Describe the properties of chlorophyll a, chlorophyll b, and carotenoids, including how they assist in transferring the energy of photons within a photosystem driving reactions that generate ATP and NADPH.

 Examine the flower provided by a cherry tree. Part a: Label the basic structural components of a flower: the pedicel, receptacle, sepals, and petals.

Part b: Draw the male organs of a flower and label its parts: anther, filament, microsporangia, and microspores/male gametophytes. Be sure to make a note as to where meiosis occurs and the microspores develop.

Part c: Draw the female organs of a flower and label its parts: the stigma, style, ovary, and ovule(s) (some flowers have one ovule per ovary while other have many).

Q.2: During the process of double fertilization the pollen tube elongates until it reaches the opening to the ovule (the micropyle), where the sperm are released into the ovule. Complete parts a-c.

A: Draw a longitudinal section of an unfertilized, immature ovule. Label the integument, megasporangium, and megaspore mother cell.

B: Draw a longitudinal section of a mature, but unfertilized ovule. Label the integument, megasporangium, and megagametophyte with the 7 embedded cells.

C: Draw a longitudinal section of a mature, but fertilized ovule (i.e. a seed). Label the seed coat, endosperm, embryo, and cotyledons.

Define phenotype (1pt). What phenotypic variation in the finch population did the Grants record as part of their research? (1pts) Where do phenotypic traits come from? (1pt)

 

Structure and function are often correlated. Define correlation (2pts). How are Darwin’s finches a good example of a correlation between structure and function? (2pts)

The grant’s documented the effect of natural selection on beak size of medium ground finches during the 1977 drought in “real time”, explain in detail (5pts).

 

Based on the example in question 5 above, why would it be important to establish that beak morphology is a heritable trait? (1pt)

 

What were the two hypotheses that the Grant’s put forth to explain how the different species of finches (i.e., cactus finch and the medium ground finch) remained separate species overtime or put another way, what keeps different species of fiches from mating? (2pt)

 

What experiments did the Grants conduct to test the two hypotheses you described in question 8 above? What were their findings in each case? (4pt)

9. Which experiment from your answer in question 8, provides the best evidence that the cactus finch and the medium ground finch on Daphne Major are distinct species? Why? (2pts)

10. The mechanisms the Grant’s put forth as part of their hypothesis in question 8, were these prezygotic or postzygotic barriers? (1pt)

11. If the cactus finch and medium ground finch produced offspring, the resulting offspring would be a _________ and would look like an intermediate between the two birds. (1pt)

12. Do some research: would the song of this offspring also be an intermediate between the two bird songs? Explain why or why not based on what you can find out about development of birdsong. (2pt)

LINK FOR REFRENCE: http://www.hhmi.org/biointeractive/or… (Galapagos Finch Evolution — HHMI BioInteractive Video)

Explain the neural molecular processes and mechanisms of long-term depression. Elaborate on the parts of the brain that are thought to be involved.

Discuss the importance of electrons in the transfer of energy in living systems -Explain how ATP is used by cells as an energy source -Describe the overall result in terms of molecules produced during the chemical breakdown of glucose by glycolysis