Name: Period: AP Biology Big Idea 2 Unit Study Guide This study guide highlights concepts and terms covered in the evolution unit. While this study guide is meant to be inclusive, any term or concept covered in homework and classwork is fair game. You will NOT be allowed to use any form of notes on this exam. This study guide is meant to guide your studying ; it is not an assignment to be turned in. To get the most out of this tool, here are my recommendations: Read through all terms and concepts and check off the ones you could explain aloud immediately. This will help ensure you are studying smart and not unnecessarily long. Over studying can increase anxiety and reduce test performance. For the terms and concepts you could not immediately explain aloud, make a flash card for them. Review your flashcards at regular intervals. For each lesson topic, design a thought web or concept map of how they are related. Once you have a thought web for each topic, see what connections you can make across lessons. After mapping out your ideas and with your webs in front of you, begin asking yourself questions. For example how could water potential affect the opening and closing of stomata? AP test questions are designed in this manner; writers look at the content standards and try and ask you questions that get you to bridge knowledge you learned in different areas. Try and think like a test developer. Re attempt problems (especially any you got incorrect) from the practice packets and quizzes. Look up AP Biology released free response and the scoring guidelines from 2012 or later. Practice relevant problems. Complete the additional practice problems at the end of this packet. For any material you need re lectured, check out Crash Course Biology and Kahn academy on Youtube or come to a review session PREPARED with questions: Friday: Lunch Monday: Lunch Tuesday: Lunch, 3 PM Simply memorizing terms and concepts will not guarantee you a great score on the exam. You will need to apply your reasoning and your knowledge together.
Terms to Know Cell Structure Enzymes and Energetics Cell Respiration Photosynthesis Prokaryotes Eukaryotes The Theory of Endosymbiosis Cell Membrane Phospholipid Bilayer Hydrophobic Hydrophilic Transport Proteins Polar Nonpolar Selective Permeability Hypertonic Hypotonic Water Potential Concentration Gradient Activation Energy Enzyme Endergonic reaction Exergonic reaction Energy coupling Free Energy Metabolism Cellular Respiration Anaerobic Respiration Aerobic Respiration Lactic Acid Fermentation Alcoholic Fermentation Glycolysis Pyruvate Kreb s Cycle TCA Cycle Citric Acid Cycle Electron Transport Chain Chemiosmosis ATP Synthase Substrate level phosphorylation Oxidative phosphorylation Mitochondria Mitochondrial Matrix Inner Mitochondrial Membrane Electron Carriers NAD+, NADH FAD, FADH2 ATP, ADP+P Photosynthesis Autotrophs Heterotrophs Producers Consumers Chloroplast Chlorophyll Thylakoid Membrane Stroma Light Dependent Reactions Calvin Cycle RuBP Rubisco ROYGBIV Stomata NADP+, NADPH Concepts to Know 1. How is oxidative phosphorylation advantageous over substrate level phosphorylation? 2. Identify the plant structures involved in obtaining materials for photosynthesis. How does this correlate to water potential? 3. How do autotrophs and heterotrophs obtain energy? 4. Why is photoautotrophy an important adaptation? 5. What is the role of chlorophyll in photosynthesis? 6. What are the reactants for photosynthesis? the products? 8. What are the 2 major steps of photosynthesis? Where does each step take place? 9. What is the purpose of light reactions? the Calvin cycle? 10. What materials are necessary for light reactions to take place? for Calvin cycle? 11. What is the role of each in photosynthesis: light, water, CO2. 12. What is the role of chemiosmosis in photosynthesis? Explain this process. At which point is it used? 13. What is the role of the photosystems, the electron transport chain, & ATP synthase? Where 2
are they found? 14.. What product(s) come out of light reactions? Calvin cycle? 15. Why can t Calvin cycle take place in the dark? 16. What is the role of rubisco? How is it involved in glucose formation? 17. When does carbon fixation take place? Which molecules are involved? 18. What is the purpose of cell respiration? 19. What are the different types of cell respiration? 20. What is the purpose of fermentation? What condition is required for it to happen? When does it take place? 21. What are the different types of anaerobic respiration? What are the processes of each type? 22. What are the raw materials for cell respiration? What are the products of cell respiration? 23. Why is carbon dioxide formed during cell respiration? 24. Why is water formed during cell respiration? 25. How is oxygen used in cell respiration? 26. How is glucose used in cell respiration? 27. What are the 3 major steps of cell respiration? Where does each step take place? 28. What is the purpose of glycolysis? the Krebs cycle? the electron transport chain? 29. What is the role of chemiosmosis in cell respiration? Explain this process. At which point is it used? 30. What are the roles of NADH and FADH2? 31. At what point during cell respiration does glucose completely break down? What is the product? Practice Questions 1. Which of the following questions is most relevant to understanding the Calvin cycle? (A) How does chlorophyll capture light? (B) How is ATP used in the formation of 3 carbon carbohydrates? (C) How is NADP+ reduced to NADPH? (D) How is ATP produced in chemiosmosis? 2.The equation above shows one of the reversible reactions that occur in blood. After exercise, an athlete s blood ph has dropped below the normal level. How will normal blood ph be restored? (A) An increase in O2 concentration in the plasma willleadtoanincreaseinh+ concentration. (B) An increase in temperature will lead to an increase in H+ concentration. (C) An increase in sweating will lead to a decrease in OH and H+ concentration. (D) An increase in breathing rate will lead to a decrease in blood CO2 and H+ concentration. 3
3. What most likely causes the trends in oxygen concentration shown in the graph above? (A) The water becomes colder at night and thus holds more oxygen. (B) Respiration in most organisms increases at night. (C) More organisms are respiring at night than during the day. (D) Photosynthesis produces more oxygen than is consumed by respiration during the day. 4
Questions 4 8 Photosynthetic activity can be measured using chloroplasts suspended in a buffered solution containing DCPIP, a dye that can accept electrons from the electron transport chain of photosynthesis. Transfer of electrons to DCPIP decreases the relative absorbance of a specific wavelength of light (605 nm) by a solution that contains the dye. A buffered solution containing chloroplasts and DCPIP was divided equally among six identical samples. The samples were placed at various distances from a lamp, and then all samples were exposed to white light from the lamp for 60 minutes at room temperature. Sample 3 was wrapped in foil to prevent any light from reaching the solution. At 20 minute intervals, the photosynthetic activity in each sample was determined by measuring the relative absorbance of 605 nm light. The results of the experiment are provided below. 4. Which of the following provides the best indication that light is required for the activation of electron transfer reactions in chloroplasts? (A) Calculating the rate of change of the absorbance for sample 1 (B) Comparing the observed results for sample 2 and sample 3 (C) Repeating the entire experimental procedure at night (D) Including multiple trials for all the samples 5.Which of the following can be reasonably concluded from the experimental results? (A) Chloroplasts must be suspended in a buffer solution to function properly. (B) The optimal temperature for activation of electron transfer is 25 C. (C) DCPIP inhibits biochemical reactions in suspended chloroplasts. (D) Light from a lamp can substitute for sunlight in stimulating chloroplast processes. 5
6. If an additional sample containing the chloroplast/dcpip solution was placed at a distance of 90 cm from the lamp, which of the following predictions would be most consistent with the experimental results? (A) The concentration of DCPIP in the solution will increase exponentially. (B) The absorbance at 60 minutes will be roughly equal to 1.4. (C) The change in absorbance over time in the solution will be less than that of the other samples. (D) The temperature of the solution will exceed 75 C. 7.Which of the following descriptions of photosynthesis best explains the results of the experiment? (A) Availability of electrons for transfer to DCPIP depends on light energy. (B) Movement of DCPIP across chloroplast membranes occurs in less than 60 minutes. (C) Chlorophyll molecules degrade rapidly in the presence of DCPIP. (D) DCPIP can only be used to measure photosynthetic activity at low light levels. 8. Which of the following scientific questions could be investigated using a similar experimental setup? (A) How much carbon dioxide is required by a plant cell to produce one molecule of glucose? (B) What wavelength of light best activates electron transfer reactions in chloroplasts? (C) Which molecule in chloroplasts accepts activated electrons from DCPIP during photosynthesis? (D) Are the same genes that are expressed in chloroplasts also expressed in mitochondria? 9. Students in a class measured the mass of various living organisms. They then kept the organisms in the dark for 24 hours before remeasuring them. None of the organisms were provided with nutrients during the 24 hour period. The data are as follows. Which of the following is the best explanation for the pattern of change in mass of the organisms over time? (A) Water loss due to evaporation (B) Cellular respiration (C) The law of conservation of matter 6
(D) Growth and reproduction 7