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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: ______________________ 1 2 3 4 5 6 7 8 9 10 11 12 13 www.CrosswordWeaver.com 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. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 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. AATTGCACTTGC 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. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Part B: Explain one likely reason why the wolf population rapidly increased between 1975 and 1980. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ _________________________________________________ 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. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ________________________________________________________