BIO 315: Invertebrate Zoology

10

NAME: ____________________________Integrating Concepts in Biology II

Instructions: This exam is worth 150 points (15% of your course grade) and will be due in class on Wednesday, 2/15/2010. No exceptions; late reviews will result in a 10%/day deduction. You may not consult any notes, old tests, internet, texts or any other person while working on this review. Do not discuss the test with anyone until all exams are turned in. Your signature at the bottom of this page signifies that the work is yours alone and is pledged under the Honor Code. When you break the seal on the envelope or open the attachment you will have four hours to complete the review.

There are 11 pages in this test, including this cover sheet. You may use a calculator and/or ruler. The answers to the questions must be typed into the space after each question. If you do not write your answers in the appropriate location, I may not find them. For each question or part to a question, limit your answers to the constraints given. I have given you sentence limits so be concise. Any part of your answer beyond those constraints will not be graded. Save your work often, renaming this file “lastname_review1.docx.” Send it to me electronically when finished with the exam. Alternatively, you may print it and handwrite your answers, and turn in the hardcopy, if you prefer. If you do this, staple all pages and print legibly; I can only grade what I can read.

There are two “Data Galleries” in the form of numbered figures and tables after the questions. Move these from the pages near the end and incorporate them into your answers or cite the figure or table number in your answer. Do not assume that all figures will be used, or that you will only use a figure once. Simply placing data near your answer is not sufficient support: you must explain the significance of the data and how they support your written answer.

Please do not write or type your name on any page other than this cover page.

Name (please type or print):

Read the pledge and sign if you can do so with honor:

Pledged: ___________________________ (typing your full name here counts as your electronic signature)

"Every student shall be honor bound to refrain from cheating (including plagiarism). Every student shall be honor bound to refrain from stealing. Every student shall be honor bound from lying about official college business. Every student shall be honor bound to report immediately all violations of the Honor System that come under his or her observation; failure to do so shall be a violation of the Honor System. Every student found guilty of a violation shall ordinarily be dismissed from the college."

How long did this exam take you to complete?

Lab Questions (we sometimes include lab questions as what goes on in lab is integral to learning the process of science):

1. (15 points) You are a scientist observing ants at a nest. Being highly social organisms, they exhibit division of labor, overlapping generations and cooperative care of the young. You suspect that they have derived mechanisms of communication. Design an experiment to test a specific aspect of information transmission in ants (hint: what are the functions of communication?). Assume that you have unlimited time and money, and graduate students to assist you. Fill in the sections below with information about your experiment, as appropriate.

· Question:

· Research Hypothesis:

· Null Hypothesis:

· Factors and treatment levels:

· Controls:

· Subjects/experimental unit:

· Replication of experimental unit (sample size):

Lecture questions

2. (CH16) How is the variation upon which evolutionary mechanisms act produced in organisms? Discuss two ways. Support your answer with data from Data Gallery #1.

3. (CH16) You know from your studies and from your daily life that variation of traits within populations is very common, though some traits are less variable than others. Explain two distinct causes of variation in phenotype and support your answers with data for each cause. Limit your answers to a maximum of 3 sentences each.

a.

b.

4. (CH16) Answer the following questions regarding the MN blood group in humans from the Philippines (NOTE: Some of these are somewhat redundant, so use a subset).

a. Explain the process of assessing whether a population is in or out of Hardy-Weinberg equilibrium. Support your explanation with data from Data Gallery #1.

b. If the frequency of MM in a population is 0.7 and the frequency of MN is 0.15, what is the frequency of the M allele? Show your work and indicate any Tables or Figures you consulted in your analysis.

c. How do you explain variation among populations in allele and genotype frequencies? Use the human populations in the Philippines as your example.

d. How does knowledge of allele and genotype frequencies relate to the Big Idea of Information?

e. Recall the relationship between allele frequencies and genotype frequencies: p = fMM + fMN/2 and q = fNN + fMN/2. Use these formulas and algebraic manipulation to calculate p2, 2pq, and q2.

5. (CH16)

a. What is the purpose of the common garden in separating out the effects of genes and the environment on phenotypic variation? Provide an example of how such an experiment can be used.

b. What is the purpose of exclusion experiments in separating out the effects of genes and the environment on phenotypic variation? Provide an example of how such an experiment can be used.

6. (CH17) Provide two examples of how information transmission at the population level leads to behavioral responses. Elaborate in no more than 2 sentences for each example and support with data from Data Gallery #1.

7. (CH17) Communication between individuals of the same species is species-specific. Support or refute this statement with data from Data Gallery #1.

8. (CH17) Analyze the relationship between light flash interval (AKA interpulse interval) and temperature for male and female fireflies. Support your answer with data from Data Gallery #1. Limit your answer to a maximum of 4 sentences.

9. (CH17) Scientists suspect that the storm petrel’s “grating” calls are used for what purpose(s)? Elaborate in no more than 2 sentences and support with data from Data Gallery #1.

10. (CH17) Scientists suspect that the meerkat’s “recruitment” call is used against what kind of threat? Elaborate in no more than 2 sentences for each example and support with data from Data Gallery #1.

11. (CH17) Plant pistils exchange information with pollen grains in multiple ways. Explain how, in no more than 3 sentences, using data from Data Gallery #1 to support your answer.

12. (CH17) What is the purpose of the control in a playback experiment, and what is an example of such a control? Indicate the data that show a control and explain why it is a control, in no more than 3 sentences.

13. (CH17) Most people fail to understand how plants communicate. If anything, they will cite the colors or fragrances of flowers as the only communication produced by plants, but those lucky enough to take a course that uses ICB know better. Give three examples of plant communication that we have studied. Support your answer with data from Data Gallery #1. Limit your answer to one sentence per example.

a.

b.

c.

Data Gallery #1

Figure 16.5

Figure 16.2

Figure 16.1

Figure 16.7

Figure 16.9

Figure 16.10

Figure 16.11

Table 16.1

Table 16.2

Table 16.3

Table 17.1

Table 17.2

Table 17.4

Figure 17.5

Table 17.3

Figure 17.3A

Figure 17.7

Figure 17.4

Figure 16.8

Figure 17.14

Figure 17.12

Figure 17.21

Figure 17.20C, D, and E

14. (CHs 16, 17 & 18) In my many years of parenting, I have seen good and bad parents. A good parent exhibits behaviors that nurture the next generation. Choose three examples from the data gallery of species providing for their progeny with the assistance of information. Each example needs to come from very different species. In other words, don’t choose two or more examples from the same or closely related species. Think broadly about next generation and do not limit yourself to examples of sexual reproduction. Limit your answer to a maximum of 6 sentences total.

15. (CHs 17 & 18) For each of the following themes of information, illustrate the theme once at the population level and once at the ecological system level with data from Data Galleries 1 and 2, and write up to 2 sentences explaining how the graph or table illustrates the theme. Do not repeat an answer from another question. Try to use data that you have not already used elsewhere.

a. Imperfect information transfer produces variation.

i) Population:

ii) Ecological system:

b. Information can be expressed and regulated without loss of content.

i) Population:

ii) Ecological system:

c. Non-heritable information is transmitted within and between biological systems.

i) Population:

ii) Ecological system:

16. (CH18) Answer the following questions about mole crickets

a. What information do mole crickets convey with sound? Support your answer with data from Data Gallery #2. Limit your answer to a maximum of 2 sentences.

b. Do other species use mole cricket sound information? Explain your answer. Support your answer with data from Data Gallery #2. Limit your answer to a maximum of 2 sentences.

c. Compare and contrast frog-eating bats with the mole cricket example. Support your answer with data from Data Gallery #2. Limit your answer to a maximum of 3 sentences.

17. (CH18) Examine the data below in Figures 18.14 and 18.15. Do larvae or mandibular gland secretions affect pupation time and the number of eggs laid per moth in flour moths? Refer to specific figures or parts of figures to support your answer. What can you conclude from the combination of three conditions that Corbet tested that you could not conclude from any one of the conditions alone?

Figure 18.14 Figure 18.15

18. (CH18) Provide two examples of how information transmission at the ecological system level leads to behavioral responses. Support your answer with data from Data Gallery #2 and elaborate in no more than 3 sentences.

19. (CH18) Explain why a short travel time between patches of food resources leads to the prediction in the marginal value theorem that a forager will spend less time in a patch feeding, even when there is plenty of prey left in the patch upon leaving. Answer in 2 sentences.

20. (CH18) In the space provided below, sketch a picture that shows when a horned lizard should stop feeding at one ant nest and move onto the next one. In your diagram, you must indicate:

a. the average time it takes to travel between nests

b. the average time when a lizard should leave.

c. Explain in a maximum of two sentences what the response of a lizard would be if the ant density of each nest doubled.

21. (CH18) Are there any species of algae for which coral settlement is significantly different from settlement on the abiotic tile surface? Support your answer with data from Data Gallery #2. Can you develop a hypothesis to explain this result?

22. (CH18) Consider the effects of various predators on tadpole communities. Did the two predator species that affected diversity the most have the same effect on all prey species? If not, what were the differences? Support your answers with data from Data Gallery #2.

Data Gallery #2

Figure 18.3

Figure 18.4

Figure 18.6

Figure 18.16

Figure 18.7B

Table 18.3

Table 18.1.

Figure 18.10

Figure 18.18

Figure 18.22

Table 18.2