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Biology EOC Review #5: Evolution through Kingdoms name: _________________ North Carolina Test of Biology 5. _____ 15. _____ 30. _____ 35. _____ 49. _____ 6. _____ 16. _____ 32. _____ 36. _____ 52. _____ 13. _____ 17. _____ 33. _____ 37. _____ 55. _____ 14. _____ 29. _____ 34. _____ 48. _____ 56. _____ EOC Biology Sample Items Goal 4 1. _____ 6. _____ 11. _____ 2. _____ 7. _____ 12. _____ 3. _____ 8. _____ 13. _____ 4. _____ 9. _____ 14. _____ 5. _____ 10. _____ 15. _____ 16. _____ Purple Biology Review Book – Test 1 9. _____ 20. _____ 36. _____ 48. _____ 12. _____ 24. _____ 42. _____ 49. _____ 18. _____ 25. _____ 46. _____ Purple Biology Review Book – Test 2 4. _____ 12. _____ 29. _____ 49. _____ 6. _____ 16. _____ 31. _____ 51. _____ 10. _____ 21. _____ 40. _____ 11. _____ 27. _____ 45. _____ 1-4 sections start on page 7 Goal 3: Learner will develop an understanding of the continuity of life and the changes of organisms over time. Rev #5 1 3.05 Examine the development of the theory of evolution by natural selection including: development of the theory, the origin and history of life, fossil and biochemical evidence, mechanisms of evolution, and applications (pesticide and antibiotic resistance). Individuals who shaped evolution: Jean Baptiste Lamarck: Created the Theory of Use and Disuse and Inheritance of Acquired Characteristics. He stated the more an organism uses a structure, the more developed it will become. If they are not using the structure, it will eventually disappear. He then stated that any trait/characteristic acquired in ones lifetime will pass onto their children. o Example: Giraffes didn’t always have long necks. He hypothesized that they stretched their necks to reach the leaves on the higher branches. The stretched neck then was passed onto their offspring. Needless to say, he was incorrect. Charles Darwin: He is better known as the father of evolution and created the Theory of Natural Selection. This theory is better known as “Survival of the Fittest”. Fittest means the best adapted organism or the one with the most desirable traits. Be careful….Fittest doesn’t always mean the biggest and strongest. It could mean smallest, slowest, etc. BEST ADAPTED FOR THEIR ENVIRONMENT. The following describes the role of each of the following in developing the current theory of evolution. Anatomical comparisons (comparative morphology): Comparing anatomy and finding similarities, leads scientist to believe that some organisms have a common ancestor. o Homologous structures: Structures found in organisms that have a common ancestor. They have evidence of similar structures, the forelimb bones in several organisms. They have evolved to become their own organism over time. o Vestigial structures: Structure present in organisms that have no current use, but are thought to have been used at one time. For example, the pelvic bone on snakes and whales. Shows common ancestry. Fossil evidence: When comparing fossils for a particular organism (for example, the horse) change over time is observed. Biochemical comparisons: When comparing amino acid sequences and base sequences in DNA, organism with similar sequences are thought to have similar ancestors. For example, humans and chimps. DNA sequence is very similar. Speciation: Formation of a new species due to gene pools being separated and becoming reproductively isolated. There are several ways in which a population can become isolated: o Geographic isolation: populations separated by geographic barriers (water, land, etc) o Behavorial isolation: populations separated by different courtship dances or other reproductive behaviors. o Temporal isolation: populations separated by different reproductive times. Phylogeny: study of evolutionary relationships among organisms Cladogram: Diagram showing the evolutionary relationships among various organisms. Oftentimes focusing on very specific characteristics. a. The most primitive organism will be the first branch of the cladogram: Hagfish b. The most complex organism will be located at the top or end: Chimp c. The words listed on the lines are defining characteristics for the organisms. Once a characteristic is listed, all organisms after that will have that trait: Jaws – perch, salamander, lizard, pigeon, mouse, and chimp d. Which groups have claws or nails? Lizard, pigeon, mouse, chimp. e. The more closely related organisms will be closer on the cladogram: mouse is more closely related to a chimp than a salamander. Goal 4: Learner will develop an understanding of the unity and diversity of life. 4.01 Analyze the classification of organisms according to their evolutionary relationships. (Historical development and changing nature of classification systems, similarities and differences between eukaryotic and prokaryotic organisms, similarities and differences among the eukaryotic kingdoms, classifying organisms using a key) Classification is the process in which organism are grouped together by similarities. Rev #5 2 Seven-level classification systems: Kingdom, Phylum, Class, Order, Family, Genus, Species o Remember the sentence: King Phillip Came Over From Germany Singing Kingdom is the broadest category and species is the most specific Binomial nomenclature is the universal system used in naming organisms: 1) Each organism has two words in Latin which describe their most distinguishing features; these two are the genus and species 2) The genus must be capitalized and the species is lower case 3) the genus and species must be underlined or written in italics. o Example: Homo sapiens, Apis mellifera Dichotomous keys are tools used to identify organisms. Always start with #1 and examine the characteristics listed. Continue with key until organism has been identified. 1. a. long, tubular objects………………….………………..go to #2 b. short, non-tubular objects……………………………..go to #4 2. a. constructed from plastic……………………………....go to #3 b. constructed from material other than plastic…..Specimen 1 3. a. green and grey………………………………….....Specimen 2 b. blue and clear……………………………..……...Specimen 3 4. a. black and silver……………………………….….Specimen 4 b. silver……………………………………………....Specimen 5 Evolution of the Cell -Abiogenesis is the formation of living organisms from nonliving organisms. -Biogenesis is the formation of living from the living. Life on Earth is hypothesized to be a result of abiogenesis. -How could life on Earth stem from non-living elements? Miller and Urey hypothesized that this was possible. They designed an experiment to simulate the conditions of early earth. Their apparatus is attached on the left. A: Simulates the oceans of early Earth. B: The heat source is simulating the hot temperatures. C: The gases are the gases that were present in the early atmosphere D: The electrode provides the electric pulse to simulate lightning. E: The beaker collected the water in addition to simple monomers. Kingdoms of Life Archaebacteria Eubacteria Eukaryotic or prokaryotic Multicellular or Unicellular Autotrophic or Heterotrophic Examples Protista Fungi Plantae Animalia Prokaryotic Prokaryotic Eukaryotic Eukaryotic Eukaryotic Eukaryotic Unicellular Unicellular BOTH BOTH Multicellular Multicellular BOTH Extremophiles, Halophiles, Thermophiles BOTH BOTH Amoeba, Euglena, Paramecium Heterotrophic Autotrophic Moss, Fern, Pine tree, Daisy Heterotrophic Earthworm, Whale, Insects E. coli, Stretpococcus Mushroom, Yeast Viruses/Bacteria Viruses are not classified as a cell: They have DNA, but cannot live without a host. Viruses reproduce through using all the components of the host cell: o Lytic cycle: Virus infects host; host cell reads viral DNA to make more viral parts; virus assembles; virus lyses (breaks) the cell. o Lysogenic cycle: Virus infects host; viral DNA becomes apart of host cell DNA; viral DNA is copied over time; environmental stress causes viral DNA to be removed from host cell DNA; switch to lytic cycle. Bacteria are the only example of a prokaryotic organism. They lack membrane bound organelles such as mitochondria, nucleus, etc. Rev #5 3 Bacteria make up two of the six kingdoms: Archaebacteria and Eubacteria. They are separated due to structural differences and their environment. Archaebacteria live in very extreme conditions. Eubacteria are the bacteria that we are most familiar with. Pathogen is anything that can cause a disease. The following are diseases, type of pathogen, and their symptoms: Type of Disease pathogen Symptoms of Disease Dry cough, rapid weight loss, fever, fatigue, swollen glands, HIV Virus diarrhea, etc. Influenza Virus Smallpox Streptococcus (Strep Throat) Virus Fever, achy body, sore throat, weakness, headache, etc. Fever, body discomfort, fatigue, severe back pain, headache, sometimes vomiting and diarrhea Bacteria Sore throat with white bumps on the back of the throat Systems within Kingdoms Transport of materials Excretion Respiration Regulation Reproduction Function of system Movement of necessary materials throughout the organism. Getting rid of wastes Movement of oxygen and carbon dioxide throughout an organism Maintaining homeostasis; biological balance within an organism Process of creating new organisms; asexual or sexual Protists Eukaryotic; Both Unicellular and Multicelluar; Both Autotrophs and Heterotrophs Feeding/Digestion: Take in food through the water and store in food vacuoles. They can also use photosynthesis to make foo. Respiration: Absorb oxygen and carbon dioxide through diffusion. Circulation: Water flow transports essential components throughout cell. Excretion: Vacuoles holding wastes move to membrane and release waste to exterior environment. Nervous/Response: Possess a low level of reaction to the world. Can react to light and temperature changes. Reproduction: Reproduces asexually by binary fission (splitting in half) and sexually by conjugation. Common protists: o Paramecium: Animal-like; Heterotroph; move by cilia o Amoeba: Animal-like; Heterotroph; move by pseudopod (false foot) o Euglena: Plant-like; Autotroph, but can also be a heterotroph; move by flagella. Plants Eukaryotic; Multicellular; Autotrophs Cell: contains cell wall (square shape of cell), large vacuole (storage), and chloroplasts (site of photosynthesis; chlorophyll main pigment in chloroplast that absorbs sunlight) General structure: True roots (absorb water and minerals), stems (transport food-phloem and waterxylem), leaves (site of photosynthesis) Feeding/Digestion: Absorb sunlight, carbon dioxide, and water to produce glucose in photosynthesis. Respiration: Use structures called STOMATA which are openings on the underside of the leaf. The stomata has guard cells which function as “gates” allowing water (transpiration) and some gases to move in and out of leaf. Circulation: Rely on vascular tissue within the core of the stem to transport water and glucose. Vascular tissue is made up of xylem (transports water) and phloem (transports glucose). Excretion: Gets rids of wastes, carbon dioxide and water, through stomata. Nervous/Response: Respond to light (phototropism), gravity (gravitropism), and touch (thigmotropism) Reproduction: Plants reproduce using seeds or spores. Spores are structures that can grow into a new organism without fertilization. Seeds are embryos with a food source and protective coat. Plant have evolved various means of dispersal of seeds. Fruits for example are dispersed by animals. Main groups of plants: Group Examples Rev #5 4 Non-seed/Non-vascular Non-seed/Vascular Seed in cone/Vascular Seed in fruit/Vascular Moss/Liverworts Ferns/Horsetails Gymnosperms: Conifers Angiosperms: Flowering plants Flower Structure: Animals Eukaryotic; Multicellular; Heterotrophs Main groups of animals and their systems: System System Description One way digestion: esophagus-crop (store food)-gizzard Feeding/Digestion (grinds food)-intestines-anus Has no respiratory organs: Relies on diffusion to absorb Respiration oxygen and release carbon dioxide Annelids: Closed circulatory system: Blood is confined in blood Segmented Circulation vessels which is pumped throughout body by 5 aortic Worms arches (primitive hearts) (Invert) Excretion Feces pass from gut out the anus Nervous/Response Reproduction Examples Earthworm, Polychaete, Leech Possesses a simple brain and nerve cord Hermaphrodite- produces both sperm and eggs; Eggs need to be fertilized by another worm. Arthropods Arthropods undergo a process called metamorphosis: o Complete metamorphosis: egglarvaepupaeadult o Incomplete metamorphosis: egglarvaelarvaelarvaeadult System Feeding/Digestion Respiration Circulation System Description One-way: Tube that goes from their mouth to anus. It is divided into foregut, midgut, and hindgut. Breathe oxygen through thoracic and abdominal spiracles (pores), which extend through their body. Closed system: Carries food not oxygen. Heart is a simple tube running along their backs Examples Insects (Beetle, Praying Mantis, Butterfly, Fly, Rev #5 5 Gets rid of wastes through tubes called nephridin that lead to pores that allow the wastes out. Antennae can be used to detect odors or touch. They have two sets of eyes: simple and complex eyes. They also have a brain and nerve cells Generally reproduce sexually. Female genitals are external or outside the body. Eggs are held in an oviposter. Wasp, Bee, Moth, Ant, etc) Crabs, Barnacles, Spiders, Scorpions Examples Respiration System Description Takes in food through their mouth using their long tongue. It has a digestive system with stomach and intestines. (Closed system) Takes in oxygen through the skin. It then goes through the bloodstream directly. On land, they use lungs. Circulation Has a heart with three chambers Excretion Release wastes through skin Has a brain and nervous system. It has two eyes with a third extra protective eyelid from when it is on land. Reproduces sexually. The eggs are fertilized outside of the mother’s body. Excretion Arthropods (Invert) Nervous/Response Reproduction System Feeding/Digestion Amphibians (Vertebrate) Nervous/Response Reproduction System Feeding/Digestion Respiration Circulation Mammals (Vertebrate) Excretion Nervous/Response Reproduction Animal Behavior Type of Behavior Frogs, Toads, Salamanders System Description Has a developed digestive tract with mouth, teeth, stomach, and intestines. Has lungs and breathes in oxygen and gives off carbon dioxide. Has a four chambered heart, blood vessels and blood within their system Possess highly developed kidneys which help control the composition of body fluids. Has a highly developed brain, nerves, and sensory organs such as eyes, nose, mouth, ears, and touch Reproduce sexually with the female being fertilized internally by the male. They have live births and care for their young. Migration Explanation of Behavior Seasonal movement of organisms oftentimes done for survivial (food, water, shelter, mate) Estivation State of slowed metabolism (dormancy) for organisms living in extreme heat Type of Behavior Explanation of Behavior Hibernation State of slowed metabolism (dormancy) for organisms living in extreme cold Behavior in which an animal exhibits a lessened response with repetition of a stimulus; Bears and people in Yellowstone park; get fed so learned to approach them. a learning process in early life whereby species specific patterns of behavior are established Habituation Imprinting Examples Dog, Cats, Cows, Bats, Whales, Elephants, Dolphins, Humans Rev #5 Type of Behavior Innate/Instinct Innate/Instinct Type of Behavior Innate/Instinct Learned Learned 6 Classical conditioning Trial and error a behavioral process through which a neutral stimulus comes to cause a learned response; Pavolv’s dogs – associated the sound of a ringing bell to eating dinner. Would salivate when heard the bell because thought it was dinner time. Learned Learned Learn from previous mistakes EOC Review: SECTION 1: In the following chart, describe the role of each of the following in developing the current theory of evolution. Discussion of importance to evolutionary theory Anatomical comparisons Patterns in fossil evidence Lamarck’s ideas about inheritance Of acquired characteristics Biochemical comparisons (DNA and proteins) The role of sexual reproduction The role of geographic isolation Darwin’s Theory of Natural Selection Discuss the steps in Darwin’s theory of evolution by natural selection. a. Populations of organisms have many genetic variations. Where do these come from? b. Organisms could reproduce exponentially but they don’t. Why not? c. Genetic variations lead to different adaptations. What are adaptations? d. Some adaptations have better survival value in certain environments. What does this mean? e. Those organisms with adaptations that better fit them to an environment will survive, reproduce and pass on their genes. What does it mean to be “fit” to an environment? f. When this process continues over millions of years, it can lead to speciation. What is speciation? g. Describe how a population of bacteria can become resistant to an antibiotic (or an insect to a pesticide) using the steps listed above. SECTION 2: a. Explain Miller and Urey’s hypothesis. b. Why did Miller and Urey put those particular gases into their experiment? Rev #5 7 c. What type of organic molecules did they find? d. What is the significance of their experiments? a. What is the current seven-level classification system? b. What is binomial nomenclature? c. How are DNA and biochemical analysis, embryology, and morphology used to classify organisms? a. To the left is a phylogenetic tree of some organisms. According to this tree, which pairs of organisms are most closely related? b. Which organism is most closely related to the rayfinned fish? c. Which organisms are the mammals most closely related to? Fill in the following chart with the characteristics of the various kingdoms. Eubacteria Archaeabacti Protista Fungi Plantae Animalia Eukaryotic or prokaryotic Multicellular or single-celled Sexual or asexual reproduction Autotrophic or heterotrophic Aerobic or anaerobic Cell walls or no cell walls SECTION 3: Use the following key to identify the tree branch to the left. Rev #5 8 1. a. leaf is needle-like….go to 2 b. leaf is broad……… go to 5 2. a. needles are short ....go to 3 b. needles are long…...go to 4 3. a. underside of needles green…hemlock b. underside of needles silver ..balsam 4. a. 3 needles in bundle….pitch pine b. 5 needles in bundle….white pine 5. a. edge of leaf round.go to 6 b. edge of leaf serrated…go to 7 6. a. minty odor…… wintergreen b. no minty odor…..laurel Compare the following two types of cells. Answer yes or no in the table below. Prokaryotic Eukaryotic Membrane-bound organelles Ribosomes Nucleus Label the following parts on the flower and give their functions: Stigma: Style: Ovary: Petal: Sepal: Anther: Filament: 4.04 Analyze and explain the interactive role of internal and external factors in health and disease (genetics, immune response, nutrition, parasites, and toxins) a. Explain the relationship between sickle cell anemia and malaria. b. Explain the relationship between lung and mouth cancer and tobacco use. c. Explain the relationship between skin cancer, vitamin D, folic acid and sun exposure. d. Explain the relationship between diabetes, diet/exercise, and genetics. e. Explain the relationship between PKU and diet. SECTION 4: Immune Response Rev #5 9 a. Label each of the following letters in the diagram below with the following: Disposal, Mobilization, Recognition, Immunity b. What is the function of helper T-cells? c. What is the function of killer T-cells? d. What do B cells produce? e. What is happening at letter C? f. What kind of cells are produced at letter D that keep you from becoming reinfected? g. What is the difference between active immunity and passive immunity? h. Explain what vaccines do to the immune system. Parasites (Malaria) a. Describe the life cycle of the malarial parasite. What is the vector? What are the symptoms? What are the treatments? Environmental Toxins Explain the effects on human health of: a. Lead: b. Mercury: ANS KEY Biology EOC Review #5: Evolution through Kingdoms North Carolina Test of Biology Rev #5 10 5. __A___ 15. __C___ 30. __B___ 35. __D___ 49. __D___ 6. __D___ 16. __C___ 32. __A___ 36. __C___ 52. __C___ 13. __D___ 17. __B___ 33. __D___ 37. __B___ 55. __C___ 34. __B___ 48. __D___ 56. __C___ 14. __A___ 29. __C___ EOC Biology Sample Items Goal 4 1. __A___ 6. __C___ 11. __D___ 2. __C___ 7. __D___ 12. __A___ 3. __B___ 8. __C___ 13. __B___ 4. __B___ 9. __C___ 14. __A___ 5. __A___ 10. __A___ 15. __C___ Purple Biology Review Book – Test 1 9. __C___ 20. __B___ 16. __B___ 36. __B___ 48. __A___ 24. __D___ 42. __C___ 49. __A___ 18. __B___ 25. __C___ Purple Biology Review Book – Test 2 4. __D___ 12. __B___ 46. __B___ 12. __C___ 29. __C___ 49. __A___ 51. __C___ 6. __A___ 16. __D___ 31. __C__ 10. __A___ 11. __B___ 21. __C___ 27. __C___ 40. __C__ 45. __D__ 1-4 sections start on page 6 Goal 3: Learner will develop an understanding of the continuity of life and the changes of organisms over time. 3.05 Examine the development of the theory of evolution by natural selection including: development of the theory, the origin and history of life, fossil and biochemical evidence, mechanisms of evolution, and applications (pesticide and antibiotic resistance). Individuals who shaped evolution: Jean Baptiste Lamarck: Created the Theory of Use and Disuse and Inheritance of Acquired Characteristics. He stated the more an organism uses a structure, the more developed it will become. If they are not using the structure, it will eventually disappear. He then stated that any trait/characteristic acquired in ones lifetime will pass onto their children. o Example: Giraffes didn’t always have long necks. He hypothesized that they stretched their necks to reach the leaves on the higher branches. The stretched neck then was passed onto their offspring. Needless to say, he was incorrect. Charles Darwin: He is better known as the father of evolution and created the Theory of Natural Selection. This theory is better known as “Survival of the Fittest”. Fittest means the best adapted organism or the one with the most desirable traits. Be careful….Fittest doesn’t always mean the biggest and strongest. It could mean smallest, slowest, etc. BEST ADAPTED FOR THEIR ENVIRONMENT. The following describes the role of each of the following in developing the current theory of evolution. Anatomical comparisons (comparative morphology): Comparing anatomy and finding similarities, leads scientist to believe that some organisms have a common ancestor. Rev #5 11 o f. Homologous structures: Structures found in organisms that have a common ancestor. They have evidence of similar structures, the forelimb bones in several organisms. They have evolved to become their own organism over time. o Vestigial structures: Structure present in organisms that have no current use, but are thought to have been used at one time. For example, the pelvic bone on snakes and whales. Shows common ancestry. Fossil evidence: When comparing fossils for a particular organism (for example, the horse) change over time is observed. Biochemical comparisons: When comparing amino acid sequences and base sequences in DNA, organism with similar sequences are thought to have similar ancestors. For example, humans and chimps. DNA sequence is very similar. Speciation: Formation of a new species due to gene pools being separated and becoming reproductively isolated. There are several ways in which a population can become isolated: o Geographic isolation: populations separated by geographic barriers (water, land, etc) o Behavorial isolation: populations separated by different courtship dances or other reproductive behaviors. o Temporal isolation: populations separated by different reproductive times. Phylogeny: study of evolutionary relationships among organisms Cladogram: Diagram showing the evolutionary relationships among various organisms. Oftentimes focusing on very specific characteristics. The most primitive organism will be the first branch of the cladogram: Hagfish g. The most complex organism will be located at the top or end: Chimp h. The words listed on the lines are defining characteristics for the organisms. Once a characteristic is listed, all organisms after that will have that trait: Jaws – perch, salamander, lizard, pigeon, mouse, and chimp i. Which groups have claws or nails? Lizard, pigeon, mouse, chimp. j. The more closely related organisms will be closer on the cladogram: mouse is more closely related to a chimp than a salamander. Goal 4: Learner will develop an understanding of the unity and diversity of life. 4.01 Analyze the classification of organisms according to their evolutionary relationships. (Historical development and changing nature of classification systems, similarities and differences between eukaryotic and prokaryotic organisms, similarities and differences among the eukaryotic kingdoms, classifying organisms using a key) Classification is the process in which organism are grouped together by similarities. Seven-level classification systems: Kingdom, Phylum, Class, Order, Family, Genus, Species o Remember the sentence: King Phillip Came Over From Germany Singing Kingdom is the broadest category and species is the most specific Binomial nomenclature is the universal system used in naming organisms: 1) Each organism has two words in Latin which describe their most distinguishing features; these two are the genus and species 2) The genus must be capitalized and the species is lower case 3) the genus and species must be underlined or written in italics. o Example: Homo sapiens, Apis mellifera Dichotomous keys are tools used to identify organisms. Always start with #1 and examine the characteristics listed. Continue with key until organism has been identified. 1. a. long, tubular objects………………….………………..go to #2 b. short, non-tubular objects……………………………..go to #4 2. a. constructed from plastic……………………………....go to #3 b. constructed from material other than plastic…..Specimen 1 3. a. green and grey………………………………….....Specimen 2 b. blue and clear……………………………..……...Specimen 3 4. a. black and silver……………………………….….Specimen 4 Rev #5 12 b. silver……………………………………………....Specimen 5 Evolution of the Cell -Abiogenesis is the formation of living organisms from nonliving organisms. -Biogenesis is the formation of living from the living. Life on Earth is hypothesized to be a result of abiogenesis. -How could life on Earth stem from non-living elements? Miller and Urey hypothesized that this was possible. They designed an experiment to simulate the conditions of early earth. Their apparatus is attached on the left. A: Simulates the oceans of early Earth. B: The heat source is simulating the hot temperatures. C: The gases are the gases that were present in the early atmosphere D: The electrode provides the electric pulse to simulate lightning. E: The beaker collected the water in addition to simple monomers. Kingdoms of Life Archaebacteria Eubacteria Eukaryotic or prokaryotic Multicellular or Unicellular Autotrophic or Heterotrophic Examples Protista Fungi Plantae Animalia Prokaryotic Prokaryotic Eukaryotic Eukaryotic Eukaryotic Eukaryotic Unicellular Unicellular BOTH BOTH Multicellular Multicellular BOTH Extremophiles, Halophiles, Thermophiles BOTH BOTH Amoeba, Euglena, Paramecium Heterotrophic Autotrophic Moss, Fern, Pine tree, Daisy Heterotrophic Earthworm, Whale, Insects E. coli, Stretpococcus Mushroom, Yeast Viruses/Bacteria Viruses are not classified as a cell: They have DNA, but cannot live without a host. Viruses reproduce through using all the components of the host cell: o Lytic cycle: Virus infects host; host cell reads viral DNA to make more viral parts; virus assembles; virus lyses (breaks) the cell. o Lysogenic cycle: Virus infects host; viral DNA becomes apart of host cell DNA; viral DNA is copied over time; environmental stress causes viral DNA to be removed from host cell DNA; switch to lytic cycle. Bacteria are the only example of a prokaryotic organism. They lack membrane bound organelles such as mitochondria, nucleus, etc. Bacteria make up two of the six kingdoms: Archaebacteria and Eubacteria. They are separated due to structural differences and their environment. Archaebacteria live in very extreme conditions. Eubacteria are the bacteria that we are most familiar with. Pathogen is anything that can cause a disease. The following are diseases, type of pathogen, and their symptoms: Type of Disease pathogen Symptoms of Disease Dry cough, rapid weight loss, fever, fatigue, swollen glands, HIV Virus diarrhea, etc. Influenza Virus Smallpox Streptococcus (Strep Throat) Virus Bacteria Fever, achy body, sore throat, weakness, headache, etc. Fever, body discomfort, fatigue, severe back pain, headache, sometimes vomiting and diarrhea Sore throat with white bumps on the back of the throat Systems within Kingdoms Transport of materials Function of system Movement of necessary materials throughout the organism. Rev #5 13 Excretion Respiration Regulation Reproduction Getting rid of wastes Movement of oxygen and carbon dioxide throughout an organism Maintaining homeostasis; biological balance within an organism Process of creating new organisms; asexual or sexual Protists Eukaryotic; Both Unicellular and Multicelluar; Both Autotrophs and Heterotrophs Feeding/Digestion: Take in food through the water and store in food vacuoles. They can also use photosynthesis to make foo. Respiration: Absorb oxygen and carbon dioxide through diffusion. Circulation: Water flow transports essential components throughout cell. Excretion: Vacuoles holding wastes move to membrane and release waste to exterior environment. Nervous/Response: Possess a low level of reaction to the world. Can react to light and temperature changes. Reproduction: Reproduces asexually by binary fission (splitting in half) and sexually by conjugation. Common protists: o Paramecium: Animal-like; Heterotroph; move by cilia o Amoeba: Animal-like; Heterotroph; move by pseudopod (false foot) o Euglena: Plant-like; Autotroph, but can also be a heterotroph; move by flagella. Plants Eukaryotic; Multicellular; Autotrophs Cell: contains cell wall (square shape of cell), large vacuole (storage), and chloroplasts (site of photosynthesis; chlorophyll main pigment in chloroplast that absorbs sunlight) General structure: True roots (absorb water and minerals), stems (transport food-phloem and waterxylem), leaves (site of photosynthesis) Feeding/Digestion: Absorb sunlight, carbon dioxide, and water to produce glucose in photosynthesis. Respiration: Use structures called STOMATA which are openings on the underside of the leaf. The stomata has guard cells which function as “gates” allowing water (transpiration) and some gases to move in and out of leaf. Circulation: Rely on vascular tissue within the core of the stem to transport water and glucose. Vascular tissue is made up of xylem (transports water) and phloem (transports glucose). Excretion: Gets rids of wastes, carbon dioxide and water, through stomata. Nervous/Response: Respond to light (phototropism), gravity (gravitropism), and touch (thigmotropism) Reproduction: Plants reproduce using seeds or spores. Spores are structures that can grow into a new organism without fertilization. Seeds are embryos with a food source and protective coat. Plant have evolved various means of dispersal of seeds. Fruits for example are dispersed by animals. Main groups of plants: Group Non-seed/Non-vascular Non-seed/Vascular Seed in cone/Vascular Seed in fruit/Vascular Examples Moss/Liverworts Ferns/Horsetails Gymnosperms: Conifers Angiosperms: Flowering plants Flower Structure: Rev #5 14 Animals Eukaryotic; Multicellular; Heterotrophs Main groups of animals and their systems: System System Description One way digestion: esophagus-crop (store food)-gizzard Feeding/Digestion (grinds food)-intestines-anus Has no respiratory organs: Relies on diffusion to absorb Respiration oxygen and release carbon dioxide Annelids: Closed circulatory system: Blood is confined in blood Segmented Circulation vessels which is pumped throughout body by 5 aortic Worms arches (primitive hearts) (Invert) Excretion Feces pass from gut out the anus Nervous/Response Reproduction Examples Earthworm, Polychaete, Leech Possesses a simple brain and nerve cord Hermaphrodite- produces both sperm and eggs; Eggs need to be fertilized by another worm. Arthropods Arthropods undergo a process called metamorphosis: o Complete metamorphosis: egglarvaepupaeadult o Incomplete metamorphosis: egglarvaelarvaelarvaeadult System Feeding/Digestion Respiration Circulation Arthropods (Invert) Excretion Nervous/Response Reproduction System Respiration System Description Takes in food through their mouth using their long tongue. It has a digestive system with stomach and intestines. (Closed system) Takes in oxygen through the skin. It then goes through the bloodstream directly. On land, they use lungs. Circulation Has a heart with three chambers Feeding/Digestion Amphibians (Vertebrate) System Description One-way: Tube that goes from their mouth to anus. It is divided into foregut, midgut, and hindgut. Breathe oxygen through thoracic and abdominal spiracles (pores), which extend through their body. Closed system: Carries food not oxygen. Heart is a simple tube running along their backs Gets rid of wastes through tubes called nephridin that lead to pores that allow the wastes out. Antennae can be used to detect odors or touch. They have two sets of eyes: simple and complex eyes. They also have a brain and nerve cells Generally reproduce sexually. Female genitals are external or outside the body. Eggs are held in an oviposter. Examples Insects (Beetle, Praying Mantis, Butterfly, Fly, Wasp, Bee, Moth, Ant, etc) Crabs, Barnacles, Spiders, Scorpions Examples Frogs, Toads, Salamanders Rev #5 15 Excretion Nervous/Response Reproduction System Feeding/Digestion Respiration Circulation Mammals (Vertebrate) Excretion Nervous/Response Reproduction Animal Behavior Type of Behavior Migration Release wastes through skin Has a brain and nervous system. It has two eyes with a third extra protective eyelid from when it is on land. Reproduces sexually. The eggs are fertilized outside of the mother’s body. System Description Has a developed digestive tract with mouth, teeth, stomach, and intestines. Has lungs and breathes in oxygen and gives off carbon dioxide. Has a four chambered heart, blood vessels and blood within their system Possess highly developed kidneys which help control the composition of body fluids. Has a highly developed brain, nerves, and sensory organs such as eyes, nose, mouth, ears, and touch Reproduce sexually with the female being fertilized internally by the male. They have live births and care for their young. State of slowed metabolism (dormancy) for organisms living in extreme heat Hibernation State of slowed metabolism (dormancy) for organisms living in extreme cold Behavior in which an animal exhibits a lessened response with repetition of a stimulus; Bears and people in Yellowstone park; get fed so learned to approach them. a learning process in early life whereby species specific patterns of behavior are established a behavioral process through which a neutral stimulus comes to cause a learned response; Pavolv’s dogs – associated the sound of a ringing bell to eating dinner. Would salivate when heard the bell because thought it was dinner time. Imprinting Classical conditioning Trial and error Dog, Cats, Cows, Bats, Whales, Elephants, Dolphins, Humans Explanation of Behavior Seasonal movement of organisms oftentimes done for survivial (food, water, shelter, mate) Estivation Type of Behavior Habituation Examples Explanation of Behavior Type of Behavior Innate/Instinct Innate/Instinct Type of Behavior Innate/Instinct Learned Learned Learned Learned Learn from previous mistakes EOC Review: SECTION 1: In the following chart, describe the role of each of the following in developing the current theory of evolution. Discussion of importance to evolutionary theory SIMILAR STRUCTURES=COMMON ANCESTOR Anatomical comparisons IF FOLLOW PATTERNS/HAVE SIMILARITIES SHOWS Patterns in fossil evidence RELATIONSHIP/COMMON ANCESTOR Lamarck’s ideas about inheritance WE PROVED ACQUIRED CHARACTERISITCS ARE NOT Of acquired characteristics INHERITED OR PASSED THROUGH DNA Biochemical comparisons SIMILAR DNA/PROTEIN=COMMON ANCESTOR (DNA and proteins) SOURCE OF VARIATION Rev #5 16 The role of sexual reproduction The role of geographic isolation Darwin’s Theory of Natural Selection LEADS TO SPECIATION (CHANGE IN ORGANISM THAT PRODUCES A NEW SPECIES) SURVIVAL OF FITTEST=BEST ADAPTED Discuss the steps in Darwin’s theory of evolution by natural selection. a. Populations of organisms have many genetic variations. Where do these come from? MUTATIONS AND SEXUAL REPRODUCTION b. Organisms could reproduce exponentially but they don’t. Why not? COMPETITION FOR RESOURCES=FITTEST SURVIVE c. Genetic variations lead to different adaptations. What are adaptations? HELP SURVIVE IN ENVIRONMENT d. Some adaptations have better survival value in certain environments. What does this mean? SOME ADAPTATIONS ARE BETTER FOR SPECIFIC ENVIRONMENTS (EX THICK FUR IN COLD ENVIRO) e. Those organisms with adaptations that better fit them to an environment will survive, reproduce and pass on their genes. What does it mean to be “fit” to an environment? MORE LIKELY TO SURVIVE, REPRODUCE, AND PASS ON TRAITS f. When this process continues over millions of years, it can lead to speciation. What is speciation? FORMATION OF NEW SPECIES=CAN’T REPRODUCE WITH ANCESTORS g. Describe how a population of bacteria can become resistant to an antibiotic (or an insect to a pesticide) using the steps listed above. SOME BACTERIA IMMUNE DUE TO MUTATION IN DNA, PASS ON THIS TRAIT TO OFFSPRING SECTION 2: a. Explain Miller and Urey’s hypothesis. MONOMERS (ORGANIC SIMPLE COMPOUNDS) CAN FORM FROM COMPONENTS IN EARLY EARTH b. Why did Miller and Urey put those particular gases into their experiment? THOSE PARTICULAR GASES WERE PRESENT IN EARLY EARTH c. What type of organic molecules did they find? AMINO ACIDS, SUGARS, NUCLEOTIDES d. What is the significance of their experiments? COULD EXPLAIN HOW LIVING THINGS FORMED/EVOLVED a. What is the current seven-level classification system? KINGDOM PHYLUM CLASS ORDER FAMILY GENUS SPECIES b. What is binomial nomenclature? 2 PART NAMING SYSTEM: 2 NAMES, 1ST IS GENUS, 2ND IS SPECIES; CAPITALIZE GENUS, LOWER CASE SPECIES, PUT IN ITALICS OR UNDERLINE BOTH NAMES. c. How are DNA and biochemical analysis, embryology, and morphology used to classify organisms? DETERMINE RELATEDNESS=FACTOR IN CLASSIFICATION Rev #5 17 a. To the left is a phylogenetic tree of some organisms. According to this tree, which pairs of organisms are most closely related? LIZARDS/SNAKES, CROCS/BIRDS, SALAMANDERS/FROGS b. Which organism is most closely related to the rayfinned fish? LUNGFISH c. Which organisms are the mammals most closely related to? CROCS/BIRDS Eubacteria Eukaryotic or prokaryotic Multicellular or single-celled Sexual or asexual reproduction Autotrophic or heterotrophic Aerobic or anaerobic Cell walls or no cell walls Fill in the following chart with the characteristics of the various kingdoms. Protista Fungi Plantae Animalia PRO Archaeaba cti PRO EU EU EU EU UNI UNI UNI/MULT BOTH BOTH BOTH BOTH ASEXUAL BOTH BOTH SEXUAL SEXUAL BOTH BOTH BOTH HETERO AUTO HETERO BOTH BOTH BOTH BOTH AEROBIC AEROBIC CELL WALL CELL WALL PHYTO-YES ZOO-NO YES YES NO SECTION 3: Use the following key to identify the tree branch to the left. 1. a. leaf is needle-like….go to 2 b. leaf is broad……… go to 5 2. a. needles are short ....go to 3 b. needles are long…...go to 4 3. a. underside of needles green…hemlock b. underside of needles silver ..balsam 4. a. 3 needles in bundle….pitch pine b. 5 needles in bundle….white pine 5. a. edge of leaf round.go to 6 b. edge of leaf serrated…go to 7 6. a. minty odor…… wintergreen b. no minty odor…..laurel Compare the following two types of cells. Answer yes or no in the table below. Rev #5 18 Prokaryotic Eukaryotic NO YES YES YES NO YES Membrane-bound organelles Ribosomes Nucleus Label the following parts on the flower and give their functions: Stigma: POLLEN ATTACHMENT Style: CONNECTS STIGMAN TO OVARY Ovary: EGGS/SEED DEVELOP Petal: ATTRACT POLLINATORS Sepal: PROTECTS BUD Anther: PRODUCE POLLEN Filament: HOLDS ANTHER 4.04 Analyze and explain the interactive role of internal and external factors in health and disease (genetics, immune response, nutrition, parasites, and toxins) a. Explain the relationship between sickle cell anemia and malaria. ANEMIA(RECESSIVE) CAUSES RBS TO TAKE SICKLE SHAPE, PLASMODIUM CAN’T AFFECT CELL=THESE PEOPLE ARE IMMUNE TO IT b. Explain the relationship between lung and mouth cancer and tobacco use. TOBACCO USE CAN INCREASE OCCURANCE OF THESE CANCERS BY CAUSING CELL MUTATIONS c. Explain the relationship between skin cancer, vitamin D, folic acid and sun exposure. SUNS MAKES VIT D, UV RAYS CAUSE SKIN CANCER & REDUCE FOLIC ACID IN PREGNANT WOMEN=NEED A BALANCE d. Explain the relationship between diabetes, diet/exercise, and genetics. HEALTH/DIET/EXERCISE REDUCE RICK OF OBESITY & DIABETES; HOWEVER, PPL COULD HAVE GENETIC PREDISPOSITION TO DIABETES e. Explain the relationship between PKU and diet. PPL W/ PKU HAVE TO AVOID FOODS W/ PHENYLALANINE (DIET COKE, FAKE SUGAR GUM) B/C THEY’RE NOT ABLE TO BREAK DOWN SECTION 4: Immune Response a. Label each of the following letters in the diagram below with the following: Disposal, Mobilization, Recognition, Immunity b. What is the function of helper T-cells? ACTIVATE OTHER IMMUNE CELLS c. What is the function of killer T-cells? KILL INFECTED CELLS d. What do B cells produce? ANTIBODIES e. What is happening at letter C? ANTIBODIES ATTACHING (“TAGGING”) PATHOGEN Rev #5 19 f. What kind of cells are produced at letter D that keep you from becoming reinfected? MEMORY CELLS, WON’T HAVE TO MOUNT IMMUNE DEFENSE g. What is the difference between active immunity and passive immunity? ACTIVE IMMUNITY IS IMMUNE SYSTEM RESPONDING TO ANTIGEN BY PRODUCING ANTIBODIES (YOU GET A COLD & HAVE TO BE SICK BEFORE YOU GET OVER IT); PASSIVE IS WHERE ANTIBODY IS DIRECTLY PUT INTO PERSON (BREASTFEEDING). h. Explain what vaccines do to the immune system. A-RECOGNITION B-MOBILIZATION C-DISPOSAL D-IMMUNITY Parasites (Malaria) a. Describe the life cycle of the malarial parasite. What is the vector? What are the symptoms? What are the treatments? MALARIAL PARASITE (PLASMODIUM) HAS A VECTOR (CARRIER) OF MOSQUITOS. THE SYMPTOMS ARE CHILLS/FEVER, IT’S TREATED WITH CHLOROQUININE Environmental Toxins Explain the effects on human health of: a. Lead: VOMITING, DIARRHEA, CONVULSIONS, COMA/DEATH b. Mercury: POISON NERVOUS SYSTEM, TRIGGER CANCER Rev #5 20