Study Questions

Mid-term # 2 - 2008

As you prepare your answers remember that this is a 50 minute exam in which you will provide answers to 5 questions from among those provided below;therefore, I will expect that your answers will be well thought out and complete. While brevity, crypticness, and terseness will not be to your advantage neither will verbosity without substance. The best answers will be those that demonstrate that you understand the underlying cogent facts and can use those facts to synthesize an intelligent and reasonable answer.

The exam will be available beginning at 7:30 a.m. and will conclude at 8:50 A.M. sharp. Those desiring extra time may wish to begin at the early time.

Remember EVERY question has associated with it WHY? or EXPLAIN. These are ESSAY questions. A essay requires more than a list, phrase or short answer. Three sentences is not likely to satisfy the requirement. Choose your words carefully, improper use of terms (e.g. confusing disease and pathogen) will be severely marked down.

READ THIS:
THIS WILL NOT BE AN OPEN BOOK/NOTES EXAM.
You MAY NOT use your Study Journals during the exam.
Bring pens or pencils to the exam.
Bring a BLUE BOOK to the exam.
Every answer MUST use a specific disease as a part of the answer.
CAVEAT: be sure the disease provides an appropriate example for the question you are answering and in your discussion show the relationship.
You may not use the same disease as an example in more than one question.

If you use the same disease in two answers you will receive no credit for either answer.
Computers will not be available for this examination.

  1. Which pathogen has the advantage - an aggressive necrotroph ("Thug") or an aggressive obligate biotroph ("Con Man"). Explain, and discuss .

  2. Define, explain and discuss host specific and non host specific toxins.

  3. In the context of the Infection cycle; "When is a plant infected?' Explain, discuss and evaluate.

  4. Describe the interrelatedness of plant transcription, translation, toxins, glycolysis, and amino acid metabolism as affected by pathogen systems.

  5. Indole Acetic Acid, Gibberellins, Cytokinins, Abscissic acid, and Ethylene are affected/effected by plant pathogens. If this question is selected a drawing will be held to determine to which compound to apply to following:
    1. Explain plain the mode of action of the compound in a normal (non-disease) plant.
    2. Discuss its role in a specific disease. (Caveat: be sure the disease is appropriate or not credit)

  6. "Compared to toxins the roles of enzymes in pathogenesis are inconsequential." Explain, discuss and evaluate.

  7. "Inhibition of water uptake by the roots as a result of the pathogenic activities of root rotting fungi will result in reduced phloem transport." Explain, discuss and evaluate.

  8. Draw a graph representing Respiration vs Time for resistant, susceptible and non-infected plants (at least three lines are expected). Explain and discuss.

  9. What is the difference between a sign and a symptom, give an example of each?

  10. Can there be multiple infections by one or more pathogens on one plant, in one growing season? Explain and discuss.

PROCEDURE

Questions One through Four

Of the above ten(10) questions, four(4) will be selected as the mid-term exam questions. When you come to class on mid-term day, there will be ten numbered cards lying face down on the desk. A student will be asked to turn over four(4) of them. The four(4) turned over will become the exam questions. THEREFORE; you can conclude that each question is considered as important as any other question and the likelihood of any question being on the exam is equal to any other question being on the exam. THUS, prepare them all to maximize your potential.

Each answer will receive 2 scores; 50% for demonstration of factual knowledge, 50% for presenting the factual knowledge in a cogent fashion and using it to address the question and/or solve a problem.

Question Five

You will be asked to present the Disease Cycle from the diseases listed below:

From Mid-term 1   Mid-term 2
Soybean Rust   Southern Corn Leaf Blight
Fire Blight of Apple and Pear   Halo Blight of Beans
Tobacco Mosaic   Root Knot Nematode
Pine Wilt   Dutch Elm Disease
Early Blight of Tomato   Cedar Apple Rust
Corn Smut   Grey Leaf Spot of Corn
Late Blight of Potato   Corn Lethal Necrosis
Rusts of Turfgrass   Phytophthora Root Rot of Alfalfa

The same procedure will be used for selecting the disease for question five (5) as for selecting questions one (1) thru four (4). There will be sixteen (16) cards and one will be turned over revealing the disease for this question.

The answers to question five will be evaluated for accuracy, completeness, and explanation of Plant Health Management Strategy application based on the Disease Cycle elements.

Examination terminology: Link to source
  1. Compare and Contrast: describe two situations/individuals and present the similarities and differences between them. On it own, a separate description (or listing of differences) of each of the two does not meet the requirements of this key word

  2. Explain: describe clearly, make intelligible and give reasons for a concept, process, relationship or development.

  3. Discuss: consider a statement or to offer a considered review or balanced discussion of a particular topic. If the question is presented in the form of a quotation, the specific purpose is to stimulate a discussion on each of its parts. The question is asking for your considered opinions; these should be presented clearly and supported with as much empirical evidence and sound argument as possible.

  4. Describe: give a portrayal of a given situation. It is a neutral request to present a detailed picture of a given situation, event, pattern, process or outcome, although it may be followed by a further opportunity for discussion and analysis.