Study Guide for Chapter 1 The Science of Biology
1. Study Chapter Outline on Page 1.
a. 1.1 the science of life
b. 1.2 the nature of science
c. 1.3 an example of scientific inquiry: Darwin and evolution
2. Ready Chapter carefully
Focus on the following:
Groups of 3 to 4
Group 11 row 10
Group 10 row 9
Group 9 row 8
Group 8 Row 7
Group 7 Rows 5-6
Basic Plant Anatomy
These are group activities!
Be in a group
Know Your TA/email
Assignments will NOT be accepted if
They are accomplished alone
And if they are not sent/given to YOUR TA
Monocots vs. Eudicots (dicots
ORGANIZATION OF THE ANIMAL BODY AND THE
VERTEBRATE NERVOUS SYSTEM
Lesson Learning Objectives
1. Describe the structure of a neuron.
2. Distinguish the subdivisions of the vertebrate nervous
Describe characteristics of t
GAS EXCHANGE IN MULTI-CELLED
1. Provide examples of evolutionary strategies that have maximized gas
Provide examples of invertebrate and vertebrate respiratory systems.
Chapter 52, Reproduction
This has huge potential impli
OSMOTIC REGULATION & URINARY SYSTEM
1. Explain the importance of osmotic balance to homeostasis.
2. Describe invertebrate osmoregulatory organs.
3. Compare the different kinds of nitrogenous waste and their relative to
Haplodiplonitc life cycle
Plant group differences
Static & inducible defense
In class and on powerpoint
Plant hormones and light
Detect light and mediate the plants response to it
Biology Club at Virginia
Interest Meeting Wednesday
PI E E
Review session tonight 7 pm right here
Haplodiplontic life cycle
BIOL 1106 Test 1 Review Sheet
Lesson 1: Plant Evolution
1. Identify two major environmental challenges for land plants and their associated adaptations.
i. Cuticle, stomata
i. Tracheids: allows tracheophytes to co
BIOL 1106 Test 2 Review Sheet
Lesson 7: Organization of animal bodies and homeostasis
1. Diagram the increasing levels of complexity in the organization of the animal body.
Cell: 210 types in humans
b. Tissue: 4 types-cells that are simila
Lesson 21: Species Interact in Communities
Names and emails:
1. Isabel Eaddy; email@example.com
2. Abigail McCranie (firstname.lastname@example.org)
3. Shannon McShea (email@example.com)
Lesson Goal: Students will understand how different species in a given area affect one a
Lesson 20: Organisms and Their Environment Individuals and Populations
Names and emails:
1. Abigail McCranie (firstname.lastname@example.org)
2. Shannon McShea (email@example.com)
3. Isabel Eaddy (firstname.lastname@example.org)
Learning Objectives (those in italics are covered in this a
BIOL 1106 Final Exam Review Guide
Explain positive feedback and give examples.
Describe some ways animal skin is involved in homeostasis.
Categorize organisms with respect to temperature regulation.
Biology Exam 3
The food we consume is a source of energy and raw materials
Contains energy in the form of calorie
o Amount of energy required to raise the temperature of one gram of water by one
GAS EXCHANGE IN MULTI-CELLED ANIMALS
- Obtaining sufficient oxygen and riding the body of carbon dioxide are major physiological
challenges in multicelled animals. Oxygen is required for aerobic respiration and carbon dioxide
is a waste product f
Review March 3 at 7 pm right here
email me topics by Feb 28
How does information travel?
Disrupt resting potential
Threshold potential exceeded
1.Distinguish between sexual and asexual methods of reproduction.
2. Provide examples of the diversity of reproductive systems.
3. Describe the structure and function of all components of the
Review session April 6th
5 to 6 pm Right here
By April 3rd
The Respiratory System
challenges facing multicellular
Obtaining sufficient O2
Dispose of excess CO2
Ecology of Individuals
What is Ecology?
Study of relationships of organisms and
b/t different species
among and b/t species
Biotic and Abiotic components
No review session for exam 4
Office hours / email
Energy Flow in Ecosystems
Nutrients = recycled in ecosystem
Energy = never recycled
First law of thermodynamics
Energy not created nor destroyed
Types of Digestive Systems
Autotrophs Heterotrophs - based on their food sources
Plants and animals
Eat their own poop
The Big View -
No office hours
The Immune System
Chemical and mechanical warfare
Not well understood
2 systems work together
Organisms sense their environment
External & Internal Stimuli
Body chem / temp
3 Categories of Receptors and Function
No Class = May 5
No activity, quiz
Not on Final
Final exam = 50 to 60 questions
Will be sending out information
If an unrelated stimulus, such as the ringing of
a bell, was presented at the same times as the
meat powder, over rep
Exam 4 = April 30
Cumulative final exam
May 9th = 1:05 pm
Mean = 70%
High = 98%
Low = 34%
Why do they do what they do?
Learned behavior = associative
process of association.
2 unrelated stimuli
BIOL 1106 Lesson 12:
How do animals move?
In this lesson, we will learn how the muscles and skeleton function to allow movement in animals.
Take a moment to review the learning objectives for this lesson. We will cover each one in turn.
Mean = 74
High score = 96
Low score = 36
No ID # = no score
Einstein's definition of insanity
Doing the same thing over and over again and
thinking you will get a different result
There is no such
thing as bad data
The Animal Body and
Groups of species
Occupy a given area
Directly or indirectly
Few abundant species
Moderately abundant species
Species diversity two factors
The Nervous System
Produce and conduct
May of may not be
Myelinated = nodes of
Nervous System Organization
UNIQUE FEATURES OF REPRODUCTION IN
Lesson Learning Objectives
1. Describe the structure of a complete flower.
2. Distinguish between microgametophytes and
3. Describe the co-evolution between flowers and pol
CLIMATE AND THE DISTRIBUTION OF
1. Describe the four factors that determine how much solar
energy reaches the Earths surface at a particular location.
2. Explain the cause of seasons.
3. Provide examples of