Download EOC Review 2011 #5

Biology EOC Review #5: Evolution through Kingdoms
name: _________________
North Carolina Test of Biology
5. _____
15. _____
30. _____
35. _____
49. _____
6. _____
16. _____
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36. _____
52. _____
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EOC Biology Sample Items Goal 4
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Purple Biology Review Book – Test 1
9. _____
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42. _____
49. _____
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25. _____
46. _____
Purple Biology Review Book – Test 2
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49. _____
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51. _____
10. _____
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40. _____
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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: egglarvaepupaeadult
o Incomplete metamorphosis: egglarvaelarvaelarvaeadult
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.
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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:
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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: egglarvaepupaeadult
o Incomplete metamorphosis: egglarvaelarvaelarvaeadult
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
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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
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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
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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.
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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
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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
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