Download Bio Keystone Review

Student: ___________________________ Period: __________ Date: _____________
Topic: BASIC BIOLOGICAL PRINCIPLES OF LIFE
KEY VOCABULARY AND
MAIN IDEAS
ABIOTIC
Corresponding Details
ADAPT
To make (something) suitable for a new use or purpose; modify. For an organism, for its
phenotype to change to be better suited for the environment it lives in
BIOLOGY
The study of living things; the study of life
BIODIVERSITY
The variety of life across the Earth.
BIOSPHERE
All organisms and the part of the Earth where they exist.
BIOTIC
A term that describes a living, or once living thing, in an ecosystem
CELL
The basic unit of structure and function for all living things. Cells have 3 common
components: genetic material, cytoplasm and a cell membrane. Eukaryotic cells also
contain specialized organelles, including a nucleus.
CONTROL
A condition that does not change during an experiment.
ECOSYSTEM
A system composed of living organisms and non-living components of an environment.
ENVIRONMENT
The total surroundings of an organism or group of organisms.
EVOLVE
Where a species develops over successive generations, especially as a result of natural
selection
EUKARYOTE
A type of organism made up of one or more cells, containing a membrane enclosed
nucleus, specialized organelles in the cytoplasm and a mitosis cellular division cycle.
HABITAT
An area that provides an organism with its basic needs for survival.
HOMEOSTASIS
The regulatory process where an organism regulates its internal environment.
HYPOTHESIS
A proposed, scientifically testable explanation for an observable phenomenon.
LAW
A law that generalizes a body of observations. At the time it is made, so scientific
exceptions have been made to a law.
LIMITING FACTOR
A factor present in an environment that controls a process, particularly the growth,
abundance or distribution of a population of organisms in an ecosystem.
MECHANISM
The combination of components or processes that serve a common function.
METABOLISM
All chemical processes that synthesize or break down materials within an organism
MULTICELLULAR
Organism made of more than 1 cell
ORGAN
Group of different types of tissues that work together to perform a specific or related
function
Non-living factor in an ecosystem, such as moisture, temperature, wind, sunlight, soil and
minerals
Student: ___________________________ Period: __________ Date: _____________
ORGAN SYSTEM
2 or more organs that work in a coordinated way to carry out a similar function, example
circulatory system
ORGANISM
Any individual living thing. All living things have common characteristics: are made of
cells; reproduce; are based on a universal genetic code; grow and develop; obtain
materials and use energy; respond to the environment (stimulus/response); maintain a
stable internal environment (through homeostasis); change over time (evolve)
PROKARYOTE
Cell that does not have a nucleus or other membrane bound organelles. Usually smaller
than a eukaryotic cell. An example of a prokaryotic cell is a bacterium (plural “bacteria”)
STIMULUS
Something that causes a physiological response
THEORY
Proposed explanation for a wide variety of observations and experimental results.
UNICELLULAR
Organism made of only 1 cell
VARIABLE
A factor that is subject to change.
Summary and Connections to Life (How does a multicellular organism demonstrate greater complexity in structure
and function?)
Student: ___________________________ Period: __________ Date: _____________
PRACTICE QUESTIONS IN PREPARATION FOR KEYSTONE EXAM
TOPIC: BASIC BIOLOGICAL PRINCIPLES OF LIFE
SCORE _____/15 = _____%
_______ 1. Structure and function is a central theme in biology. An example of how this biology “tool kit” coordinates
in the survival of an organism would be:
A. A lion’s teeth help the animal to attack and eat its food.
B. Fish have fins.
C. Humans sweat when it’s hot.
D. Butterfly wings can be colorful.
_______ 2. Identify the potential hypothesis in the below sample scenarios.
A. The universe began about 15 billion years ago.
B. Grass will grow more quickly in relation to the amount of light it receives.
C. Caffeine is best served hot.
D. All eukaryotes are multicellular.
_______ 3. Which characteristic is shared by all prokaryotes and eukaryotes?
A. ability to use mitosis as a reproductive means
B. use of organelles to control cell processes
C. a functioning nucleus
D. ability to move in response to stimuli
_______ 4. A class hypothesized that water pollution affects the growth of underwater plants. In an experiment, they
added the same amount of food to ponds polluted by fertilizers and industrial waste. They measured the
plant growth and found that most plants grow slowly in each of these environments. What part of their
experiment did they forget to include?
A. A group to serve as a control
B. A hypothesis to test
C. A theory to explain their results
D. A procedure to follow.
_______ 5. Organisms use energy for all chemical processes. Together, all of these processes are called
A. metabolism
B. negative feedback
C. adaptation
D. homeostasis
Student: ___________________________ Period: __________ Date: _____________
_______ 6. Analyze the below graph. Which type of fish growth would be more greatly impacted by higher
temperatures?
A. Brook Trout
B. Carp
C. Both brook trout and carp are impacted in the same manner.
D. Both fish experience the same type of growth pattern at approximately 18 degrees C.
_______ 7. What is the correct description of evolution?
A. Relationship between organisms’ structure and function
B. Beneficial inherited trait that is passed to future generation
C. Change in the genetic makeup of a population over time
D. Change in biodiversity across Earth’s surface
_______ 8. The variety of life across the biosphere is called
A. biodiversity
B. genomics
C. homeostasis
D. ecology
_______ 9. Scientists use observation and data to form and test
A. constants
B. hypotheses
C. theories
D. conclusions
_______ 10. All organisms, including bacteria, yeast and insects are composed of
A. a group of tissues
B. nuclei
C. organs
D. cells
Student: ___________________________ Period: __________ Date: _____________
_______ 11. A human breathing fast and panting after racing a sprint would be an example of
A. cell development
B. metabolism
C. homeostasis
D. energy loss
_______ 12. Alveoli are microscopic air sacs in the lungs of mammals. Which statement best describes how the
structure of the alveoli allows the lungs to function properly?
A. They increase the amount of energy transferred from the lungs to the blood.
B. They increase the flexibility of the lungs as they expand during inhalation.
C. They increase the volume of the lungs, allowing more oxygen to be inhaled.
D. They increase the surface area of the lungs, allowing efficient gas exchange.
Extended response.
13. Describe 2 structural differences between prokaryotic cells and eukaryotic cells.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
14. Explain how levels of organization become more complex from the unicellular level to the biosphere. Make sure
you use the following terms in your explanation: organ, organelle, organ system, tissue, cell.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
15. A robot and a ladybug are in the same room. Contrast the characteristics of life that might apply to either one.
Identify which is living and why.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Student: ___________________________ Period: __________ Date: _____________
PRACTICE QUESTIONS IN PREPARATION FOR KEYSTONE EXAM
ANSWER KEY TOPIC: BASIC BIOLOGICAL PRINCIPLES OF LIFE
SCORE _____/15 = _____%
A. 1. Structure and function is a central theme in biology. An example of how this biology "tool kit" coordinates
in the survival of an organism would be:
A.
A lion's teeth help the animal to attack and eat its food.
B.
Fish have fins.
C.
Humans sweat when it's hot.
D.
Butterfly wings can be colorful.
B
2. Identify the potential hypothesis in the below sample scenarios.
A. The universe began about 15 billion years ago.
B. Grass will grow more quickly in relation to the amount of light it receives.
C. Caffeine is best served hot.
D. All eukaryotes are multicellular.
D
3. Which characteristic is shared by all prokaryotes and eukaryotes?
A. ability to use mitosis as a reproductive means
B. use of organelles to control cell processes
C. a functioning nucleus
D. ability to move in response to stimuli
A
4. A class hypothesized that water pollution affects the growth of underwater plants. In an experiment, they
added the same amount of food to ponds polluted by fertilizers and industrial waste. They measured the
plant growth and found that most plants grow slowly in each of these environments. What part of their
experiment did they forget to include?
A. A group to serve as a control
B. A hypothesis to test
C. A theory to explain their results
D. A procedure to follow.
A
5. Organisms use energy for all chemical processes. Together, all of these processes are called
A. metabolism
B. negative feedback
C. adaptation
D. homeostasis
Student: ___________________________ Period: __________ Date: _____________
A
6. Analyze the below graph. Which type of fish growth would be more greatly impacted by higher
temperatures?
A. Brook Trout
B. Carp
C. Both brook trout and carp are impacted in the same manner.
D. Both fish experience the same type of growth pattern at approximately 18 degrees C.
B
A.
B.
C.
D.
7. What is the correct description of evolution?
Relationship between organisms' structure and function
Beneficial inherited trait that is passed to future generation
Change in the genetic makeup of a population over time
Change in biodiversity across Earth's surface
A
8. The variety of life across the biosphere is called
A. biodiversity
B. genomics
C. homeostasis
D. ecology
B
9. Scientists use observation and data to form and test
A. constants
B. hypotheses
C. theories
D. conclusions
D
10. All organisms, including bacteria, yeast and insects are composed of
A. a group of tissues
B. nuclei
C. organs
D. cells
C
D
11. A human breathing fast and panting after racing a sprint would be an example of
A. cell development
B. metabolism
C. homeostasis
D. energy loss
12. Alveoli are microscopic air sacs in the lungs of mammals. Which statement best describes how the
structure of the alveoli allows the lungs to function properly?
A. They increase the amount of energy transferred from the lungs to the blood.
B. They increase the flexibility of the lungs as they expand during inhalation.
Student: ___________________________ Period: __________ Date: _____________
C. They increase the volume of the lungs, allowing more oxygen to be inhaled.
D. They increase the surface area of the lungs, allowing efficient gas exchange.
Extended response.
13. Describe 2 structural differences between prokaryotic cells and eukaryotic cells.
POTENTIAL ANSWERS: Prokaryotes are unicellular, do not have organelles, and are smaller in size. Eukaryotes
have membrane enclosed organelles, are often multicellular and larger in size.
14. Explain how levels of organization become more complex from the unicellular level to the biosphere. Make sure
you use the following terms in your explanation: organ, organelle, organ system, tissue, cell.
Answer: Levels of organization become more complex as you move from smallest component to largest.
Organelle - Cell - tissue - organ - organ system.
15. A robot and a ladybug are in the same room. Contrast the characteristics of life that might apply to either one.
Identify which is living and why.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Student: ___________________________ Period: __________ Date: _____________
Topic: CHEMICAL BASIS OF LIFE
KEY VOCABULARY AND
Corresponding Details
MAIN IDEAS
ACID
Compound that donates a proton (H+) when dissolved in a solution.
On the pH scale, ranges from 0 up to 7.
ACTIVATION ENERGY
Amount of energy needed to start a chemical reaction.
ADHESION
Attraction between molecules of different substances.
AMINO ACID
Molecule that makes up proteins; composed of carbon, hydrogen, oxygen, nitrogen.
Has an amino group (NH2) and a carboxyl group (COOH) and an “R” group
representing different side groups.
ATOM
The smallest unit of an element that retains the chemical and physical properties of
that element
BASE
Compound that accepts a proton (H+) when dissolved in solution. On the pH scale,
ranges from above 7 to 14.
BOND
In chemistry, a mutual attraction between two atoms resulting from a redistribution
of their outer electrons.
Covalent bonds – atoms share a pair of electrons
Ionic bonds – Forms through electrical force between oppositely charged ions.
Hydrogen bond – Attraction between a slightly positive hydrogen atom and a slightly
negative atom, often oxygen or nitrogen.
BOND ENERGY
Amount of energy that will break a bond between 2 atoms.
CARBOHYDRATE
A macromolecule that consists of carbon, hydrogen, and oxygen in a 1:2:1 ratio that
serves as a major source of energy for living organisms and structure (such as sugars,
starch and cellulose). The monomer (building block) of a carbohydrate is a
monosaccharide.
CATALYST
Substance that decreases activation energy and increases reaction rate in a chemical
reaction. Enzymes are biological catalysts.
COHESION
Attraction between molecules of the same substance. Example, how water
molecules are attracted to each other in surface tension.
COMPETITIVE INHIBITION
Form of enzyme inhibition where
binding of the inhibitor to the active site on
the enzyme prevents binding of the
substrate
DEHYDRATION SYNTHESIS
A chemical reaction that generates
a water molecule as a product; is a
common way for polymers to form.
DENATURE
To change the shape of a protein.
Enzymes (and all proteins) are folded in ways that allow them to function correctly.
Denaturation is the unfolding of the protein in a way that affects its ability to
function
Student: ___________________________ Period: __________ Date: _____________
ENDOTHERMIC
Chemical reaction that absorbs energy.
EXOTHERMIC
Chemical reaction that releases energy.
ENZYMES
A type of protein; allows chemical reactions to occur under tightly controlled
conditions. Enzymes function best at certain levels, and can become denatured, or
break down, if conditions are not right. Enzyme activity can be impacted by
temperature, pH, substrate concentration and salinity.
EQUILIBRIUM
Condition in which reactants and products of a chemical reaction are formed at the
same rate.
HYDROLYSIS
A chemical reaction that breaks apart a longer polymer; water is added to break the
bonds in the reaction.
LIPIDS
A group of organic compounds that are non-polar composed of carbon, hydrogen
and oxygen. Monomers are glycerol, fatty acids and steroids. Lipids can be fats,
phospholipids or steroids. Fats store a lot of energy. Functions of lipids are energy
storage, membranes, steroids and hormones.
MOLECULE
2 or more atoms held together by covalent bonds.
MONOMER
Molecular subunit (building block) of a polymer (large, carbon based molecule)
NON-COMPETITIVE
INHIBITION
A noncompetitive inhibitor is a substance that interacts with the enyzme, but usually
not at the active site. The noncompetitive inhibitor reacts either remote from or very
close to the active site. The net effect of a non competitive inhibitor is to change the
shape of the enzyme and thus the active site, so that the substrate can no longer
interact with the enzyme to give a reaction.
NUCLEIC ACID
Polymers made up of monomers called nucleotides. Two general types of nucleic
acids – DNA and RNA.
NUCLEOTIDES
Monomer that forms DNA and is composed of a deoxyribose sugar, phosphate group
and nitrogen containing base. In RNA uracil will take the place of the base thymine,
and the sugar will instead be ribose.
ORGANIC MOLECULE
An organic compound is any member of a large class of gaseous, liquid, or solid
chemical compounds whose molecules contain carbon. Four main types of carbon
based molecules found in living things are carbohydrates, proteins, lipids and nucleic
acids.
pH
The measure of the concentration of H+ ions in solution. The pH scale ranges from 0
to 14. Up to 7 (acidic); 7 is a neutral point; and from above 7 to
14 (increasingly more basic – lower amount of H+ ions).
POLAR
Where atoms in a molecule have unequal pull on the electrons
they share. For example, in water molecule the hydrogen has a
slightly positive charge and the oxygen has a slightly negative
charge (water is a polar molecule).
Student: ___________________________ Period: __________ Date: _____________
POLYMER
Long molecule made of connected monomer subunits.
PRODUCT
Substances made by a chemical reaction.
PROTEIN
Organic molecule made of amino acids (of which there are 20 amino acids). Peptide
bonds connect the amino acids to make the sequence that makes up the protein.
REACTANT
Substances changed during a chemical reaction.
SPECIFIC HEAT
The amount of energy required to raise one gram of water 1 degree Celsius.
SUBSTRATE
Specific reactants that an enzyme acts on.
SURFACE TENSION
Cohesive force between liquid molecules. Water has surface tension: looks like a
“film” on the water surface when you look at a drop of water; the stronger cohesion
between the water molecules as opposed to the attraction of the water molecules to
the air makes it more difficult to move an object through the surface than to move it
when it is completely submersed.
ADDITIONAL INFORMATION
SOME BIOLOGICAL PROPERTIES OF WATER:
1. Adhesion: water tends to stick unlike substances (i.e. water sticking to blood
vessels)
2. Cohesion: which water molecules clings together due to Hydrogen bonding; the
surface film (top layer of water) is held by surface tension (i.e. spilled water forming
a puddle)
3. Solvency: water is considered a universal solvent for its ability to dissolve a wide
range of substance since it is a polar molecule (i.e. salt or sugar dissolving in water)
4. Chemical reactivity: water can participate in chemical reactions (i.e. involvement
of water molecules in dehydration synthesis and hydrolysis)
5. Thermal stability: water has a high heat capacity, so it requires a lot of energy to
heat up; requires 1 cal to raise 1 gram of water by 1 degree C (i.e. stability of the
ocean's temperature during summer and winter) . This helps keep organisms cool.
Summary and Connections to Life Some organisms live in very hot or very acidic environments. Would their
enzymes function in a person’s cells? Why or why not?
Student: ___________________________ Period: __________ Date: _____________
PRACTICE QUESTIONS IN PREPARATION FOR KEYSTONE EXAM
TOPIC: Chemical Basis of Life
SCORE _____/15 = _____%
_______ 1. Carbohydrates and proteins are 2 types of macromolecules. Which functional characteristic of proteins
distinguishes them from carbohydrates?
A. large amount of stored information
B. ability to catalyze biochemical reactions
C. efficient storage of usable chemical energy
D. tendency to make cell membranes hydrophobic
_______ 2. Use the diagram below to answer the question.
Chemical Reaction
A. glycolysis
B. hydrolysis
C. photosynthesis
D. dehydration synthesis
_______ 3. An enzyme acts as a catalyst in a reaction when
A. it provides the extra energy needed to start the reaction
B. it keeps the proper temperature needed for the reaction
C. it creates the correct pH for the reaction
D. it decreases the amount of energy needed for the reaction.
_______ 4. Carbon is uniquely suited to form organic macromolecules because of
A. its ability to form short, simple carbon chains.
B. its ability to form ring structures.
C. its ability to form 4 bonds
D. its ability to form covalent bonds with other carbon atoms.
_______ 5. What effect could an increasing temperature have on an enzyme in a chemical reaction in an organism?
A.
B.
C.
D.
It could increase the reaction, but at too high a level could stop it.
It will maximize the reaction rate.
It will impact the pH level.
It will immediately slow down the reaction in the organism.
Student: ___________________________ Period: __________ Date: _____________
_______ 6. The polarity of water molecules is responsible for what characteristic of water?
A. It has a high specific heat.
B. It shrinks when frozen.
C. It has adhesion with other water molecules.
D. It has cohesion among water molecules.
_______ 7. Chemical reactions change substances into different substances by
A. reaching chemical equilibrium
B. breaking and forming bonds
C. changing the substance’s properties
D. maintaining constant energy
_______ 8. What is the result of an endothermic chemical reaction?
A. hydrogen bonds are broken down
B. products have lower bond energy than reactants
C. more energy absorbed than released
D. no energy absorbed or released
_______ 9. The induced fit model of enzyme function below illustrates which important characteristic of enzymes?
A.
B.
C.
D.
an ever changing structure
always an exact precise fit with a particular substrate
ability to bond with many reactants
active site changes to adapt to the substrate
_______ 10. What is the term for substances that are changed during a chemical reaction?
A. products
B. catalysts
C. enzymes
D. reactants
_______ 11. How does the addition of an acid affect a neutral solution?
A. The pH is raised
B. The acid is neutralized.
C. The H+ concentration is increased.
D. The solvent concentration is increased.
Student: ___________________________ Period: __________ Date: _____________
_______ 12. Which of the following is not a function of water in living organisms?
A. acts as a means of transporting materials
B. transports oxygen in the blood
C. acts as a solvent
D. resists temperature changes
Extended response.
13. Describe how the structures and functions of proteins differ from the structures of carbohydrates.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
14. Examine the following graph. Contrast the effect of pH and enzyme activity between chymotrypsin and pepsin.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Student: ___________________________ Period: __________ Date: _____________
15. Describe the function of the enzyme substrate complex.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Student: ___________________________ Period: __________ Date: _____________
PRACTICE QUESTIONS IN PREPARATION FOR KEYSTONE EXAM
ANSWER KEY TOPIC: Chemical Basis of Life
___
SCORE _____/15 = _____%
B____ 1. Carbohydrates and proteins are 2 types of macromolecules. Which functional characteristic of proteins
A.
B.
C.
D.
distinguishes them from carbohydrates?
large amount of stored information
ability to catalyze biochemical reactions
efficient storage of usable chemical energy
tendency to make cell membranes hydrophobic
___B____ 2. Use the diagram below to answer the question.
Chemical Reaction
A. glycolysis
B. hydrolysis
C. photosynthesis
D. dehydration synthesis
___
D____ 3.
A.
B.
C.
D.
An enzyme acts as a catalyst in a reaction when
it provides the extra energy needed to start the reaction
it keeps the proper temperature needed for the reaction
it creates the correct pH for the reaction
it decreases the amount of energy needed for the reaction.
C
___ ____ 4. Carbon is uniquely suited to form organic macromolecules because of
A.
B.
C.
D.
its ability to form short, simple carbon chains.
its ability to form ring structures.
its ability to form 4 bonds
its ability to form covalent bonds with other carbon atoms.
____A___ 5. What effect could an increasing temperature have on an enzyme in a chemical reaction in an organism?
A. It could increase the reaction, but at too high a level could stop it.
B. It will maximize the reaction rate.
C. It will impact the pH level.
D. It will immediately slow down the reaction in the organism.
Student: ___________________________ Period: __________ Date: _____________
___D____ 6. The polarity of water molecules is responsible for what characteristic of water?
A.
B.
C.
D.
It has a high specific heat.
It shrinks when frozen.
It has adhesion with other water molecules.
It has cohesion among water molecules.
___B____ 7. Chemical reactions change substances into different substances by
A.
B.
C.
D.
reaching chemical equilibrium
breaking and forming bonds
changing the substance’s properties
maintaining constant energy
___C____ 8. What is the result of an endothermic chemical reaction?
A.
B.
C.
D.
hydrogen bonds are broken down
products have lower bond energy than reactants
more energy absorbed than released
no energy absorbed or released
___D____ 9. The induced fit model of enzyme function below illustrates which important characteristic of enzymes?
A.
B.
C.
D.
an ever changing structure
always an exact precise fit with a particular substrate
ability to bond with many reactants
active site changes to adapt to the substrate
___A____ 10. What is the term for substances that are changed during a chemical reaction?
A.
B.
C.
D.
products
catalysts
enzymes
reactants
____C___ 11. How does the addition of an acid affect a neutral solution?
A.
B.
C.
D.
The pH is raised
The acid is neutralized.
The H+ concentration is increased.
The solvent concentration is increased.
Student: ___________________________ Period: __________ Date: _____________
___B____ 12. Which of the following is not a function of water in living organisms?
A.
B.
C.
D.
acts as a means of transporting materials
transports oxygen in the blood
acts as a solvent
resists temperature changes
Extended response.
13. Describe how the structures and functions of proteins differ from the structures of carbohydrates.
Sample responses: Proteins are made of amino acids. Proteins are characterized by peptide bonds. Amino acids
are characterized by R group, COOH and NH2. Proteins are enzymes, provide transport, movement, defense.
Carbohydrates are made of monomers called monosaccharides. Carbohydrates provide energy and
structure compounds.
14. Examine the following graph. Contrast the effect of pH and enzyme activity between chymotrypsin and pepsin.
Response: With chymotrypsin, enzyme activity increases as the pH level of 8 is reached, but then decreases and
ceases after pH of 10. Pepsin has peak enzyme activity around 1.5 – 2 pH level, and ceases around pH level 6.
15. Describe the function of the enzyme substrate complex.
An enzyme-substrate complex is formed when a substrate molecule binds with the active site of an enzyme that is of
similar shape and size. The active site of the enzyme will alter slightly to combine with the substrate molecule. This will
put a strain on a particular bond of the substrate molecule, which will lower the activation energy for the reaction as the
bond will break more readily. The substrate is then catalysed. The enzyme will facilitate the chemical reaction, and can
be used over and over again.
Student: ___________________________ Period: __________ Date: _____________ Topic: Bioenergetics, Part 1 ‐ Photosynthesis Main Ideas Corresponding Details Photosynthesis A process in which solar radiation is chemically captured by chlorophyll molecules and through a set of controlled chemical reactions resulting in the potential chemical energy in the bonds of carbohydrate molecules. The equation for the overall process is: 6CO2 + 6H2O → C6H12O6 + 6O2 Bioenergetics The study of energy flow (energy transformations) into and within living systems. Examples of this are photosynthesis, fermentation, glycolysis and cellular respiration. Chlorophyll A green pigment found in cyanobacteria and the chloroplasts of algae and plants. An extremely important biomolecule, it is critical in photosynthesis, which allows plants to absorb energy from light. This is found in the thylakoids of a chloroplast (in image on right.) Chloroplast An organelle found in plant cells and the cells of other eukaryotic photosynthetic organisms where photosynthesis occurs. Thylakoid A membrane‐bound compartment inside chloroplasts and cyanobacteria. They are the site of the light‐dependent reactions of photosynthesis. Light‐
dependent First stage of photosynthesis, the process by which reactions plants capture and store energy from sunlight (A). In this process, light energy is converted into chemical energy, in the form of the energy‐carrying molecules ATP and NADPH. In diagram on right, water (B) enters chloroplast, high energy molecules are produced, and oxygen gas is released (D) as a waste product. Light‐
Chemical reactions that convert carbon dioxide (C) and independent other compounds into glucose (E). These reactions occur in the stroma, the fluid‐filled area of a reactions chloroplast outside of the thylakoid membranes. A. – Chloroplast B. – Stroma C. – Thylakoid D. – Granum Summary and Connections to Life (How would life be impacted in photosynthesis did not occur?) Studeent: _______
____________
__________ P
Period: _____
______ Date: ______________ Topicc: Bioenergettics, Part 2 ‐ C
Cellular Respiiration Main
n Ideas Correspondiing Details Cellu
ular A complex sset of chemical reactions involving an eenergy transfo
ormation wheere potential chemical respiiration energy in the bonds of “food” molecules is releasedd and partiallly captured in
n the bonds o
of adenosine trriphosphate ((ATP) molecules. The equation for the overall proce
ess is: C6H12O6 + 6O2 → 6CO
O2 + 6H2O This chemicaal reaction ab
bove is essenttially the opposite of photosynthessis. This demo
onstrates thee Auto
otroph dence of phottosynthetic au
utotrophs interdepend
Heteerotroph and heterotrophs in the biosphere at the biochem ical level. Botth groups aree part of nutriient cycles essential to all life.. Mito
ochondrion A membrane
e‐bound orgaanelle found in most eukarryotic cells; siite of cellular respiration.
olysis Glyco
The initial m
metabolic path
hway of cellullar respirationn in which a sseries of reactions happen
ning in the cytosol rresults in the conversion o
of a monosacccharide, often
n glucose, into pyruvic acid
d, and the concomiitant producttion of a relatively small am
mount of high
h‐energy molecules, such aas ATP. Takes place in the cytoplaasm of cells. Does not usee oxygen (i.e. an anaerobicc process.) The Krebs cyycle transfers energy to an
n electron tra nsport chain.. This takes pllace in mitoch
hondrial Krebs cycle ATP and matrix; brea
aks down thre
ee‐carbon mo
olecules from glycolysis. It makes a sma
all amount of releases thre
ee carbon dio
oxide molecules for each ppyruvic acid. ((Krebs cycle aappears at thee top of the diagram
to the right.)
) It transfers e
energy‐carryiing moleculess to the next stage, the eleectron hain. transport ch
NADH and FADH2 molecu
ules release h
hydrogen ionss that are tran
oss the inner nsported acro
Electtron mitochondriial membrane
e with the transsport help of elect
trons. The res
sult of chain
n. these multip
ple processess is the production o
of large amounts of ATP. Every gglucose moleccule yields 36 more ATP
P molecules, w
when oxygen is avvailable for respiration, than glycolysis alone, which only produces 2 A
ATP. Summ
mary and Con
nnections to LLife: What role does cellular respirationn play in exerrcise? Bioenergetics Review, Part 1
Student: ______________________
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ACROSS
1 A membrane-bound organelle (plastid) found in most eukaryotic cells; site of cellular respiration.
4 A complex set of chemical reactions involving an energy transformation where potential chemical energy in the bonds of “food” molecules is
released and partially captured in the bonds of adenosine triphosphate (ATP) molecules.
6 The study of energy flow (energy transformations) into and within living systems.
9 Reactions. Chemical reactions that convert carbon dioxide and other compounds into glucose. These reactions occur in the stroma, the fluid-filled
area of a chloroplast outside of the thylakoid membranes. These reactions take the light-dependent reactions and perform further chemical
processes on them.
10 A membrane-bound compartment inside chloroplasts and cyanobacteria. They are the site of the light-dependent reactions of photosynthesis.
Thylakoids consist of a thylakoid membrane surrounding a thylakoid lumen.
11 A process in which energy changes from one form to another form while some of the energy is lost to the environment.
12 A molecule that provides energy for cellular reactions and processes; releases energy when one of its high-energy bonds is broken to release a
phosphate group.
13 Reactions. the first stage of photosynthesis, the process by which plants capture and store energy from sunlight. In this process, light energy is
converted into chemical energy, in the form of the energy-carrying molecules ATP and NADPH.
DOWN
2 A green pigment found in cyanobacteria and the chloroplasts of algae and plants. An extremely important biomolecule, it is critical in
photosynthesis, which allows plants to absorb energy from light.
3 A group of membrane-bound organelles commonly found in photosynthetic organisms and mainly responsible for the synthesis and storage of food.
Occasionally there are rapid changes that affect some species which can quickly result in a new species.
5 An organelle (plastid) found in plant cells and the cells of other eukaryotic photosynthetic organisms where photosynthesis occurs.
7 The biological conversion of one or more carbon molecules (usually carbon dioxide or methane) and nutrients into organic matter using the
oxidation of inorganic molecules (e.g. hydrogen gas, hydrogen sulfide) or methane as a source of energy, rather than sunlight, as in photosynthesis.
8 A process in which solar radiation is chemically captured by chlorophyll molecules and through a set of controlled chemical reactions resulting in the
potential chemical energy in the bonds of carbohydrate molecules.
WORD BANK: Adenosine_triphosphate, bioenergetics, cellular_respiration, chemosynthesis, chlorophyll, chloroplast,
energy_transformation, light-dependent, light-independent, mitochondrion, photosynthesis, plastids, thylakoid.
Name: ________________________ Class: ___________________ Date: __________
ID: A
Bioenergetics Review, Part 2
____
1. Some organisms live in places where sunlight never reaches them. These organisms obtain their energy from
a. energy-bearing molecules
c. proteins of dead organisms
b. molecules that settle from the upper
d. fast food restaurant garbage
ocean waters
Use the Chloroplast diagram below to respond to questions.
____
2. What process uses substance C and produces substance E?
a. light-dependent reactions
c. light-independent reactions
b. Krebs cycle
d. Cellular respiration
Label the diagram from the choices below:
a. Label A
b. Label B
c. Label C
____
3. Glucose
____
4. Water
____
5. Carbon dioxide
____
6. Sunlight
d.
e.
Label D
Label E
7. Summarize photosynthesis
1. Describe, in sentence form, the reactants and products of photosynthesis.
2. Include a chemical equation to show products and reactants as chemical formulas.
3. Explain the energy source used for this reaction.
.
1
Name: ________________________
ID: A
____
8. Which chemical equation best represents the process of cellular respiration?
c. 6CO 2 + 6H 2 O → C 6 H 12 O 6 + 6O 2
a. 6CO 2 + 6O 2 → C 6 H 12 O 6 + 6O 2
b. C 6 H 12 O 6 + 6H 2 O → C 6 H 12 O 6 + 6O 2
d. C 6 H 12 O 6 + 6O 2 → 6CO 2 + 6H 2 O
____
9. Photosynthesis and cellular respiration are two major processes of carbon cycling in living organisms. Which
statement correctly describes one similarity between photosynthesis and cellular respiration?
a. Both occur in animal and plant cells.
b. Both include reactions that transform energy
c. Both convert light energy into chemical energy.
d. Both exothermic reactions.
____ 10. The function of cellular respiration could be best described as
a. promoting active transport
c. releasing heat energy
b. converting sugar to produce ATP as
d. producing sugars
energy source
11. Cross-Section of a Leaf
Describe the functions (i.e. jobs) of three structures in the illustration above, and explain how the
structure supports photosynthesis.
2
Name: ________________________
ID: A
Students at a local high school wanted to investigate the effects of exercise on rate of respiration. The group
decided to pour 100 mL of water in a flask, and added 5 drops of phenolphthalein, a basic indicator. Then,
drops of 0.1M sodium hydroxide (NaOH) solution were added to the flask, until a pink color appeared. They
chose a member of their group, who sat quietly for one minute, then using a straw, blew bubbles into the
water for 10 seconds. Again, drops of NaOH added to return the solution to a pink color. This process was
repeated for both mild and intense exercise. The results of their investigation are charted below.
12. Summarize the results of the investigation, explaining the relationship between exercise and cellular
respiration.
3
Student: ___________________________ Period: __________ Date: _____________
Topic: Homeostasis and Transport
KEY VOCABULARY AND
MAIN IDEAS
Corresponding Details
active transport
The movement of particles from an area of low concentration to an area of high concentration that
uses energy provided by ATP or a difference in electrical charges across a cell membrane.
carrier/transport
protein
Proteins embedded in the plasma membrane involved in the movement of ions, small molecules,
and macromolecules into and out of cells; also known as transport proteins.
concentration
gradient
The graduated difference in concentration of a solute per unit distance through a solution.
diffusion
The movement of particles from an area of high concentration to an area of low concentration; a
natural result of kinetic molecular energy.
electrolyte
a substance that dissociates into ions when fused or in solution and thus becomes capable of
conducting electricity, an ionic solute.
endocytosis
A process in which a cell engulfs extracellular material through an inward folding of its plasma
membrane.
endoplasmic
reticulum
equilibrium
An organelle, containing folded membranes and sacs, responsible for the production, processing,
and transportation of materials for use inside and outside a eukaryotic cell. There are two forms of
this organelle: rough ER that has surface ribosomes and participates in the synthesis of proteins
mostly destined for export by the cell and smooth ER that has no ribosomes and participates in the
synthesis of lipids and steroids as well as the transport of synthesized macromolecules.
The condition in which all acting influences are balanced or canceled by equal opposing forces,
resulting in a stable system.
exocytosis
A process in which a cell releases substances to the extracellular environment by fusing a vesicular
membrane with the plasma membrane, separating the membrane at the point of fusion and
allowing the substance to be released.
facilitated diffusion
A process in which substances are transported across a plasma membrane with the concentration
gradient with the aid of carrier (transport) proteins; does not require the use of energy.
fluid mosaic model
The plasma membrane is described to be fluid because of
its hydrophobic integral components such as lipids and membrane proteins that move laterally or
sideways throughout the membrane. The membrane is not solid, but more like a 'fluid'.
Student: ___________________________ Period: __________ Date: _____________
golgi apparatus
An organelle found in eukaryotic cells responsible for the final stages of processing proteins for
release by the cell.
homeostasis
The regulatory process in which an organism regulates its internal environment.
hormone
A naturally occuring substance secreted by
specialised cells that affects themetabolism or behaviour of
other cells possessing functional receptors for the hormone. Hormones may be hydrophilic,
like insulin, in which case the receptors are on the cell surface or lipophilic, like the steroids, where
the receptor can be intracellular.
intracellular
Located inside a cell.
osmosis
The movement of water or another solvent through permeable membranes from an area of higher
water concentration (dilute) to an area of lower water concentration (concentrated).
passive transport
The transportation of materials across a plasma membrane without using energy.
phospolipid bilayer
The two layers of phospholipids arranged in such a way that their hydrophobic tails are projecting
inwards while their polar head groups are projecting on the outside surfaces
plasma membrane
A thin, phospholipid and protein molecule bilayer that encapsulates a cell and controls the
movement of materials in and out of the cell through active or passive transport.
pumps
Any of several molecular mechanisms in which ions or molecules are transported across a cellular
membrane requiring the use of an energy source (e.g., glucose, sodium [Na+], calcium [Ca+], and
potassium [K+]).
selectively/semipermeable
A membrane that is selectively permeable, i.e. being permeable to only certain molecules and not
to allmolecules.
thermoregulation
Pertaining to the way organisms manage heat within them
vesicles
A bubble-like membranous structure that stores and transports cellular products, and digests
metabolic wastes within the cell; an intracellular membranous sac that is separated from
the cytosol by at least one lipid bilayer.
Summary and Connections to Life: Describe how the structure of the plasma membrane allows it to function
as a regulatory structure and/or protective barrier for a cell.
Student: ___________________________ Period: __________ Date: _____________
PRACTICE QUESTIONS IN PREPARATION FOR KEYSTONE EXAM
TOPIC: Homeostasis and Transport
SCORE _____/15 = _____%
1. Which situation indicates that a disruption of homeostasis has taken place?
a.
b.
c.
d.
the presence of hormones that keep the blood sugar level steady
the maintenance of a constant body temperature
cell division that is involved in normal growth
a rapid rise in the number of red blood cells
2. The amount of glucose in human blood is controlled by the pancreas. This is an example of
a. reproduction
b. adaptation
3.
c. growth
d. homeostasis
Which of these transport mechanisms requires an input of energy from the cell?
a. Facilitated diffusion
b. Osmosis
c. Passive transport
d. Active transport
4. A student is asked to prove that a particular molecule enters the cell via active transport. Which of the following
statements can he use as evidence?
a.
b.
c.
d.
The molecule was lipid soluble.
ATP was used for the transport.
The molecule moved from higher to lower concentration.
The molecule did not use energy to enter the cell.
5. Which of the following is a function of the cell membrane?
a.
b.
c.
d.
breaks down food into lipids, carbohydrates, and proteins
stores water, salt, proteins and carbohydrates
keeps the cell wall in place around the nucleus
regulates which materials enter and exit the cell
Student: ___________________________ Period: __________ Date: _____________
6. Consider Figure B in the diagram to answer the question.
This structure is made of _____________ and its function is to ______________.
a.
b.
c.
d.
proteins; allow certain molecules to pass through
proteins; allow water to pass through
carbohydrates; prevent the passage of all molecules
carbohydrates; allow certain molecules to pass through
Use the diagram below the answer the question.
7. The particles pictured would have a net movement from the ______ of the cell to the _________ of the cell.
a. hypertonic, hypotonic
b. inside, outside
c. isotonic, isotonic
d. outside, inside
Student: ___________________________ Period: __________ Date: _____________
8. Use the diagram below to respond to the question. The top of the membrane in the diagram is outside the cell, and the
bottom of the membrane is inside the cell.
The purpose of the hormone in the diagram above is to
a.
b.
c.
d.
prevent glucose from leaving the cell.
open the gated channel to allow glucose in the cell.
provide energy to open the gated channel.
allow glucose to flow against the concentration gradient.
9. One way a cell membrane can maintain homeostasis is …
a.
b.
c.
d.
receiving nutrients for the cell.
transporting waste away from the cell.
act as gatekeeper for what goes into the cell
all of the above
10. The leaves of a plant are dotted with openings known as stomata. When open, stomata allow the plant to exchange
gases and allow moisture to evaporate, helping to draw water from the roots up into the plant. These activities help
the plant to …
a. produce light energy
b. maintain homeostasis
c. decompose organic matter
d synthesize minerals
11. Which example is an activity that a fish most likely uses to maintain homeostasis within its body?
a. using camouflage to avoid predators
b. feeding at night to regulate body temperature
c. moving to deeper water to regulate metabolic wastes
d. exchanging gases through its gills to regulate oxygen levels
Student: ___________________________ Period: __________ Date: _____________
12. The rough endoplasmic reticulum and Golgi apparatus work together in eukaryotic cells. What is
one way that the rough endoplasmic reticulum assists the Golgi apparatus?
a. It assembles nucleic acids from monomers.
b. It breaks down old, damaged macromolecules.
c. It packages new protein molecules into vesicles.
d. It determines which protein molecules to synthesize.
Extended response.
13. Compare and contrast active vs. passive transport mechanisms.
________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
14. Describe how membrane-bound cellular organelles facilitate intracellular transport of materials.
____________________________________________________________________________________
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____________________________________________________________________________________
15. Explain several mechanisms organisms use to maintain homeostasis.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Student: ___________________________ Period: __________ Date: _____________
Key:
1. d
2. d
3. d
4. b
5. d
6. a
7. d
8. b
9. d
10. b
11. d
12. d
Extended response.
13. Compare and contrast active vs. passive transport mechanisms.
Active and passive transport are biological processes that move oxygen, water and nutrients into cells and remove waste
products. Active transport requires chemical energy because it is the movement of biochemicals from areas of lower
concentration to areas of higher concentration. On the other hand, passive trasport moves biochemicals from areas of
high concentration to areas of low concentration; so it does not require energy.
14. Describe how membrane-bound cellular organelles facilitate intracellular transport of materials.
Most of the organelles in the cell are bound by unit membranes similar to the cell membrane. Some of the membranebound organelles, which can be recognized in a generalized eukaryotic-cell, are. Endoplasmic Reticulum- It provides a
pathway for the distribution of nuclear material from one cell to another. Golgi Complex- The main function of Golgi
complex is to take part in secretion. It modifies, sorts out and packages proteins and lipids received from endoplasmic
reticulum. It is also known to be involved in the formation of lysosomes.
15. Explain several mechanisms organisms use to maintain homeostasis.
Homeostasis is the process used by the body to maintain a stable internal environment. Either negative feedback or
positive feedback can be used in homeostasis. In negative feedback, the cell changes an internal condition back to its
normal state; this is the most common way that the cell regulates itself. In positive feedback, the cell reacts to a change
from the normal state by causing an even greater change.
Student: ___________________________ Period: __________ Date: _____________
Topic: Cellular Reproduction
Main Ideas
Corresponding Details
The Cell Cycle
(Somatic cells, mitosis, chromosome)
G1 and G2 – The cell is growing in mass, volume and
organelles.
S – Synthesis of chromosomes so each daughter cell
receives a complete set of chromosomes.
M – Mitosis – Chromosome sets are separated so that
each daughter cell receives a complete set. Cytokinesis,
the dividing of cytoplasm and cell membrane also occurs.
Each daughter cell has chromosomes identical to the
original cell. This is called diploidy or diploid cells.
The stages of
Mitosis
Prophase – the nuclear membrane dissolves
and chromatin becomes tightly coiled and
organized for separation. Spindle fibers
joining the centrioles to each chromosome
form.
Metaphase – Chromosome pairs align along
the cell equator.
Anaphase – Chromosomes separate to
opposite poles of the equator.
Telophase – Two nuclear membranes surround the chromosomes of each daughter. In plants, a cell
plate grows to separate the daughter cells.
Cytokinesis Cyto = cell, kinesis = cutting; a separation of cytoplasm and cell membrane to form two
distinct daughter cells.
Sex Cell
Reproduction
(Gamete, meiosis, sister chromatids)
Meiosis is the means by which
reproductive organs produce cells,
known as gametes, each having half
the chromosomes of body cells, the
genes of which are in unique
combination.
Meiosis I As in the cell cycle above,
reproductive organs duplicate the
chromosomes in the S phase.
During Meiosis I, homologous
chromosomes (those having
corresponding genes) are separated.
Pairs of chromosomes called sister
chromatids are produced.
Crossing-over During Prophase I, a unique event may occur in which
homologous chromosomes exchange segments of material.
Since this may occur anywhere on the chromosome, a totally
unique recombination of genes may result. This greatly
increases the genetic variety of the gamete, and hence, the
offspring resulting from this gamete.
Student: ___________________________ Period: __________ Date: _____________
Meiosis II During Meiosis II, sister chromatids
(exact copies of chromosomes) are
further divided. Therefore, from one
body cell, four cells result, each having
half the number of chromosomes
found in the original cell. This genetic
state is referred to as haploidy, or
haploid cells.
Genetic
mutation
Once in a great while, such as once in about three million cell divisions, in spite of error-checking
mechanisms, a coping error occurs during the S phase of the cell cycle. These copying errors can range
in size. Some affect only one nucleotide of a chromosome (point mutation), while others may affect a
large section of a chromosome (chromosomal mutation.) Cells can survive a point mutation, if this
does not produce a significant change in proteins produced. Rarely do cells survive a chromosomal
mutation.
Cancer
Tumors may grow in cell tissues if the control mechanisms which control the cell cycle become
damaged. In effect, the cell loses control of the duplication process. This often results in a distorted
cell cycle which both G phases are cut short, causing cells to constantly reproduce. This results in a
mass of cells which use vast resources, especially glucose, and interfere with the function of
surrounding tissues.
Malignant In some types of tumors, a cell may break free of the cell mass and, finding their way into the blood
tumors stream, may travel to another location in the body, forming another tumor. These, if untreated,
frequently result in death of the organism.
Summary and Connections to Life
Student: ___________________________ Period: __________ Date: _____________
PRACTICE QUESTIONS IN PREPARATION FOR KEYSTONE EXAM
TOPIC: Cell Growth and Reproduction
_____
SCORE _______/_______ = _______%
1. Mitosis and meiosis are processes by which animal and plant cells divide. Which statement best describes a
difference between mitosis and meiosis?
A. Meiosis is a multi-step process.
B. Mitosis occurs only in eukaryotic cells.
C. Meiosis is used in the repair of an organism.
D. Mitosis produces genetically identical daughter cells.
_____ 2. Which statement if true of both mitosis and meiosis?
A. Both are involved in asexual reproduction.
B. Both occur only in reproductive cells.
C. The number of chromosomes is reduced by half.
D. DNA replication occurs before the division of the nucleus.
_____ 3. If a cat has 38 chromosomes in each of its body cells, how many chromosomes will be in each daughter cell
after mitosis?
A. 11
B. 19
C. 38
D. 76
_____ 4. Tissues develop from a zygote as a direct result of the processes of
A. Fertilization and meiosis
B. Fertilization and differentiation
C. Mitosis and meiosis
D. Mitosis and differentiation
_____ 5. The diagram below shows a process that affects chromosomes during meiosis.
This process can be used to explain:
A. Why some offspring are genetically identical to their parents.
B. The process of differentiation in offspring.
C. Why some offspring physically resemble their parents.
D. The origin of new combinations of traits in offspring.
Student: ___________________________ Period: __________ Date: _____________
_____ 6. The graph below represents the growth of bacteria cultured at three different temperatures over a period of 24
hours.
Which statement concerning the rate of cell division in the bacteria culture is correct?
A. Cell division is most rapid at 37ºC between 6 and 8 hours after it began.
B. Cell division is most rapid at 25ºC between 20 and 24 hours after it began.
C. Cell division is most rapid at 18ºC between 4 and 8 hours after it began.
D. Cell division occurs at the same rate no matter what the temperature.
_____ 7. Meiotic cell division occurs in the ___________ and results in the production of ___________.
A. Body cells; daughter cells
B. Body cells; parent cells
C. Reproductive tissues; gametes
D. Testes and ovaries; diploid cells
_____ 8. Which process will increase variations that could be inherited?
A. Mitotic cell division
B. Active transport
C. Recombination of genes
D. Synthesis of proteins
Student: ___________________________ Period: __________ Date: _____________
_____ 9. Down syndrome is a genetic disorder caused by the presence of an extra chromosome in the body cells of
humans. This extra chromosome occurs in a gamete as a result of
A. an error in the process of cloning
B. an error in meiotic cell division
C. a gene mutation
D. replication of a single chromosome during mitosis
_____ 10. The diagram below shows a normal gene sequence and three mutated sequences of a segment of DNA.
Which row in the chart below correctly identifies the cause of each type of mutation?
A.
B.
C.
D.
Row 1
Row 2
Row 3
Row 4
_____ 11. A chemical known as 5-bromouracil causes a mutation that results in the mismatching of molecular bases in
DNA. The offspring of organisms exposed to 5-bromouracil can have mismatched DNA if the mutation occurs in
A. the skin cells of the mother
B. the gametes of either parent
C. all the body cells of both parents
D. only the nerve cells of the father
Student: ___________________________ Period: __________ Date: _____________
_____ 12. Which statement best describes the phase of the cell cycle shown below?
A. The cell is in prophase of mitosis because the number of chromosomes is doubled.
B. The cell is in prophase I of meiosis because the number of chromosomes has doubled.
C. The cell is in Telophase of mitosis because the cell is separating and contains two copies of each
chromosome.
D. The cell is in Telophase of meiosis because the cell is separating and contains two copies of each
chromosome.
Extended Response
Patau syndrome can be a lethal genetic disorder in mammals, resulting from chromosomes failing to separate during
meiosis.
1. Identify the step during the process of meiosis when chromosomes would most likely fail to separate.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
2. Describe how chromosome separation in meiosis is different from chromosome separation in mitosis.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
3. Compare the effects of a disorder caused by chromosomes failing to separate during meiosis, such as Patau
syndrome, to the effects of chromosomes failing to separate during mitosis.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Student: ___________________________ Period: __________ Date: _____________
TOPIC: Cell Growth and Reproduction
_D__
SCORE _______/_______ = _______%
1. Mitosis and meiosis are processes by which animal and plant cells divide. Which statement best describes a
difference between mitosis and meiosis?
E. Meiosis is a multi-step process.
F. Mitosis occurs only in eukaryotic cells.
G. Meiosis is used in the repair of an organism.
H. Mitosis produces genetically identical daughter cells.
_D__ 2. Which statement if true of both mitosis and meiosis?
E. Both are involved in asexual reproduction.
F. Both occur only in reproductive cells.
G. The number of chromosomes is reduced by half.
H. DNA replication occurs before the division of the nucleus.
_C__ 3. If a cat has 38 chromosomes in each of its body cells, how many chromosomes will be in each daughter cell after
mitosis?
E. 11
F. 19
G. 38
H. 76
_D__ 4. Tissues develop from a zygote as a direct result of the processes of
E. Fertilization and meiosis
F. Fertilization and differentiation
G. Mitosis and meiosis
H. Mitosis and differentiation
_D__ 5. The diagram below shows a process that affects chromosomes during meiosis.
This process can be used to explain:
E. Why some offspring are genetically identical to their parents.
F. The process of differentiation in offspring.
G. Why some offspring physically resemble their parents.
H. The origin of new combinations of traits in offspring.
Student: ___________________________ Period: __________ Date: _____________
_A__ 6. The graph below represents the growth of bacteria cultured at three different temperatures over a period of 24
hours.
Which statement concerning the rate of cell division in the bacteria culture is correct?
A. Cell division is most rapid at 37ºC between 6 and 8 hours after it began.
B. Cell division is most rapid at 25ºC between 20 and 24 hours after it began.
C. Cell division is most rapid at 18ºC between 4 and 8 hours after it began.
D. Cell division occurs at the same rate no matter what the temperature.
_C__ 7. Meiotic cell division occurs in the ___________ and results in the production of ___________.
E. Body cells; daughter cells
F. Body cells; parent cells
G. Reproductive tissues; gametes
H. Testes and ovaries; diploid cells
_C__ 8. Which process will increase variations that could be inherited?
A. Mitotic cell division
B. Active transport
C. Recombination of genes
D. Synthesis of proteins
Student: ___________________________ Period: __________ Date: _____________
_B__ 9. Down syndrome is a genetic disorder caused by the presence of an extra chromosome in the body cells of
humans. This extra chromosome occurs in a gamete as a result of
A. an error in the process of cloning
B. an error in meiotic cell division
C. a gene mutation
D. replication of a single chromosome during mitosis
_A__ 10. The diagram below shows a normal gene sequence and three mutated sequences of a segment of DNA.
Which row in the chart below correctly identifies the cause of each type of mutation?
E.
F.
G.
H.
Row 1
Row 2
Row 3
Row 4
_B__ 11. A chemical known as 5-bromouracil causes a mutation that results in the mismatching of molecular bases in
DNA. The offspring of organisms exposed to 5-bromouracil can have mismatched DNA if the mutation occurs in
A. the skin cells of the mother
B. the gametes of either parent
C. all the body cells of both parents
D. only the nerve cells of the father
Student: ___________________________ Period: __________ Date: _____________
_D__ 12. Which statement best describes the phase of the cell cycle shown below?
E. The cell is in prophase of mitosis because the number of chromosomes is doubled.
F. The cell is in prophase I of meiosis because the number of chromosomes has doubled.
G. The cell is in Telophase of mitosis because the cell is separating and contains two copies of each
chromosome.
H. The cell is in Telophase of meiosis because the cell is separating and contains two copies of each
chromosome.
Extended Response
Patau syndrome can be a lethal genetic disorder in mammals, resulting from chromosomes failing to separate during
meiosis.
4. Identify the step during the process of meiosis when chromosomes would most likely fail to separate.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
5. Describe how chromosome separation in meiosis is different from chromosome separation in mitosis.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
6. Compare the effects of a disorder caused by chromosomes failing to separate during meiosis, such as Patau
syndrome, to the effects of chromosomes failing to separate during mitosis.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Student: ___________________________ Period: __________ Date: _____________
Name:___________________ Date:_______________________
Topic: Monohybrid and Dihybrid Crosses
Main Ideas
Corresponding Details
Punnett Square Gregor Mendel’s experiments on inheritance with pea
plants can be understood using a Punnett square. This is a
simple table which traces the passing of alleles from
parents to their offspring. Recall that many genetically
unique offspring may potentially result from the union of
gametes. The Punnett square is a useful tool to help
understand the probabilitity of the inheritance of any
probability given trait. Probability is the likelihood of an event taking
place.
Monohybrid
cross
genotypic ratio
phenotypic
ratio
heterozygous
homozygous
Test cross
Dihybrid
crosses
The Punnett square to the right traces the inheritance of
one trait, gene A, which appears in two alleles, A and a. A
monohybrid cross analyzes the inheritance of one specific trait. From this illustration it is plain to
see that there is a genotypic ratio, the relative frequency of combinations of genes, AA, Aa, and
aa, to be 1:2:1 (from the form AA:Aa:aa). Suppose that allele A represents the dominance of axial
flowers in a plant (axial flowers would appear down the sides of the plant stem, while allele a
represents terminal flowers (at the top of the stem). In this example, axial flowers are dominant
(A), while terminal flowers are recessive (a). From this cross, we may also determine the
frequency of axial (AA and Aa) and terminal flowers (aa). The relative frequency of axial to
terminal flowers is 3 to 1, or 3:1, since the dominant allele, A, appears in 3 out of the 4 cells of the
Punnett square. This is referred to as a phenotypic ratio, the relative frequency of observed
alternative forms of a trait. Here, the allele combination Aa is said to be heterozygous, meaning
the alleles are different, which results in axial flowers. The allele combination AA is homozygous—
dominant, and aa is homozygous recessive, meaning the allele combinations both have the same
allele. Note that terminal flowers only appear when both alleles are the recessive trait.
Sometimes, a researcher may not know the actual genetic makeup of an individual having a
dominant phenotype. In our example, axial flowers may result from the combinations AA or Aa.
The only way its genotype may be determined is to perform a test cross, in which the unknown
organism is crossed with a known recessive individual for the trait. If any offspring result that bear
the recessive allele, the unknown organism must necessarily be
heterozygous (eg. Aa) for this trait.
Mendel had another important question to answer: does
the inheritance of one trait influence or predict the
inheritance of another? In other words, are traits
inherited in groups? A dihybrid cross examines the
inheritance patterns of two traits. He studied patterns
resulting from crossing pea plants known to be
heterozygous for two traits: pea shape and color. The
phenotypic ratio yielded from this cross was 9:3:3:1.
Law of Examine the Punnett square to the right to establish the
independent meaning of this ratio. The law of independent
assortment assortment states that allele pairs separate
independently of each other during meiosis. This means that the inheritance of one trait does not
influence the inheritance of another trait, since these alleles are separated during meiosis.
Summary and Connections to Life:
Name:___________________ Date:_______________________
Topic: Genetics After Mendel
Main Ideas
Corresponding Details
After Mendel
As we have learned a great deal about the mechanisms in the cell since the late 1800’s, we have
learned that Gregor Mendel’s experiments actually involved traits that reside on separate
chromosomes. This limits, to some extent, conclusions that Mendel made, particularly the Law of
Independent Assortment. What if traits are found on the same chromosome?
We have also discovered that a great number of genes follow patterns which the Austrian monk
did not observe. These patterns will be explained briefly here.
Multiple alleles
Incomplete
dominance
Some traits have more than two forms a a gene, being controlled by several alleles.
Mendel observed traits that are either
dominant (expressed whenever the
dominant allele is present, or
recessive (when both alleles are the
recessive trait. Some traits, however, do not have a stricly dominant trait. In incomplete
dominance, neither trait is strictly dominant nor recessive. Therefore, the heterozygous
phenotype is an intermediate condition between the two.
Codominance
Some traits have more than one dominant trait.
This is referred to as codominance. An example of
codominance is found in human blood type. Both
type A and type B blood are dominant over type O
blood. Notice in the table on the right, both A and B
blood type are respresented with a capital I,
suggesting they are both dominant over the O
blood type.
Sex-linked
traits
Recall that males and females have distinct
chromosomes. Males possess chromosomes XY and
females, XX. Genes found on an X chromosome are
referred to as sex-linked traits. This suggests that females have two alleles of these traits, since
they have two X chromosomes, whereas males, having only one X chromosome, only have one
allele of these traits. Therefore, if a male has what is normally a recessive trait, it will always be
expressed. Females, on the other hand, can carry a recessive trait.
Polygenic traits
Some traits, such as human eye color, are controlled by more than one gene. Further, traits
containing epistatic genes can have a dramatic effect so that they overshadow the effects of
other genes controlling the same trait. An example of this is albinism, in which one gene turns on
or off all expressions of pigmentation in an organism.
Pedigree
Karyotype
Summary and Connections to Life:
Geneticists use several tools in analyzing the inheritance of traits.
Perhaps the most useful is the pedigree, a chart that displays the
pattern of inheritance of a trait in a family line. Another useful tool
is a karyotype, which is a specially prepared image displaying
pairing of actual chromosomes. This tool is used to analyze
chromosomal mutations.
Name:___________________ Date:_______________________
Topic: DNA, RNA and Protein Synthesis
Main Ideas
Corresponding Details
DNA
Recall from your study of the cell cycle, that genetic information
Replication
must be copied in order for it to be passed to daughter cells
during mitosis. This occurs in the ‘S’ phase of the cell cycle, a part
of Interphase. Recall also that this genetic information is locked
inside chromosomes made of the nucleic acid, DNA
(deoxyribonucleic acid.) How does this actually occur? DNA is a
uniquely designed molecule designed from the ground up to be
replicated (i.e. copied!)
Structure of
DNA
Chargaff’s Rule
Base-pairing
rules
Let’s first examine the structure of DNA. It consists of many smaller
molecules called nucleotides, which vary only
by the nitrogen bases (A, T, C, and G) as shown
in the diagram below. According to Chargaff’s
Rule, adenine is roughly equal to the amount
of thymine, and cytosine is roughly equal to
thymine. The phosphate and sugar,
deoxyribose, form the backbone of each side
of DNA, while the bases are located within the
inside. These bases combine inside the ‘rung’
part of the molecule in predictable ways,
following base-pairing rules: A binds to T, and
C binds to G.
The double helix
unzips!
DNA helicase, an enzyme, acts like a
zipper, to break the weak hydrogen
DNA polymerase
bonds which hold the bases
together. Another enzyme, DNA
polymerase, with help from several
others, follows the now exposed
bases, and joins them to their
complementary bases, eventually
resulting in two identical molecules
of DNA. While this occurs, a
spellchecking process ensures that
the new sequences of nucleotides
are exact copies of the original
Semi- halves. This process is called semi-conservative, because each new molecule consists of one-half
conservative the original DNA strand, and one-half new material.
DNA is the most elaborately detailed and densely packed information storage molecule in the
known universe. It has been estimated that if all the libraries of the world were coded into DNA, it
could all easily fit onto the head of a pin! This has led to the new science of bioinformatics, the
study of the biological information storage in all living organisms.
Summary and Connections to Life (Where does DNA always come from?)
Bioinformatics
Name:___________________ Date:_______________________
Topic: DNA, RNA and Protein Synthesis
Main Ideas
Central dogma
Corresponding Details
Recall from your study of genetics that genotype, the genetic
instructions found in our chromosomes, combine with other
influences, such as environment, to produce phenotype, the
actual expression of an inherited trait. According to the central
dogma, the information flow in gene expression flows in one
direction, from DNA, through RNA, to produce proteins, which
actually express phenotype. Although much more must be
learned about protein production, this much seems clear.
Transcription
For a gene to be expressed, its
nucleotide sequences must be
converted into a form that can
be ‘read’ by the ribosomes,
which in turn, manufacture a protein. Transcription is a process in which a segment of DNA is
mRNA opened up, and copied onto a smaller nucleic acid called messenger-RNA (mRNA.) Like DNA
replication, this task is performed by an enzyme. The enzyme which produces mRNA is called RNA
RNA
polymerase. One mRNA contains the genetic instructions needed to produce one kind of protein.
transcriptase
Also like DNA replication, transcription occurs in the nucleus.
R
N
A
Translation
Ribosome
Codon
tRNA
peptide bond
STOP codon
Once mRNA is produce, it passes through the nuclear pore complex,
and travels out into the cytoplasm where it binds to a two-part
structure known as a ribosome. There, the process of translation
begins. mRNA consists of ‘words’ consisting of a three-nucleotide
sequence known as a codon, which specifies for a particular amino
acid, of which proteins are made. Once within the ribosome, the first site
attracts a complementary transfer-RNA (tRNA) molecule, which bears
the specified amino acid. The codon of mRNA binds to the anti-codon of
tRNA. This process is again repeated, resulting in a close fit of the two
amino acids attached to the tRNA molecules. The ribosome forces a
peptide bond to form between these amino acids (through dehydration
synthesis.) Once this occurs, the first tRNA is released, and the ribosome
pulls in a new codon. The process
above continues until a STOP codon is
specified by the mRNA, and the
ribosome releases the mRNA
molecule. Briefly summarized here,
this is how all proteins are made by all
cells of nearly every organism on our
planet!
Name:___________________ Date:_______________________
Summary and Connections to Life: Can proteins form without the information in DNA? What implications might this
have for the history of life on earth?
PRACTICE QUESTIONS IN PREPARATION FOR KEYSTONE EXAM
TOPIC: ___________________________
SCORE _____/15 = _____%
_______ 1. The allele that can be masked is called
A. codominant
B. homozygous
C. heterozygous
D. recessive
_______ 2. The genotype AA or bb would be referred to as ________, while Aa or Bb would be ___________.
A. recessive… dominant
B. dominant… recessive
C. heterozygous… homozygous
D. homozygous… heterozygous
_______ 3. When setting up a Punnett square, what information goes on the outside?
A. Parent genotype
B. Offspring genotype
C. Parent phenotypes
D. Offspring phenotypes
_______ 4. A group of 3 nucleotides that is read by a ribosome is referred to as…
A. tRNA molecule
B. enzyme
C. codon
D. isomer
_______ 5. A man who is colorblind mates with a woman that is a carrier for colorblindness. What is the probability that they
will have a colorblind child
A. 25%
B. 50%
C. 75%
D. 33%
_______ 6. Different versions of the same trait are referred to as
A. somatic cells
B. flavors
C. alleles
D. gametes
Name:___________________ Date:_______________________
_______ 7. AATTGCACTTGC would be what type of mutation?
A. frameshift
B. insertion
C. deletion
D. substitution
_______ 8. In a flowering plant species, red flower color is dominant over white flower color. What is the genotype of any
red-flowering plant resulting from this species?
A. Red and white alleles present on one chromosome.
B. Red and white alleles present on two chromosomes.
C. A red allele present on both homologous chromosomes.
D. A red allele present on at least one of two homologous chromosomes.
_______ 9. Use the Diagram to answer the question below
Blood Types
Genotypes
Phenotypes
IAIA , IAi
A
IBIB , IBi
B
IAIB
AB
ii
O
Blood type is inherited through multiple alleles, including IA, IB, and i. A child has type A blood. If the father has type AB blood,
what are all the possible phenotypes of the mother?
A. phenotypes O or A
B. phenotypes A or AB
C. phenotypes A, B, AB
D. phenotypes O, A, B, AB
_______ 10. Which process helps to preserve the genetic information stored in DNA during DNA replication?
A. The replacement of nitrogen base thymine with uracil.
B. Enzymes quickly linking nitrogen bases with hydrogen bonds.
C. The synthesis of unique sugar and phosphate molecules for each nucleotide
D. Nucleotides lining up along the template strand according to base pairing rules.
_______ 11. A genetic mutation resulted in a change in the sequence of amino acids of a protein, but the function of the
protein was not changed. Which statement best describes the genetic mutation?
A. It was a silent mutation that caused a change in the DNA of the organism.
B. It was a silent mutation that caused a change in the phenotype of the organism
C. It was a nonsense mutation that caused a change in the DNA of the organism.
D. It was a nonsense mutation that caused a change in the phenotype of the organism.
_______ 12. Genetic engineering has led to genetically modified plants that resist insect pests and bacterial and fungal
Name:___________________ Date:_______________________
infections. Which outcome would most likely be a reason why some scientists recommend caution in planting genetically
modified plants?
A. unplanned ecosystem interactions
B. reduced pesticide and herbicide use
C. improved agricultural yield and profit
D. increased genetic variation and diversity
Extended response.
13. Summarize Central Dogma. Include a brief description of each step and where they occur.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
14. Frameshift, Insertion, Deletion, and Substitution are all examples of mutations. Draw each one in the space below.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
15. If a person has a mutation in their body cells is possible for that individual to pass the mutation to their offspring? Example
why or why not.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Name:___________________ Date:_______________________
Answer Key
1. D
2. D
3. A
4. C
5. B
6. C
7.D
8. D
9. D
10. D
11. A
12. A
Student: ___________________________ Period: __________ Date: _____________
Topic: EVOLUTION AND POPULATION GENETICS
KEY VOCABULARY AND
MAIN IDEAS
ADAPT
Corresponding Details
To make (something) suitable for a new use or purpose; modify. For an organism, for its
phenotype to change to be better suited for the environment it lives in
ALLELE FREQUENCY
The measure of the relative frequency of an allele at a genetic locus in a population;
expressed as a proportion or percentage.
ANALOGOUS
STRUCTURE
A physical structure, present in multiple species, that is similar in function but different in
form and inheritance.
ANATOMICAL -
Pertaining to anatomy or to the structure of the organism.
COMPETITION
When individuals or groups of organisms compete for similar resources such as territory,
mates, water, and food in the same environment.
CONVERGENT
EVOLUTION
Process by which unrelated organisms independently evolve similarities when adapting to
similar environments.
DIRECTIONAL
SELECTION
Form of natural selection in which the entire curve moves; occurs when individuals at one
end of a distribution curve have higher fitness than individuals in the middle or at the
other end of the curve.
DIVERSIFYING/DISRUPTIVE SELECTION
Form of natural selection in which a single curve splits into two; occurs when individuals
at the upper and lower ends of a distribution curve have higher fitness than individuals
near the middle.
EMBRYOLOGY
The branch of zoology studying the early development of living things.
EVOLUTION
A process in which new species develop from preexisting species (biological evolution or
macroevolution); a change in the allele frequencies of a population of organisms from
generation to generation (genetic evolution or microevolution).
EXTINCTION
A term that typically describes a species that no longer has any known living individuals.
FITNESS
Ability of an organism to survive and reproduce in its environment.
FOSSIL RECORD
Information about past life, including the structure of organisms, what they ate, what ate
them, in what environment they lived, and the order in which they lived.
FOSSILS
The preserved remains or traces of organisms that once lived on Earth.
FOUNDER EFFECT
A decrease in genetic variation caused by the formation of a new population by a small
number of individuals from a larger population.
GEOGRAPHIC
ISOLATION
Form of reproductive isolation in which two populations are separated physically by
geographic barriers such as rivers, mountains, or stretches of water.
GENETIC DRIFT
Random changes in the frequency of an allele, usually in small populations.
GENOTYPE
The genetic makeup of an organism or group of organisms with reference to a single trait,
set of traits, or an entire complex of traits; the sum total of genes transmitted from
parent to offspring.
GRADUALISM
A proposed explanation in evolutionary biology stating that new species arise from the
result of slight modifications (mutations and resulting phenotypic changes) over many
generations.
Student: ___________________________ Period: __________ Date: _____________
HYPOTHESIS
A proposition, or set of propositions, set forth as an explanation for the occurrence of
some specified group of phenomena, either asserted to guide investigation (working
hypothesis)or accepted as highly probable in the light of established facts.
INFERENCE
The process of deriving the strict logical consequences of assumed premises; a
proposition reached by a process of inference.
ISOLATING
MECHANISMS
Features of behaviors, morphology, or genetics which serve to prevent mating or
breeding between two different species (e.g., temporal isolation, in which individuals are
active at different times of the day, seasons, or mating periods; ecological isolation, in
which individuals only mate in their specific habitat; behavioral isolation, when there are
no sexual cues between representatives of the species; mechanical isolation, when there
is no sperm transfer during an attempted mating; and gametic incompatibility, when
there is sperm transfer without fertilization occurring). If mating can take place, there are
four factors that prevent hybrid viability: zygotic mortality (fertilization but no zygote),
hybrid inviability (embryo is not viable), hybrid sterility (resulting adult is sterile), and
hybrid breakdown (first generation is viable but future generations are not).
LAW (SCIENTIFIC)
A statement based on repeated experimental observations that describes some aspect of
the natural world. A scientific law always applies under the same conditions, and implies
that there is a causal relationship involving its elements.
MECHANISM
The combination of components and processes that serve a common function.
MIGRATION
The permanent movement of genes into or out of a population resulting in a change in
allele frequencies.
MUTATION
A change in a sequence of DNA.
NATURAL SELECTION
A process in nature in which organisms possessing certain inherited traits are better able
to survive and reproduce compared to others of their species.
An act or instance of viewing or noting a fact or occurrence for some scientific or other
special purpose.
The observable composition (“physical features”) of an organism resulting from the
interaction of the genotype and the environment.
OBSERVATION
PHENOTYPE
POPULATION
All the individuals of one species in a given area.
PREDICTION
(SCIENTIFIC)
A rigorous, often quantitative, statement, forecasting what will happen under specific
conditions.
PRINCIPLE (SCIENTIFIC)
A fundamental, primary, or general law or truth from which others are derived.
PUNCTUATED
EQUILIBRIUM
A proposed explanation in evolutionary biology stating that species are generally stable
over long periods of time. Occasionally there are rapid changes that affect some species
which can quickly result in a new species.
REPRODUCTIVE
ISOLATION
Separation of species or populations so that they cannot interbreed and produce fertile
offspring.
SELECTIVE BREEDING
The process of breeding organisms that results on offspring with desired genetic traits.
SPECIATION
A process typically caused by the genetic isolation from a main population resulting in a
new genetically distinct species.
SPECIES
The lowest taxonomic level of biological classification consisting of organisms capable of
reproduction that results in fertile offspring.
Student: ___________________________ Period: __________ Date: _____________
STABILIZING
SELECTION
TEMPORAL ISOLATION
THEORY (SCIENTIFIC)
Form of natural selection by which the center of the curve remains in its current position;
occurs when individuals near the center of a distribution curve have higher fitness than
individuals at either end.
Form of reproductive isolation in which individuals are active at different times of the day,
seasons, or mating periods
An explanation of observable phenomena based on available empirical data and guided
by a system of logic that includes scientific laws; it provides a system of assumptions,
accepted principles, and rules of procedure devised to analyze, predict, or otherwise
explain the nature or behavior of a specific set of phenomena.
UNIVERSAL GENETIC
CODE
The set of rules by which information encoded in genetic material is translated into
proteins by living cells. Nearly universal with few minor variations, it suggests that a single
evolutionary history underlies the origin of the genetic code.
VARIATION
A difference or deviation (in a trait.) It provides the raw material upon with natural
selection works.
VESTIGIAL STRUCTURE
A physical characteristic in organisms that appears to have lost its original function as a
species has changed over time.
Summary and Connections to Life: (How does natural selection impact allele frequencies of a population? How
may genetic mutations result in genotypic and phenotypic variations within a population?)
Student: ___________________________ Period: __________ Date: _____________
Student: ___________________________ Period: __________ Date: _____________
PRACTICE QUESTIONS IN PREPARATION FOR KEYSTONE EXAM
TOPIC: EVOLUTION AND POPULATION GENETICS
_______ 1. In relation to natural selection, evolution is the:
A. Process
B. Outcome
SCORE _____/15 = _____%
C. Mechanism
D. Purpose
_______ 2. What information do fossils provide about the history of organisms on Earth?
A. Organisms have stayed exactly the same since the Earth was formed.
B. Organisms on Earth have not evolved or changed during the last 200 years.
C. Fossils do not provide any information about the history of organisms on Earth.
D. Organisms on Earth have evolved and changed significantly over time.
________3. All of the following are well-matched examples of evidence for evolution EXCEPT:
A. All organisms have DNA built from the same nucleotides (A,T,G,C): universal genetic code
B. The hemoglobin in blood of humans and chimpanzees is remarkably similar: embryological
C. Vestigial structures remain, but no longer serve any apparent function: comparative anatomy
D. A seal’s flipper and the similar bat’s wing are homologous structures: comparative anatomy
________4. Which one of the following statements is accurate?
A. Natural selection works on variation already present in a population.
B. Natural selection works on non-heritable traits in a population.
C. Individuals evolve through natural selection.
D. Organisms evolve structures that they need.
________ 5. Which of the following factors is most likely to contribute to gene flow:
A. Random mating
B. Migration
C. Mutation D. Genetic drift
________ 6. A scientist measures the circumference of acorns in a population of oak trees and discovers that
the most common circumference is 2 cm. What you expect the most common circumference to
be after 10 generations of stabilizing selection?
A. 2cm
B. Greater than 2cm or less than 2 cm
C. Greater than 2 cm and less than 2 cm
D. Not able to be determined from information given
________7. The graphs to the right illustrate change in a lizard
population over time. Which process most likely led to the
change in the lizard population?
A. natural selection acting on a harmful trait
B. natural selection acting on a beneficial trait
C. natural selection acting on a dominant trait
D. natural selection acting on a recessive trait
________8. In North America, the eastern spotted skunk mates in late winter, and the western spotted skunk mates
in late summer. Even though their geographic ranges overlap, the species do not mate with each other.
Which type of isolation most likely prevents these two species from interbreeding?
A. habitat B. gametic/zygotic C. geographic D. temporal/reproductive isolation
Student: ___________________________ Period: __________ Date: _____________
________9. Two continental plates collide and begin to build up a mountain range. Gradually, a species of lizards
becomes separated by the mountain range. The members on one side can no longer interact with
members on the other side. Due to their separation, the two populations of lizards will likely
A. evolve in exactly the same manner and remain as one species.
B. become extinct within one year.
C. evolve into separate species over millions of years.
D. begin hunting one another for food.
_______10. According to the theory of natural selection, which of the following organisms is most likely to survive
in the given environments?
A. a rabbit with short, brown fur in a cold, snowy, arctic environment
B. a large, leafy plant with shallow roots in a hot and dry desert biome
C. a bird with a short beak in an area where insects live deep within the ground
D. a lizard that exhibits the same coloration as its surrounding plant life
________ 11. Over time, as a result of natural selection, the amount (or frequency) of favorable alleles in the gene
pool is expected to ___________. The following graphs demonstrate that the __________ genotype
were most successful.
A. Increase……Aa
B. Decrease……Aa and AA
C. Remain stable……Aa and aa
D. Increase……aa and AA
aa
Aa
AA
aa
Aa
AA
aa
Aa
AA
_______ 12. Shortly before Charles Darwin developed natural selection as a means to explain to evolution,
Jean Baptiste Lamarck proposed the idea of “use and disuse” or “acquired traits” as an explanation for
evolution. Lamarck’s explanation is not widely supported by scientific evidence.
Which statement below represents the greatest flaw in Lamarck’s explanation for evolution?
A. It includes the possibility of variation in a population and competition for resources.
B. It implies that the population does the evolving because of an environmental pressure.
C. It implies that the individual organism evolves because it is needed and passes on any characteristic
it acquired to its offspring It requires that some environmental pressure act on the population.
D. All of these.
Student: ___________________________ Period: __________ Date: _____________
Extended response.
The gene Cytochrome c oxidase (Complex
IV) is in the genome of many organisms. A
comparison of the number of base
differences between the Complex IV gene
in a human and that of six other animals
is shown.
Sequence Difference Between Cytochrome c oxidase (Complex IV)
Genes in Some Animals
Animal
Number of Base Differences from a Human
Human
0
Pig
13
Duck
17
Snake
20
Tuna
31
Moth
36
Yeast
66
13. Based on the data, describe possible evolutionary relationships among humans, ducks, and snakes.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
14. Describe how organisms as different as yeast and humans having a common gene such as Complex IV supports
the theory of evolution.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
15. Interpret the cladogram below.
Part A: Which two of the organisms shown share an ancestor closest to the present time?
________________________________________________________________________________________________
________________________________________________________________________________________________
Part B: Provide a list of similarities between humans and chimpanzees. _____________________________________
________________________________________________________________________________________________
Part C: Which characteristic should appear earliest in the fossil record? _____________________________________
________________________________________________________________________________________________
Student: ___________________________ Period: __________ Date: _____________
Answer Key: EVOLUTION AND POPULATION GENETICS Review Packet
1. B
9. C
13. Based on the number of base differences in the cytochrome oxidase
2. D
10. D
gene, humans share a more recent closest ancestor with ducks (only
3. B
11. D
17 differences) than with snakes (20 differences).
4. A
12. C
14. Humans having a common gene with something as simple as yeast
5. B
provide evidence for evolution at the molecular level; DNA of a
6. A
common ancestor provided the same information retained in both the
7. B
yeast species as well as the human.
8. D
15. Part A: The chimpanzee and the human share the most recent
common ancestor.
Part B: The chimp and the human both have: a backbone, lungs,
claws or nails, fur, mammary glands, and an opposable thumb.
Part C: Of those listed in the cladogram, a backbone is the
characteristic which should occur earliest in the fossil record.
Student: ___________________________ Period: __________ Date: _____________
Topic: Ecology
KEY VOCABULARY AND
MAIN IDEAS
ABIOTIC
Corresponding Details
AGRICULTURE
The prefix agri means field and culture refers to grow or cultivate. Therefore, a field to
grow or cultivate.
AQUATIC
The living, consisting or relationship to water. Examples include aquatic plants or animals.
AUTOTROPH
Organism that converts sunlight energy into stored chemical energy
BIOCHEMICAL
CONVERSION
The conversion of organic materials such as plant waste made into useable products or
energy sources by biological processes.
BIOENERGETICS
The study of the flow and transformation of energy in and between living organisms and
their environment.
BIOGEOCHEMICALCYCLE
The movement of a chemical through the biological and geological, or living and nonliving,
parts of an ecosystem.
BIOME
A major regional biotic community dominated by forms of plant life and prevailing
climate.
BIOSPHERE
All organisms and the part of the Earth where they exist.
BIOTIC
A term that describes a living, or once living thing, in an ecosystem
COMMENSALISM
Symbiotic relationship in which one species benefits an the other is neither harmed or
benefited
COMMUNITY
Collection of several interacting populations that inhabit a common environment
DECOMPOSER
Detritivore that breaks down organic matter into simpler compounds, returning nutrients
back into an ecosystem.
ENDEMIC SPECIES
A regional population of species that are found in the same area.
ECOLOGICAL
CONSUMER
The interaction of organisms obtaining energy and nutrients from other organisms and its
surroundings.
ECOLOGICAL
PRODUCER
The interaction of organisms making energy and nutrients for other organisms within its
surroundings.
ECOLOGY
The study of the interactions among living things and its surroundings.
ECOSYSTEM
The system composed of living organisms and non-living components of the environment.
ENVIRONMENT
The total surrounding the organism or group of organisms.
ENERGY PYRAMID
A diagram that compares energy used by producers, primary consumers, and other
trophic levels.
Non-living factor in an ecosystem, such as moisture, temperature, wind, sunlight, soil and
minerals
Student: ___________________________ Period: __________ Date: _____________
ENERGY
TRANSFORMATION
The state of changing energy.
FOOD CHAIN
A model that links organisms by their feeding relationships.
FOOD WEB
A model that shows the complex network of feeding relationships within an ecosystem.
HABITAT
The combined biotic and abiotic factors found in the area where an organism lives.
HETEROTROPH
An Organism that are unable to synthesize its own food
LIMITING FACTOR
The environmental factor that limits the growth and size of a population of organisms in
an ecosystem.
MUTUALISM
A symbiotic relationship in which both species benefit
NICHE
The interrelationship of a species that includes all of its abiotic and biotic components
NONNATIVE SPECIES
A species living in an area where it did not originate.
PARASITISM
Symbiotic relationship where one organism benefits at the expense of another species
POPULATION
A group of individuals of the same species occupying a given area at the same time.
SCAVENGER
Organisms that feeds on Organisms that are deceased
SPECIES
A group of organisms so similar to one another that they can breed and produce fertile
offspring.
SUCCESSION
A sequence of biotic changes that regenerate a damaged community or start a
community in a previously uninhabited area.
SYMBIOTIC
RELATIONSHIP
The ecological relationship between members of at least two different species that live in
direct contact with one another.
TERRESTRIAL
An organism that lives on land.
TROPHIC LEVEL
A level of nourishment in a food chain.
Summary and Connections to Ecology (What are the levels and the relationship of the organization of nature? How
do the members acquire energy to exist in nature? )
Student: ___________________________ Period: __________ Date: _____________
Ecology Review Part 1
Directions: Use the vocabulary above to complete the crossword below
Student: ___________________________ Period: __________ Date: _____________
Across
4. Permanent, close association between two or more organisms of
different species.
9. Organisms, such as fungi, that break down and absorb nutrients
from dead organisms.
11. Interactions among populations in a community; the community's
physical surrounding, or abiotic factors.
14. Organisms that cannot make their own food and must feed on
other organisms for energy and nutrients.
17. Nonliving parts of an organism's environment; temperature, light,
and soil are examples.
19. Role and position a species has in its environment; includes all
biotic and abiotic interactions as an animal meets its need for survival
and production.
Down
1. All living organisms that inhabit an environment.
2. Symbiotic relationship in which one organism benefits at the
expense of the other species.
3. A symbiotic relationship in which both species benefit.
5. Animals that feed on animals that have already died.
6. Simple model that shows how matter and energy move through an
ecosystem; can consist of three steps, but must have no more than
five steps.
7. Organism that used energy from the sun or energy stored in
chemical compounds to manufacture their own nutrients.
8. Model that expresses all the possible feeding relationships at each
trophic level in a community.
10. Symbiotic relationship in which one species benefits and the other
species is neither harmed nor benefited.
12. Group of organisms of one species that interbreed and live in the
same place at the same time.
13. Organism in a food chain that represents a feeding step in the
passage of energy and materials through an ecosystem.
15. Scientific study of interactions among organisms and their
environment.
16. Portion of Earth that supports life; extends from the atmosphere
to the bottom of the oceans.
18. Collection of several interacting populations that inhabit a common
environment.
Student: ___________________________ Period: __________ Date: _____________
Ecology Review Part 2
Directions: Choose the best answer below
1. A group of students measured a ten-square-meter section of a pond ecosystem and recorded observations. Which
statement is a testable hypothesis?
A. The frogs living in the pond represent a population.
B. Water is an abiotic component in the pond ecosystem.
C. If the fish are given more food, then they will be happier.
D. If the frogs are startled, then they will jump into the water.
Use the list below to answer the question.
Observations
- two grey wolves
- five moose
- large granite rock
- shallow pond
- several species of conifer trees
2. A student wrote several observations in a field notebook. Which term best classifies all of the student’s
observations?
A. population
B. Food Chain
C. Ecosystem
D. Community
3. Agricultural runoff can carry fertilizers into lakes and streams. This runoff can cause algae populations to greatly
increase. Which effect does this change in the algae population sizes most likely have on affected lakes and
streams?
A. an increase in water level
B. an increase in water clarity
C. a reduction in dissolved oxygen needed by fish and shellfish
D. a reduction in temperature variations near the water’s surface
4. A farmer observed that an increase in a field’s soil nitrogen content was followed by an increase in producer
productivity. What does this observation most likely indicate about the relationship between nitrogen and the
producers in the field?
A. Nitrogen was a biotic factor.
B. Nitrogen was a limiting factor.
C. Nitrogen became a surplus resource.
D. Nitrogen became a selection pressure.
Organisms interact with each other in several ways.
5. What interaction is shown between the lion and the zebra in the picture above?
a. predator/prey
b. parasite/host
c. consumer/decomposer
d. consumer/producer
Student: ___________________________ Period: __________ Date: _____________
The Mute Swan is a species of bird with an orange-reddish bill and white feathers. It is naturally found in Europe and Asia
but can sometimes be found in the United States as a result of the importation of these non-native birds.
6. Mute Swans are one of the heaviest flying birds and consume up to 8 pounds of vegetation each day. How will the
migration of Mute Swans into an area most likely affect the birds native to that area?
a. The native birds and the Mute Swans will coexist peacefully together.
b. The native birds will immediately migrate to another area.
c. The native birds will decrease in number because there is not enough food for all the birds.
d. The native birds will adapt to consume less food or different types of food.
7. Barnacles create home sites by attaching themselves to whales. This relationship neither harms nor benefits the
whale. This relationship benefits the barnacles. What kind of symbiosis does this relationship represent?
a. Parasitism
c. mutualism
b. predator/prey
d. commensalism
7. The diagram suggests that
a. energy flows from secondary consumers to primary
consumers in an ecosystem.
b. tertiary consumers are the ultimate source of energy in an
ecosystem.
c. there are more tertiary consumers than producers in an
energy pyramid.
d. producers are the foundation of all energy pyramids.
Lake Erie has suffered long term pollution problems. While the situation is improving for this Great Lake, there are still
areas of concern. The table below shows an advisory from the early 1990s for eating fish taken from Lake Erie that may
contain PCBs.
Recommended Restrictions for Eating Selected Sport Fish (PCB Advisory)
Fish Species
Carp under 20 inches
Carp 20+ inches
Channel Catfish
Freshwater Drum
Lake Trout
Largemouth Bass
Lake Erie
3
4
4
2
4
1
Ashtabula River
4
4
4
2
4
3
Maumee River Ottawa River
3
5
3
5
5
5
2
5
4
5
2
5
Key
1 = No Restriction 3 = One Meal per Month 5 = Do Not Eat!
2 = One Meal per Week 4 = Six Meals per Year
8. Which Lake Erie tributary is probably most contaminated with PCBs?
a. Portage River
b. Ottawa River
c. Maumee River
d. Ashtabula River
Portage River
3
3
3
2
4
2
Student: ___________________________ Period: __________ Date: _____________
Many natural ecosystems have been destroyed by human activity. To better manage our remaining natural ecosystems,
we must first understand how the ecosystems are structured. One way to do this is to determine how the organisms in
the ecosystem obtain the matter and energy they need to survive. The figure below shows a simplified food web.
9. Often, organisms compete with each other for a food source. Which of the following pairs of organisms compete
with each other for food?
a. mice and rabbits
b. squirrels and owls
c. rabbits and green plants
d. mice and owls
10. A herd of zebra eating grass includes groups of organisms from
different species. These groups best exemplify
a. a biome interaction.
b. a community interaction.
c. an ecosystem interaction.
d. a population interaction.
11. The Earth's carbon cycle consists of the flow, cycling, and recycling of all of the carbon on the Earth. Every living
organism's composition includes the element carbon. How does carbon become part of living organisms?
a. Producers take in carbon directly from the soil through their roots, and consumers eat the producers.
b. Producers take in carbon dioxide from the air, and consumers eat the producers.
c. Carbon is a part of sunlight and enters through the skins of all organisms.
d. Consumers take in carbon dioxide from the air, and producers eat the consumers.
PLEASE FLIP THE PAGE FOR THE OPEN ENDED QUESITONS
Student: ___________________________ Period: __________ Date: _____________
Open-ended Question:
Use the graph below to answer the question.
12. Isle Royale is located in Lake Superior. Isle Royale is home to populations of wolves and moose. The interactions
between the wolves and moose, as well as the individual population sizes, have been studied since 1958. The graph
shows the population sizes over time for both wolves and moose.
Part A: Describe one limiting factor for the moose population.
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Part B: Explain one likely reason why the wolf population rapidly increased between 1975 and 1980.
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Part C: Predict what will happen to the moose population’s size after 1994 by describing the shape of the curve.
In your answer, be sure to explain the reasoning behind your prediction.
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