16 Exam 2 Study Guide

The following are suggestions of what you should study for each RIQ and Exam in BS161. Items followed by a ** are items that we recommend you commit to memory as these will be used on every exam in this class and in many of your upper-level biology courses.

RIQ 009

1. Draw a model of a membrane that shows the lipid and protein components. Explain how the structure of membrane lipids relates to the selective permeability and fluidity of the membrane. (See the table from PCA Membranes and compartments and ICA Membranes and compartments.)
2. Draw a table that highlights key differences between prokaryotic (bacterial) and eukaryotic (animal, plant, fungi) cells. (See the table from PCA Membranes, compartments, and transport.)
3. Draw a table that lists the key organelles in eukaryotic cells and their major functions. (See the table from PCA Membranes, compartments, and transport.)
4. Draw a model of the lysosome that shows the key types of reactions carried out in this organelle, the unique pH of the lysosome, and how this pH is maintained (See ICA Membranes and compartments.)

RIQ 010-11

1. Define the following: equilibrium (for molecule concentrations and for chemical reactions), Le Chatelier’s principle, energetically favorable, energetically unfavorable. Draw or write out examples of how you could use a given delta G to determine the net direction of molecule movements or a chemical reaction. (See ICA Bioenergetics and enzymes Activities 1 and 2.)
2. Create lists of processes or reactions occurring in cells that are energetically favorable and energetically unfavorable. Use specific examples from pre-class and in-class activities.
3. Draw an example of reaction coupling that involves ATP. (See PCA Bioenergetics and enzymes, part D, and ICA Bioenergetics and enzymes, Activity 2.)
4. Label a reaction coordinate diagram to show: the energy (G) of reactants and products, the transition state energy, the activation energy, and the overall delta G. Describe which of these values is specifically affected, and how, by an enzyme catalyst for the reaction. (See ICA Bioenergetics and enzymes, Activity 3.)
5. Draw a table that lists the different types of membrane transport and contrasts the key features. Relate the energetics of each transport to the energetics terms from day 9 bioenergetics and enzymes. If energetic coupling is involved, describe how you can identify energetically favorable from energetically unfavorable movements. (See the table from PCA Membrane transport and ICA Activities 2 and 3.)

RIQ 012-013

1. Create lists of processes or reactions occurring in cells that are energetically favorable and energetically unfavorable. Use specific examples from pre-class and in-class activities. (Add this to your list created as part of #2 for RIQ 9-10).
2. Draw a model of major anabolic and catabolic pathways and their energetics (part B of PCA Intro to energy metabolism). Explain how you would identify whether a pathway is anabolic or catabolic, using features of the coupled reactions.
3. Draw a model showing the two broad phases of cellular respiration, including net inputs and outputs of each phase, and show the molecules that cycle between these phases. Use this model to predict how changes in one phase would affect the other phase. (See ICA Cellular respiration, Activity 1.)
4. Draw a model showing the three steps of glucose oxidation, including net inputs and outputs of each phase. Use this model to predict how changes in one phase would affect the other phase. (See PCA Cellular respiration, part F, and ICA Cellular respiration, Activity 1.)
5. Draw a model showing the mitochondrial electron transport chain. Use this model to describe the energetic couplings and to predict how changes in one part of the process would affect other parts. (See ICA Cellular respiration, part Activity 2).
6. Use models from parts 3, 4, and 5 to explain why fatty acid oxidation produces more ATP than glucose oxidation. (See ICA Cellular respiration, Activity 1.)
7. Use models from parts 3, 4, and 5 to explain why, when oxygen levels are low, fermentation of pyruvate to lactate becomes more energetically favorable and why fermentation produces less ATP than full glucose oxidation. (See ICA Cellular respiration, Activity 3.)

RIQ 014-015

1. Create lists of processes or reactions occurring in cells that are energetically favorable and energetically unfavorable. Use specific examples from pre-class and in-class activities. (Add this to your list created as part of #2 for RIQ 9-10 and #1 for RIQ 11-12).
2. Draw a model showing the two broad phases of photosynthesis, including net inputs and outputs of each phase, and show the molecules that cycle between these phases. Use this model to predict how changes in one phase would affect the other phase. (See ICA Photosynthesis, Activity 1.)
3. Draw a model showing the photosynthetic electron transport chain. Use this model to describe the energetic couplings and to predict how changes in one part of the process would affect other parts. (See ICA Photosynthesis, part Activity 2.)
4. Draw a model showing the major phases of the Calvin cycle, including net inputs and outputs of each phase. Connect the major output of the Calvin cycle to other molecules that are important for the function of plant cells. (See ICA Photosynthesis, Activity 3.)
5. Draw a model showing the exchange of matter between photosynthesis and cellular respiration / fermentation, as well as within cellular respiration / fermentation. (See ICA Model of energy and matter transformations, part 1.)
6. Draw and label a reaction coordinate diagram of the reaction from a metabolic fermentation pathway with and without the enzyme catalyst of that reaction. Use this graph and the model from #5 to explain how cells create conditions where metabolic reactions occur at reasonable rates and remain energetically favorable. (See ICA Model of energy and matter transformations, part 5.)