological Cultures
Ex 5 pgs 75-82
Aseptic Transfer (Introduction and Practice) pgs 57
Adaptations in Monera (pgs. 75-82)
Ex 4 pgs 63-69
Bacteria: Transformation of E. coli with Plasmid DNA
6
Ex 5 pgs 83-89
Ex 6
Bacterial Transformation (Results pg. 68-69)
Anti-microbial action by Fungi (pgs. 83-89)
Adaptations in Protista
Ex 5 pgs 89-95
Adaptations in Fungi
7
Ex 7
Anti-microbial action by Fungi - Results (pg. 87-89)
Adaptations to Terrestrial Environments: Gravity
8
Ex 8
Adaptations to Terrestrial Environments:
Handout
Climatic Factors Computer Body Heat Regulation
9
Ex 9
Adaptations to Terrestrial Environments:
Handout
Water Balance Computer Transpiration in a Plant Leaf
10
Ex 10
Adaptations to Terrestrial Environments:
Food Acquisition
11
Ex 11
Adaptations to Terrestrial Environments:
Reproduction & Development
12
Hypothetical Planet Presentations by Students:
Student and Faculty Evaluation
* All exercises and page numbers are from required General Biology II Laboratory Manual.
As part of the CUNY-wide investment in quality teaching and learning, during the course of the semester you will also participate in up to three assessment exercises. These are not graded tests, but attempts to see how well you have mastered the techniques of biology. Further information will be provided by your instructor. (1-05)
COURSE OBJECTIVES
Evolution and Natural Selection
¨ Define evolution.
¨ Distinguish between artificial and natural selection.
¨ Discuss how the breeding of domestic animals shed light on the theory of natural selection.
¨
Discuss what
effects the writings of Lyell, Lamarck, Malthus and Wallace had on
¨ Outline and discuss what the results of the experiments of Redi, Spallanzani and Pasteur demonstrated.
¨ State who coined the phrase “survival of the fittest”, and explain why that phrase does not really represent the Darwinian view of evolution.
¨ Cite some evidence for evolution based on the geographical distribution of related living species and their fossil (ancestral) records.
¨ Define and give examples of convergent evolution.
¨ Explain convergence and include in your explanation why convergence will never lead to one species. Give some plant and animal examples.
¨ Define homology and analogy and give several examples of each.
¨ Considering that evolutionary theory holds that all life has a common (or nearly a common) ancestry, compare the theory of spontaneous generation to the modern world compared to the primitive earth (cosmozoa theory).
¨ Discuss Oparin’s theory and the experiments of Urey and Miller.
¨ Describe one theory that explains the formation of eukaryotes from prokaryotic ancestors.
¨ Define reproductive isolation, adaptation and adaptive radiation. Explain how a population of one species can lead to two species, and what the critical test is for speciation.
¨ Discuss how and if reproductive isolation is a primary requirement for speciation.
¨ Explain how certain mutants (and genotypes) confer an advantage to the individual only in specific environments. Give several examples.
¨ Define and use in context: gene pool, gene flow, alleles, genetic variability, adaptation. founder effect, and species.
¨ Explain why genetic drift is more likely to cause evolution in small than in a large population.
¨ Differentiate among stabilizing, directional, and disruptive selection, and give examples of selective pressures that may cause each.
¨ Relate microevolution to macroevolution.
Hardy-Weinberg Equilibrium:
¨ Briefly discuss the five conditions a Hardy-Weinberg population must meet.
¨ Given the above conditions, explain the predictions of the Hardy-Weinberg law for a single allelic pair.
¨ Discuss what happens when any of the five conditions of the Hardy-Weinberg law are not met.
¨ Define p, q, p2, q2, 2pq with respect to the Hardy-Weinberg equilibrium.
¨ Assuming the Hardy-Weinberg equilibrium exists for a populations of organisms, given p, q, p2, q2, 2pq and any other necessary information, calculate (a) the occurrence of the dominant and recessive alleles [p, q] and (b) the proportion of individuals who are homozygous dominant, heterozygous (carriers) or homozygous recessive.
¨ Define ecology, population and community.
¨ Define the difference between a producer, consumer, and decomposer, and give an example of each.
¨ Describe, in general terms, a food chain, and cite an example.
¨ Describe, again in general terms, an ecological pyramid of numbers (biomass or energy) and a food web – be certain to include the role played by decomposers.
¨ Explain why food web complexity and biodiversity are important stabilizing factors in an ecosystem.
¨ Explain how energy flows from the sun through a food chain or pyramid paying particular attention to the efficiency of conversion at each trophic level.
¨ Define and describe the hydrological, carbon, nitrogen and phosphorus cycles.
¨ Define ecosystem (include examples of biotic and abiotic factors, and state the major characteristics of two types of ecosystems).
¨ Discuss the major factors involved in the determination of a biome, and how latitude and altitude may parallel each other as determining factors.
¨ Explain what is meant by exponential growth and environmental resistance, and then describe both a “J” and “S” shaped growth curve.
¨ Define carrying capacity (K) and describe what happens to a population when the K is exceeded.
¨ Compare r-strategists to K-strategists. Give several examples of each.
¨ Compare: interspecific to intraspecific competition.
¨ Compare: habitat to niche.
¨ Define symbiosis and give examples of parasitism, commensalism and mutualism.
¨ Define predator and prey, and describe the oftentimes cyclical relationship between the two.
¨ Explain how predation has led to various adaptations in prey to minimize their being preyed upon.
¨ Define bioconcentration. Explain how certain chemicals such as those used in “pest” control – chlorinated hydrocarbons, organophosphates, etc., are dangerous to all organisms in all ecosystems.
¨ Discuss human technological pollution including: toxic wastes, eutrophication, thermal pollution, smog, acid rain, radioactive wastes, greenhouse effect, resource depletion, overgrazing, deforestation, introduction of uncontrollable, inappropriate species to an area.
¨ Demonstrate your ability to properly prepare a laboratory report using scientific format, including introduction, hypothesis, materials and methods, results, analysis, discussion and conclusions.
Viruses:
¨ Describe defining characteristics and give examples of viruses.
¨ List the steps in viral multiplication.
¨ Distinguish between lytic and lysogenic infection.
¨ Distinguish between DNA and RNA viruses in terms of multiplication cycle.
¨ Compare virus, viroid, and prion. Give one example of a disease each causes.
¨ Explain why the viral mode of reproduction does not follow the central dogma.
¨ Explain why antibiotics are ineffective against viruses.
Monera:
¨ List five characteristics of the Monera.
¨ Distinguish between eubacteria and archaebacteria. Name two examples of each.
¨ List the bacterial shapes and provide an example of each.
¨ Define capsule, peptidoglycan, slime layer, glycocalyx and plasmid
¨ Distinguish between a capsule and a glycocalyx, and describes what role it plays in bacterial virulence.
¨ Describe the chemical composition of the bacterial cell wall and how this relates to antibiotics.
¨ Distinguish between Gram positive, Gram negative and Gram variable bacteria, and provide an example of each.
¨ Relate antibiotic resistance to plasmids and structure of the cell wall.
¨ What is an endocyst, and what role does it play in bacterial virulence?
¨ Define methanogen, halophile and thermophile and provide an example of each.
¨ Describe, in general terms, binary fission.
¨ Distinguish between conjugation, transformation and transduction, and illustrate each with a diagram.
Protista:
¨ Describe the Protista in terms of general characteristics and modes of food acquisition.
¨ List the major groups of protistans and provide one example of each.
¨ Describe the function and location following structures: pellicle, contractile vacuole, and cilia.
¨ Distinguish between sporozoans, sarcodina, flagellates and ciliates in terms of locomotion.
¨ Distinguish between free-living and parasitic protozoans.
¨ Name two pathogenic protozoans and describe the disease(s) each causes.
¨ Name and describe red, green, brown and golden algae in terms of photosynthetic abilities and cell types.
Fungi:
¨ Describe the Fungi in terms of their general characteristics.
¨ Name and describe nutrient acquisition in Fungi.
¨ Define saprobe, parasite.
¨ Define mutualism, symbiosis, and commensalism.
¨ Define mycelium, basidiospore, cap, hyphae, dikaryon, lichen, mycorrhizae, and spores.
¨ Discuss the life cycle of a Basidiomycote.
¨ Distinguish between the Zygomycota, Ascomycota, Basidomycota and Imperfect fungi in terms of reproduction.
¨ Give two examples of symbiotic fungal associations.
¨ Describe the role of fungi in agriculture, food and medicine.
Plantae:
¨ List five characteristics that are typical of Plantae.
¨ Distinguish between the Bryophytes (seedless, non-vascular), Pterophytes (seedless, vascular), Gymnosperms and Angiosperms and provide several examples of each.
¨ Distinguish between a sporophyte and a gametophyte.
¨ Define alternation of generations.
¨ Compare the life cycles of Angiosperms, Bryophytes, Pterophytes, and Gymnosperms in terms of sporophyte and gametophyte generations.
¨ Arrange the following in sequence indicating decreased dependency on water for fertilization: Angiosperms, Bryophytes, Pterophytes, and Gymnosperms.
¨ Compare an aquatic environment to a terrestrial one as far as: a) water availability; b) temperature stability; c) buoyancy; d) mineral nutrient availability; e) oxygen and carbon dioxide availability; f) reproductive and developmental possibilities; g) dehydration possibility are concerned.
¨ Compare the terrestrial adaptations of the above groups of plants as far as a) water acquisition, transport and conservation; b) support; c) thermoregulation; d) carrying on photosynthesis is concerned.
Structure, Transport and Nutrition
¨ List five characteristics that are typical of Plantae.
¨ Distinguish between the Bryophytes (seedless, non-vascular), and Pterophytes (seedless, vascular).
¨ Define root, shoot, stem, leaf, flower, xylem, phloem, cuticle, stoma, node, and internode.
¨ Describe the different types of roots.
¨ List the three types of tissue systems in a vascular plant and state their location and function.
¨ For each tissue type, list the types of cells they include and the characteristics of each cell type.
¨ Distinguish between simple and compound leaves.
¨ Distinguish between deciduous and evergreen plants.
¨ List the several characteristics that are different in monocots and dicots. Provide examples of each.
¨ State what is meant by primary and secondary growth in vascular plants.
¨ Define meristem, and state the role of each of the following in the growth of a plant: apical meristem, zone of elongation, zone of maturation, terminal or apical bud, axillary bud, vascular cambium, cork cambium.
¨ Be able to recognize and explain the function of the following structures: epidermis, root hairs, cuticle, stomata, guard cells, endodermis, pericycle, xylem and phloem, companion cells, cortex, palisade and spongy mesophyll.
¨ Explain the mechanism of xylem transport (cohesion-tension theory, root pressure, transpiration pull). Include the role of sieve tube elements in your response.
¨ Sketch two guard cells and the stomata between them and describe the mechanism by which it opens and closes.
¨ Explain the role of stomata in plant exchange of water and gases.
¨ Define apoplastic, symplastic and the Casparian strip, and explain the role of each in uptake of water and minerals in plants.
¨ Explain the mechanism of phloem transport (mass flow, translocation).
¨ Define turgor pressure in plants.
¨ Explain how diffusion and capillary action contribute to the movement of material through a plant.
¨ Define tropism, geotropism (gravitropism), phototropism and thigmotropism.
¨ List the macronutrients and micronutrients of plants.
¨ Define the following terms, and use them properly: stamen, anther, pollen, carpel, pistil, style, stigma, ovary, ovule, sepal, petals, calyx, corolla, embryo sac, endosperm, seed coat, fruit.
¨ Describe the difference between a perfect flower and in imperfect flower.
¨ Describe the difference between a monoecious plant and a dioecious plant.
¨ Explain how pollination and fertilization occur in flowering plants.
¨ Describe and diagram double fertilization. Explain how it leads to a diploid zygote and a triploid endosperm.
¨ Diagram the parts of a seed. Include the embryo sac, endosperm, and seed coat.
¨ Describe the major categories of fruits. Be able to list two traits that would classify a fruit in each category.
¨ Describe the types of vegetative propagation in plants.
¨ Define a plant hormone.
¨ Name five kinds of plant hormones and list parts of the plants where each is produced.
¨ Discuss and compare plant growth-promoting hormones with growth-inhibiting hormones.
¨ List events controlled by auxin, gibberellin, ethylene, cytokinin, and abscisic acid.
¨ Explain auxin’s role in apical dominance, in phototropism and in gravitropism.
¨ Define annual, biennial and perennial with respect to plants, and provide examples of organisms of each type.
¨ Contrast the growth patterns of long day, short day and neutral day plants.
¨ Give evidence that photoperiodic flowering plant responses are controlled by changes in phytochrome.
¨ Distinguish between dormancy, senescence and death in plants.
¨
Master the
basic techniques needed to use the
Animalia
¨ List five characteristics of Animalia
¨ List characteristics that distinguish the members of Animalia from the members of the other kingdoms.
¨ List the following phyla in order, from most primitive to most advanced. Annelida, Arthropoda, Chordata, Cnidaria, Echinodermata, Mollusca, Nematoda, Platyhelminthes, Porifera. Include a major characteristic that represents an evolutionary advance over the preceding phyla.
¨ Describe evolution in Animalia in terms of body plan, multicellularity, tissue layers, coelom development, segmentation, digestive system, nervous system and skeletal system. Use appropriate phyla as examples.
¨ Define cephalic and caudal. Use a non-vertebrate example.
¨ Define and place in the appropriate Animal phyla: nematocyst, hydrostatic skeleton, mesoglea, mesoderm, hermaphrodite, proglottid, proboscis, setae, and Malpighian tubules.
¨ For the phylum Mollusca, list its main classes. Provide an example organism in each.
¨ For the phylum Arthropoda, list its main classes. Identify traits that are exclusive to each class. Know an organism that is a member of each class.
¨ Explain the success of Arthropods on our planet by listing their superior adaptive traits.
¨ Distinguish between an invertebrate and a vertebrate.
¨ Explain why Echinoderms are considered to be in the chordate line of evolution.
¨ Explain how segmentation allowed for larger organisms in Animalia.
¨ List the distinguishing characteristics of annelids, molluscs, arthropods, chordates and echinoderms.
¨ Distinguish between the Agnathans, Chondrichthyes and Osteichthyes, and provide an example organism for each.
¨ List characteristics that would permit you to distinguish members of the following vertebrate groups and state the order in which they appeared in the fossil records: invertebrates, jawless fish, Chondrichtyes, bony fishes, amphibians, reptiles, birds, mammals.
¨ Compare and contrast gills and lungs.
¨ Explain why a fish will suffocate in air (21% oxygen) yet “breathe” in water (9% oxygen).
¨ Describe and distinguish between the heart structures of a planarian, an annelid, an amphibian and an ave, paying particular attention to the adaptive advantages of each. Include crop and gizzard in your response.
¨ Relate the following traits to the adaptive abilities of their (chordate) owners: a) wet, slimy skin b) dry skin with scales c) dry skin with hair (fur) d) dry skin with feathers.
¨ List the evolutionary advances made by each main group of vertebrates over its ancestors.
¨ Describe the key evolutionary trends of primates
¨ Outline the temporal sequence of human evolution
¨ List the characteristics that distinguish other primates from humans.
¨ Be able to list in order, from ancient to modern, the species, which led up to Homo sapiens
¨ Compare the multiregional and African emergence models.
¨ Use the following terms correctly: gamete, zygote, morula, blastocoel, blastula, gastrula, neurula, and apoptosis.
¨ Define fertilization, cleavage, cell differentiation, morphogenesis, organogenesis, fate maps, embryonic induction, and morphogens.
¨ Describe the process of fertilization and state its function and importance.
¨ Sketch (or describe briefly in words) early embryogenesis from fertilization through neurula formation including zygote, morula, blastula, gastrula and neurula.
¨ Describe the evidence that cleavage is controlled by programming and factors in the egg cytoplasm.
¨ Discuss the role of the gray crescent in embryological development.
¨ Contrast the development of organisms whose eggs undergo complete vs. incomplete cleavage.
¨ Contrast early cleavage in protostomes vs. deuterostomes.
¨ Distinguish between ectoderm, endoderm and mesoderm in terms of when these layers are formed and what tissues they will form.
¨ Define fate maps, induction, morphogens, apoptosis, and homeotic genes.
¨ State the role of apoptosis in morphogenesis.
¨ Describe what role homeotic genes play in development.
¨ Give an example of embryonic induction, and an experiment that demonstrated its importance.
¨ Contrast development and aging in terms of the Hayflick limit and cell death.
¨ By applying information learned in discussions of Earth animal and plant characteristics, design a hypothetical plant and animal capable of living, thriving and reproducing on a non-earth planet.
¨ (originally prepared by Mary T. Ortiz, Ph.D. and Anthea M. Stavroulakis, Ph.D. 6/01)