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86 Cards in this Set
- Front
- Back
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Lab 1: What type of evolution was modeled in this experiment? |
Heritable change
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Lab 1:
For p + q = 1: Frequency of the dominant allele Frequency of the recessive allele |
•70%
•30% |
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Lab 1: For p^2 + 2pq + q^2 = 1: Frequency of the homozygous dominant genotype Frequency of the heterozygous genotype Frequency of the recessive genotype |
•33%
•45% •20% |
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Lab 1: What gene did you study in this lab? |
Ff; fur and furless
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Lab 1: What is the phenotype for each of the following genotype? FF Ff ff |
•Fur
•Fur •Furless |
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Lab 1: How did the environment change in generation 4? |
all the ff (furless) rabbits died off |
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Lab 1: What effect did this have on the rabbit population? |
Any other ff bunnies that would be produced would die so the FF and Ff would be the other ones that would be alive
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Lab 1: How did natural selection affect Hardy-Weinberg equilibrium over several generations? |
It messes with the equilibrium because one of the 5 rules was that there shouldn't be any natural selections
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Lab 1:
Given data (p or q^2), be able to calculate all the values listed above (p, q, p^2, q^2, pq) How is Hardy-Weinberg used to determine if a population is evolving or not evolving? |
If there's evolution, there's a change in the numbers, if not then there shouldn't be any changes in the numbers.
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Lab 1: Name 5 events that need to occur to maintain Hardy-Weinberg equilibrium |
1. No natural selection
2. No gene flow 3. No mutations 4. No genetic drift 5. Random mating |
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Lab 1: If the allele frequencies do not change over time, is evolution occurring or is the population in equilibrium? |
No
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Lab 1: If the allele frequencies are changing over time, is evolution occurring or is the population in equilibrium? |
Yes |
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Lab 1: If the population is not in equilibrium, at least 1 out of 5 events listed above is not occurring. How could these 5 things change so that evolution is taking place? (Hint: evolution is the opposite of equilibrium, so it would be the opposite of the event listed above.) |
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Lab 2: What type of evolution was examined in this lab? |
Macroevolution |
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Lab 2: What 3 types of data have been used to analyze hominid evolution? |
•absolute and relative dating •molecular analysis •morphological comparisons |
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Lab 2: Be able to find and analyze/interpret all of the following characteristics of skull: •Brain case (size, brow ridge, forehead) |
Bigger brain case allows a bigger brain which, in general, allows greater intelligence |
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Lab 2: Be able to find and analyze/interpret all of the following characteristics of skull: •Sagittal crest •Zygomatic arch |
The presence of a sagittal crest and pronounced zygomatic arches indicates that the organism has exceptionally strong jaw muscles, producing a powerful bite to capture food or grinding of the teeth to break through tough, fibrous foods. |
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Lab 2: Be able to find and analyze/interpret all of the following characteristics of skull: •Snout |
A reduced or shorter snout moves the molars (back teeth) under the rest of the skull, giving more flexibility in chewing and grinding food. The snout also blocks vision below the face, making it more difficult to walk upright. |
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Lab 2: Be able to find and analyze/interpret all of the following characteristics of skull: •Teeth (molars, canines, incisors) |
Large molars (back teeth) with thick enamel are needed to grind tough, fibrous foods and to crack nuts. With this type of diet, incisors (front teeth), tend to be small. Canines (sharp, pointed teeth) are used to grab and slash meat or other animals. |
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Lab 2: Be able to find and analyze/interpret all of the following characteristics of skull: •Foramen magnum |
If it is located closer to the jaw then it is easier to walk upright. If it is located closer to the back of the skull then the primate is quadrupedal. |
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Lab 2: Why do we compare hominid skulls to ape skulls? Be able to identify key similarities and differences between these different types of skulls. |
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Lab 2: On which continent did hominids first appear? Which continent did they spread to last? Know the general order and importance of each of the following key species: •Sahelanthropus tchdensis |
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Lab 2: On which continent did hominids first appear?Which continent did they spread to last?Know the general order and importance of each of the following key species: •Ardipithecus kadappa |
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Lab 2: On which continent did hominids first appear?Which continent did they spread to last?Know the general order and importance of each of the following key species: •Australopithecus afarensis |
Other Slide |
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Lab 2: On which continent did hominids first appear? Which continent did they spread to last? Know the general order and importance of each of the following key species: •Paranthropus robustus |
Other Slide |
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Lab 2: On which continent did hominids first appear? Which continent did they spread to last? Know the general order and importance of each of the following key species: •Paranthropus boisei |
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Lab 2: On which continent did hominids first appear? Which continent did they spread to last? Know the general order and importance of each of the following key species: •Homo habilis |
Other Slide |
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Lab 2: On which continent did hominids first appear? Which continent did they spread to last? Know the general order and importance of each of the following key species: •Homo heidelbergensis |
Other Slide |
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Lab 2: On which continent did hominids first appear? Which continent did they spread to last? Know the general order and importance of each of the following key species: •Homo neaderthalensis |
Other Slide |
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Lab 2: On which continent did hominids first appear? Which continent did they spread to last? Know the general order and importance of each of the following key species: •Homo sapiens Cro-magnon |
Other Slide |
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Lab 2: Which one of these are in the direct line of human evolution, and which are dead ends? |
Homo neanderalensis Homo erectus Homo rudolfensis Paranthropus robusters Paranthropus boisei |
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Lab 2: If given a skull you haven't seen yet, be able to identify its genus and whatever it would appear early or late in the evolutionary pathway, base on broad morphological characteristics. |
Head shape and where the foreman magnum is located |
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Lab 2: Be able to compare/sequences skulls based on their morphological characteristics. |
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Lab 3: Know the three domains of life, and which are prokaryotic and which are eukaryotic |
Prokaryotic: •Archaea •Bacteria Eukaryotic: •Eukarya |
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Lab 3:
Be able to identify a stromatolite and tell how it's formed. |
Round rock Layers of cyanobacteria |
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Lab 3: Know the following bacterial cell structures (bacteria cell model): •Cell membrane |
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Lab 3: Know the following bacterial cell structures (bacteria cell model): •Cell wall |
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Lab 3: Know the following bacterial cell structures (bacteria cell model): •Capsule |
To protect the bacteria and promote adhesion to surface and act as a permeable membrane |
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Lab 3: Know the following bacterial cell structures (bacteria cell model): •Chromosome |
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Lab 3: Know the following bacterial cell structures (bacteria cell model): •Flagella |
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Lab 3: Know the following bacterial cell structures (bacteria cell model): •Peptidogycans |
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Lab 3: Know the following bacterial cell structures (bacteria cell model): •Gram-positive cell wall |
Purple |
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Lab 3: Know the following bacterial cell structures (bacteria cell model): •Gram-negative cell wall |
Pink |
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Lab 3: Be able to identify these various shapes and structures of bacteria, in the model and/or on a microscope: |
Coccus |
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Lab 3: Be able to identify these various shapes and structures of bacteria, in the model and/or on a microscope: |
Baccillus |
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Lab 3: Be able to identify these various shapes and structures of bacteria, in the model and/or on a microscope: |
Vibrio (slides only) |
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Lab 3: Be able to identify these various shapes and structures of bacteria, in the model and/or on a microscope: |
Spirochaete |
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Lab 3: Be able to identify these various shapes and structures of bacteria, in the model and/or on a microscope: |
Flagella (model only) |
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Lab 3: Be able to identify these various shapes and structures of bacteria, in the model and/or on a microscope: |
Endospores (model only) |
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Lab 3: Be able to identify these various shapes and structures of bacteria, in the model and/or on a microscope: •Gram-positive bacteria (slides only) •Gram-negavtive bacteria (slides only) |
Other Slide |
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Lab 3: What were the two autotrophic bacteria species examined in lab? |
Algae and unicellular organisms |
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Lab 3: Be able to identify the following structures in Oscillatoria: •Filament •Vegetative cell •Dead cell (separation disk) |
Other Slide |
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Lab 3: What type of substance do you use for growing bacteria? |
Agar |
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Lab 3: What do we call the growths of bacteria that appear on a plate? |
... |
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Lab 3: What is the optimal bacterial growth temperature (for our lab)? |
37ºC |
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Lab 3: Do bacteria reproduce sexually or asexually? |
Asexual |
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Lab 4: Are protists prokaryotic or eukaryotic? Which domain do they belong in? How many supergroups contain protists? |
Eukaryotic; Eukarya; 5 |
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Lab 4: List the three different means of mobility used by the protists we studied in lab. |
Cilia, flagella, cilium |
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Lab 4: Unicellular Protist Characteristics for an Amoeba. •Unicellular/Multicellular •Motility •Autotrophic/Heterotrophic •Parasitic/Free-Living |
•Multicellular •Cilium •Heterotrophic •Free Living |
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Lab 4: Unicellular Protist Characteristics for a Paramecium. •Unicellular/Multicellular •Motility •Autotrophic/Heterotrophic •Parasitic/Free-Living |
•Multicellular •Cilla •Heterotrophic •Free Living |
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Lab 4: Unicellular Protist Characteristics for a Euglena. •Unicellular/Multicellular •Motility •Autotrophic/Heterotrophic •Parasitic/Free-Living |
•Multicellular •Phalgella •Autotrophic •Free Living |
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Lab 4: Unicellular Protist Characteristics for a Typanosoma. •Unicellular/Multicellular •Motility •Autotrophic/Heterotrophic •Parasitic/Free-Living |
•Multicellular •---- •Heterotrophic •Parasitic |
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Lab 4: How is Trypanosoma spread? Be able to recognize Trypanosoma under the microscope. |
•Tse-Tse fly |
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Lab 4: Dp protists reproduce sexually, asexually, or both? |
Both |
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Lab 4: Describe how paramecium reproduce asexually, and be able to recognize it under a microscope. |
Binary fission- 1 paramecium splits into 2 |
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Lab 4: Describe how paramecium reproduce sexually, and be able to recognize it under a microscope. |
Conjugation- involves 2 paramecium exchanging genetic material |
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Lab 4: Photoautotrophic Protist (algae) Characteristics |
... CHART |
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Lab 4: Be able to recognize the following structures of a Volvox: •Adult colony •Daughter colony Is this sexual or asexual reproduction? |
•The whole circle •The little dots inside of the circle |
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Lab 4: Be able to recognize the following structures in Spirogyra: •Filament •Chloroplast •Pyrenoids |
Other Slide |
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Lab 4: Be able to analyze a slide of conjugating Spirogyra. •How do you know which filament is the "male"? •How do you know which filament is the "female"? •Where is the zygote locate? |
•Male is the strand that doesn't have a black dot inside of it •Female is the strand that has the black dots inside of it. •Zygote is located in the strands |
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Lab 4: Be able to recognize and know the function of the following structures in Macrocystis: •Blade •Stipe •Float •Holdfast |
Other Slide |
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Lab 5: Are fungi prokaryotic or eukaryotic? |
Eukaryotic |
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Lab 5: Do MOST fungi reproduce sexually, asexually, or both? |
Both |
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Lab 5: Zygomycota (black bread mold) (Model) Be able to recognize the following structures on the model and/or slide: •Mycelium •Hypha •Zygosporangium •Asexual sporangium (model only) •Sexual sporangium (model only) |
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Lab 5: Zygomycota (black bread mold) (Slide) Be able to recognize the following structures on the model and/or slide: •Mycelium •Hypha •Zygosporangium •Asexual sporangium (model only) •Sexual sporangium (model only) |
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Lab 5: Basidiomycota (club fungi) Know the differences and relationships between the following terms: •Basidiocarp •Basidium •Basidiospore |
•Basidiocarp-the whole mushroom •Basidium-club shaped spore bearing structure |
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Lab 5: Be able to recognize the following structures in a Corprinus specimen and/or slide: •Basidiocarp (specimen only) •Cap (specimen only) •Stip •Gill •Basidium (slide only) •Basidiospre (slide only) |
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Lab 5: Ascomycota (Sac Fungi) Know the differences and relationships between the following terms: •Ascocarp •Ascus •Ascospore |
•Ascocarp-fruiting body •Ascus-sac •Ascospore-spores |
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Lab 5: Be able to recognize the following structures on a Morchella slide: •Ascus •Ascospore |
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Lab 5: Deuteromycota (imperfect fungi) What type of reproduction do these fungi do? What type of reproduction do these fungi NOT do (as far as we know)? |
•Asexual reproduction •Sexual reproduction |
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Lab 5: Be able to recognize the following structures on both an Aspergillus slide: •Mycelium •Conidiophore •Conidiospores |
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Lab 5: Be able to recognize the following structures on both an Penicillium slide: •Mycelium •Conidiophore •Conidiospores |
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Lab 5: What two types of organisms make up a lichen? |
Algae and fungi |
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Lab 5: What type of symbiosis exists between these organisms? |
Mutualistic |
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Lab 5: Describe the benefits these 2 organisms provide for each other. |
Algae produces food for the fungi by the means of photosynthesis while the fungi protects the algae from the environment. |
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Lab 5: What are the 3 different types of lichens? Be able to identify examples of each. |
•Crustose-White stuff on branch •Foliose-leaf looking moss •Fruticose-branches |
