Pre-AP Chapter 15 Homework
8. Given its body structure, which tortoise below would require a habitat where food is easy to reach?
9. Which of the tortoises below would most easily be able to obtain food that is hard to reach?
10. Lyell’s Principles of Geology stated that geological features could be changed over long periods of time. How did this statement influence Darwin’s own concept of evolution?
11. Which of Lamarck’s ideas turned out to be true? Which turned out to be false?
12. What ideas about plants and animals did Malthus’s work suggest to Darwin?
13. How are the forelimbs above similar? How are they different?
14. The bones in the diagrams above are examples of ______.
15. A human’s appendix and a whale’s pelvis are examples of ______.
Chapter 16 & 17-4 Homework
7.
8. Use the numbers 1 through 6 to indicate the order in which the following events occurred:
____ changes in the gene pool
____ continued evolution
____ founders arrive
____ reproductive isolation
____ separation of populations
____ ecological competition
Read the paragraphs, examine the diagram, and answer the questions that follow.
When Charles Darwin travelled to the Galapagos Islands, he found a variety of species of finches. Although each species was slightly different from the others, all the species were related. None of the finch species he found were similar to finches on the mainland.
When Darwin saw such extensive diversityof species in a single group of birds, he hypothesized that they all could have descended from a common ancestor. His observations of these finches helped him formulate his concept of evolution.
The phylogenetic tree below shows the relationships Darwin proposed among the species of finches. The tree is based on a comparison of the anatomy, behavior, and location on the island of each finch species. Look carefully at each species, and notice the dramatic difference among the beaks. Each type of finch has a beak adapted to its diet.
Darwin’s finches are an example of adaptive radiation. Adaptive radiation is the emergence of many species from a common ancestor that was introduced to various new environments. For adaptive radiation to occur, the new environments must offer new opportunities and pose new problems of survival for the species.
9. Which of the ground finches above would be able to eat the largest, toughest nuts and seeds? Explain your answer.
10. Study the insect-eating finches shown in the diagram. What can you infer about the insects of the Galapagos Islands?
11. What evolutionary change allowed for the great adaptive radiation of mammals?
12. How are gradualism and punctuated equilibrium alike? How are they different?
Chapter 18 Homework
1. Describe a classification system that you would use to group various pets. Start with the group with the most individuals, and end with the group with the fewest individuals.
2. What kind of animal is Vulpes velox? How do you know?
3. What is the complete classification of Vulpes velox?
4. From the table, what two animals are most closely related? Explain.
5. At what classification level does the evolutionary relationship between gophers and housecats diverge?
6. How does the table indicate that a dog is more closely related to a red fox than to a house cat?
7. What 5 probable ancestors of the modern bird (robin) are shown on the cladogram?
8. Which dinosaur is probably the most recent common ancestor of Velociraptor and Archaeopteryx?
9. Which traits shown on the cladogram are shared by Archaeopteryx and modern birds?
10. How does the fanlike diagram differ from a cladogram?
11. To which group are sea stars more closely related, arthropods or jellyfishes?
12. Which group of animals includes the fewest species?
13.
14. What characteristic is shared by all the members of the domain Eukarya?
15. What must you find out about a prokaryote to know which domain it belongs to?
Chapter 19 Homework
1. Is the bacterium in the diagram below a bacillus, coccus, or spirillum? Explain your answer.
2. How would you expect this bacterium to move?
3. In prokaryotes, how are binary fission and conjugation different?
8. How are the causes of tuberculosis and strep throat similar? How are they different?
Acid-Fast Bacteria - Read, then answer questions 9 & 10.
Almost all bacteria can be classified as Gram-positive or Gram-negative by a process called Gram staining. Very few bacteria are Gram-positive. Most bacteria, yeasts, and fungi are Gram-negative. How bacteria respond to the Grram-staining procedure can provide information about the nutritive requirements, cell wall composition, and other traits of the bacteria. When treated with special dyes, Gram-positive bacteria appear deep violet in color. Gram-negative bacteria appear pink. The Gram-staining technique can help doctors identify bacteria and choose the correct antibiotics to treat bacterial infections.
Some bacteria, however, are resistant to Gram-staining. These bacteria are known as acid-fast bacteria, and are identified by using the acid-fast stain. In this procedure, a sample of unknown bacteria is dyed and then washed with acidified alcohol. This will remove most of the dye. Those bacteria that “hold-fast” to the dye will be strongly stained and readily identifiable as acid-fast bacteria.
Because acid-fast bacteria are a major cause of disease, it is particularly important to be able to identify them. The acid-fast bacteria form a homogeneous group composed of the genera Mycobacterium and Nocardia. Mycobacteria are usually rod-shaped, and are found in soil, water, and animals. Many species are saprophytic (feed on dead organic matter); others cause diseases such as diptheria, tuberculosis, and loprosy.
Acid-fast bacteria are chartacterized by their high lipid content. Lipids and waxes make up as much as 40 percent of the dry weight of acid-fast bacteria. These lipids and waxes are the key to testing for acid-fast bacteria. The lipids and waxes absorb dye so it can’t be removed with acidified alcohol. This is how acid-fast bacteria “hold fast” to dye and remain stained while bacteria are washed clean.
9. How are acid-fast bacteria different from other bacteria?
10. Why is it important to wash the bacteria sample after it has been dyed?
Classify 11-17 as either lytic cycle, lysogenic cycle, or both.
11. Viral genes are expressed immediately after the virus infects the host cell.
12. Many new viruses are assembled.
13. This cycle takes place after a virus enters a host cell.
14. Viral DNA is integrated into the host cell’s chromosome.
15. Viruses are released from the host cell by lysis or exocytosis.
16. Reverse transcriptase is used to make DNA from the RNA of a retrovirus.
17. A provirus is replicated along with the host cell’s chromosome.
Classify 18-22 as either binary fission or conjugation.
18. Bacterium with a new genetic makeup is produced.
19. Circular chromosome is copied
20. Genetic material is transferred through a pilus.
21. Two identical cells are produced.
22. Sexual reproduction occurs.
23. What part of the lysogenic cycle is like the lytic cycle?
24. What are examples of viruses that go through lysogenic cycles?
25. Explain why viruses would cease to exist if they replicated via the lytic cycle only.
26. Why are viruses not considered to be living things?
27. How does a bacterial chromosome differ from chromosomes in eukaryotic cells?
28. What structure do bacteria share with plant cells but not with animal cells?
29. What structure is an adaptation that helps certain bacteria ward off attack by white blood cells?
30. How does penicillin kill bacteria? Why is penicillin ineffective against viruses?
31. According to the table above, what is the chief cause of death in developing countries? In developed countries? What treatment is more readily available in developed countries that contributes to this?
32. What conditions in developed countries may check the spread of bacteria that cause disease?
33. Why do doctors sometimes advise patients who are taking antibiotics to eat yogurt?
34. At one time, bacteria were classified as plants. Why do you think bacteria were classified this way? Give at least two reasons why bacteria should not be classified as plants.
35. Some Bacterial Diseases
Read the descriptions of various bacterial diseases. For each disease, the bacterial agent is given in italics. Then diagnose the bacterial diseases of fictitious patients based on the case histories presented.
Botulism: very dangerous form of food poisoning; Clostridium botulinum; symptoms include headache, weakness, constipation, and nerve paralysis; may cause death if respiratory organs are paralyzed.
Cholera: common in areas where sanitation is very poor; acute and infectious; Vibrio cholerae; symptoms include severe diarrhea and vomiting, extreme dehydration, muscle cramps, and prostration.
Diptheria: highly contagious childhood disease; Corynebacterium diptheriae; symptoms include sore throat, fever, headache, and nausea; a yellowish membrane forms in the throat, restricted breathing.
Lobar Pneumonia: inflammation of the lung; leading cause of death in infants and elderly; Streptococcus pneumoniae; solidified lung tissue prevents air from entering alveoli.
Scarlet Fever: contagious childhood disease; group A beta-hemolytic streptococci; symptoms include sore throat, swelling of lymph nodes in neck, bright red rash, nausea, hot dry skin, and fever.
Tetanus: fatal unless treated; Chlostridium tetani; symptoms include muscle spasms, convulsions, stiffness, restlessness, headache, and chills; bacterial organisms enter body through a puncture wound.
Typhoid Fever: transmitted by contaminated water and food; Salmonella typhi; symptoms include sore throat, high fever, loss of appetite, diarrhea, and periods of sweating and chills.
Whooping Cough: infectious disease common in children under ten, Bordetella pertussis; symptoms include chills, vomiting, and bluish skin because extreme coughing prevents air from entering the alveoli.
Patient A: ______82 years old; has generally poor health; has sharp chest pains, blood-streaked saliva, high fever, and rapid pulse rate; X ray confirms solid material in lung tissue.
Patient B: ______6 years old, mother thought child had a slight cold until a red rash broke out; child is listless and has a slight fever.
Patient C: ______recently travelled to an underdeveloped country and unknowingly consumed contaminated food and water; proper toilet facilities were nonexistent; exhibits severe muscle cramps and dehydration.
Patient D: ______food handler in rural areas where proper toilet facilities are not always available; exhibits a very high fever and chills; blood is in his stool.
Patient E: ______teenager; walking barefoot in a construction area punctured foot with a rusty nail; several days later exhibited mild convulsions that rapidly became more severe.
Patient F: ______has recently eaten food from a damaged can; has difficulty in seeing, swallowing, and breathing.