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Table of Contents
California Biology/Life Sciences Content Standards . . . . CA2–CA12
California Content Standards to Biology: The Dynamics of Life . . . . . . CA2–CA9
Biology: The Dynamics of Life to California Content Standards . . . . CA10–CA12
How to Master the Content Standards . . . . . . . . . . . . . CA14–CA15
Standards Practice Countdown . . . . . . . . . . . . . . . . . . . CA16–CA31
Big Sur, California
CA1
The table below will help you review the content covered in the California Biology/Life Sciences Content Standards. For each standard, the table shows
the pages where the content can be found.
*indicates standards that students have the opportunity to learn but are not assessed
Standard
Text of Standard
Biology: The Dynamics of Life
Student Edition Pages
Cell Biology The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized
areas of the organism’s cells. As a basis for understanding this concept:
CA2
1a
Students know cells are enclosed within semipermeable membranes that regulate their
interaction with their surroundings.
160, 175–179, 191–193, 194–200, 217–219
1b
Students know that enzymes are proteins that
catalyze biochemical reactions without altering
the reaction equilibrium and the activities of
enzymes depend on the temperature, ionic
conditions, and the pH of the surroundings.
161–163, 164–165, 168–169
1c
Students know how prokaryotic cells, eukaryotic
cells (including those from plants and animals),
and viruses differ in complexity and general
structure
173–174, 186–187, 191–192, 245, 476–477,
484–487, 495, 499–501
1d
Students know the central dogma of molecular
biology outlines flow of information from transcription of ribonucleic acid (RNA) in the nucleus
to translation of proteins on ribosomes in the
cytoplasm.
181, 288–295, 191, 302–303, 307
1e
Students know the role of endoplasmic reticulum and Golgi apparatus in the secretion of
proteins
181–183, 187, 191–193
1f
Students know usable energy is captured from
sunlight by chloroplasts and is stored through
the synthesis of sugar from carbon dioxide.
184, 187, 191, 225–230, 237, 240, 241–243
1g
Students know the role of the mitochondria in
making stored chemical-bond energy available
to cells by completing the breakdown of glucose to carbon dioxide.
185, 187, 191–193, 231–237, 241–243
1h
Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells
and organisms are synthesized from a small
collection of simple precursors.
158–163, 168
1i*
Students know how chemiosmotic gradients in
the mitochondria and chloropast store energy
for ATP production.
226–234, 242–243
1j*
Students know how eukaryotic cells are given
shape and internal organization by a cytoskeleton or cell wall or both.
179–180, 185–187, 191–193
Standard
Biology: The Dynamics of Life
Student Edition Pages
Text of Standard
Genetics Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept:
2a
Students know meiosis is an early step in sexual
reproduction in which the pairs of chromosomes separate and segregate randomly during
cell division to produce gametes containing one
chromosome of each type.
265–269, 277–279, 361
2b
Students know only certain cells in a
multicellular organism undergo meiosis.
265
2c
Students know how random chromosome
segregation explains the probability that a
articular allele will be in a gamete.
255–262, 264–265
2d
Students know new combinations of alleles
may be generated in a zygote through the
fusion of male and female gametes
(fertilization).
265–266, 269–270, 273, 277–279, 361
2e
Students know why approximately half of an individual’s DNA sequence comes from each parent.
263–266, 277–279
2f
Students know the role of chromosomes in
determining and individual’s sex.
318, 329, 363
2g
Students know how to predict possible
combinations of alleles in a zygote from the
genetic makeup of the parents.
256–262, 274–275, 278–279, 365
A multicellular organism develops from a single zygote, and its phenotype
depends on its genotype, which is established at fertilization. As a basis
for understanding this concept:
258–259, 262, 274–275, 277–279,
309–314, 329
3a
Students know how to predict the probable
outcome of phenotypes in a genetic cross from
the genotypes of the parents and mode of
inheritance (autosomal or X-linked, dominant
or recessive).
256–262, 274–275, 278–279, 311–320,
322, 326–327, 329, 333–335, 339–340,
357–359, 363–364
3b
Students know the genetic basis for Mendel’s
laws of segregation and independent assortment.
257, 260, 273, 277
3c*
Students know how to predict the probable
mode of inheritance from a pedigree diagram
showing phenotypes.
310–314, 332–335
3d*
Students know how to use data on frequency
of recombination at meiosis to estimate genetic
distances between loci and to interpret genetic
maps of chromosomes.
272–273, 349–350
CA3
Standard
Text of Standard
Genes are a set of instructions encoded in the DNA sequence of each
organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept:
291–295, 296–301, 305–307, 362
4a
Students know the general pathway by which
ribosomes synthesize proteins, using tRNAs to
translate genetic information in mRNA.
289–290, 292–295, 305, 362
4b
Students know how to apply the genetic coding
rules to predict the sequence of amino acids
from a sequence of codons in RNA
291–295, 305–307, 362
4c
Students know how mutations in the DNA
sequence of a gene may or may not affect the
expression of the gene or the sequence of
amino acids in an encoded protein.
296–301, 305–307
4d
Students know specialization of cells in multicellular organisms is usually due to different
patterns of gene expression rather than to differences of the genes themselves.
4e
Students know proteins can differ from one
another in the number and sequence of
amino acids
161
4f*
Students know why proteins having different
amino acid sequences typically have different
shapes and chemical properties.
161
The genetic composition of cells can be altered by incorporation of
exogenous DNA into the cells. As a basis for understanding this concept:
CA4
Biology: The Dynamics of Life
Student Edition Pages
343–345, 347, 348, 352, 353, 356–357,
358–359
5a
Students know the general structures and
functions of DNA, RNA, and protein
160–161, 163, 282–284, 287–290, 306–307,
361, 364, 365
5b
Students know how to apply base-pairing rules
to explain precise copying of DNA during semiconservative replication and transcription of
information from DNA into mRNA.
284–287, 290, 293, 295, 302–303, 305–307,
362
5c
Students know how genetic engineering
(biotechnology) is used to produce novel
biomedical and agricultural products.
345, 347, 348, 352, 356, 358, 1018
5d*
Students know how basic DNA technology
(restriction digestion by endonucleases, gel
electrophoresis, ligation, and transformation) is
used to construct recombinant DNA molecules.
341–348, 354–355, 357–359, 363–365
Standard
5e*
Text of Standard
Students know how exogenous DNA can be
inserted into bacterial cells to alter their genetic
makeup and support expression of new protein
products.
Biology: The Dynamics of Life
Student Edition Pages
342–344, 357–359, 363–365
Ecology Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept:
6a
Students know biodiversity is the sum total of
different kinds of organisms and is affected by
alterations of habitats.
111, 116–120, 129–131, 135, 136
6b
Students know how to analyze changes in an
ecosystem resulting from changes in climate,
human activity, introduction of nonnative
species, or changes in population size.
35–45, 60, 84–85, 116–120, 129–131
6c
Students know how fluctuations in population
size in an ecosystem are determined by the
relative rates of birth, immigration, emigration,
and death.
58–59, 92–99, 107
6d
Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen
cycles through photosynthesis and respiration.
52–57, 61–63, 72, 113, 237
6e
Students know a vital part of an ecosystem is
the stability of its producers and decomposers
46–47, 61–63
6f
Students know at each link in a food web some
energy is stored in newly made structures but
much energy is dissipated into the environment
as heat. This dissipation may be represented in
an energy pyramid.
49–52, 57, 62–63
6g*
Students know how to distinguish between the
accommodation of an individual organism to its
environment and the gradual adaptation of a
lineage of organisms through genetic change
397–399
Evolution The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable
over time. As a basis for understanding this concept:
7a
Students know why natural selection acts on
the phenotype rather than the genotype of an
organism.
404–405
7b
Students know why alleles that are lethal in a
homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.
311–313, 323–324, 326–327, 334–335
CA5
Standard
Text of Standard
7c
Students know new mutations are constantly
being generated in a gene pool.
296–301, 406
7d
Students know variation within a species
increases the likelihood that at least some
members of a species will survive under
changed environmental conditions.
269–270, 407–409
7e*
Students know the conditions for HardyWeinberg equilibrium in a population and why
these conditions are not likely to appear in
nature.
416
7f*
Students know how to solve the HardyWeinberg equation to predict the frequency of
genotypes in a population, given the frequency
of phenotypes.
416
The genetic composition of cells can be altered by incorporation of
exogenous DNA into the cells. As a basis for understanding this concept:
CA6
Biology: The Dynamics of Life
Student Edition Pages
378, 379, 397, 407–413, 417–419
8a
Students know how natural selection determines the differential survival of groups of
organisms.
395–396, 407–413, 417, 468
8b
Students know a great diversity of species
increases the chance that at least some organisms survive major changes in the environment.
113–114, 404–413, 417
8c
Students know the effects of genetic drift on the
diversity of organisms in a population.
406
8d
Students know reproductive or geographic
isolation affects speciation.
409–410, 417, 419
8e
Students know how to analyze fossil evidence
with regard to biological diversity, episodic
speciation, and mass extinction.
375–379, 400
8f*
Students know how to use comparative embryology, DNA or protein sequence comparisons,
and other independent sources of data to
create a branching diagram (cladogram) that
shows probable evolutionary relationships.
402–403, 418, 452–453
8g*
Students know how several independent molecular clocks, calibrated against each other and
combined with evidence from the fossil record,
can help to estimate how long ago various
groups of organisms diverged evolutionarily
from one another.
372–375, 379, 386–387, 391, 462
Standard
Text of Standard
Biology: The Dynamics of Life
Student Edition Pages
Physiology As a result of the coordinated structures and functions of organ systems, the internal environment of the human body
remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept:
9a
Students know how the complementary activity
of major body systems provides cells with oxygen and nutrients and removes toxic waste
products such as carbon dioxide.
972–973, 974, 976, 987
9b
Students know how the nervous system mediates communication between different parts of
the body and the body’s interactions with the
environment.
944–955, 967–969
9c
Students know how feedback loops in the nervous and endocrine systems regulate conditions
in the body
929–935, 939–941, 946–950, 967–969,
1019–1021
9d
Students know the functions of the nervous
system and the role of neurons in transmitting
electrochemical impulses.
943–948, 950, 951–955, 967–969
9e
Students know the roles of sensory neurons,
interneurons, and motor neurons in sensation,
thought, and response.
943, 948–950, 968–969
9f*
Students know the individual functions and
sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach
acid, and bile salts.
918, 920–922, 940–941
9g*
Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and
the role of the liver in blood detoxification and
glucose balance.
932, 985–987, 991, 1051, 1054
9h*
Students know the cellular and molecular basis
of muscle contraction, including the roles of
actin, myosin, Ca+2, and ATP.
907–909, 914–915
9i*
Students know how hormones (including digestive, reproductive, osmoregulatory) provide
internal feedback mechanisms for homeostasis
at the cellular level and in whole organisms.
929–935, 939–941, 998–1004, 1019–1021
Organisms have a variety of mechanisms to combat disease. As a basis
for understanding the human immune response:
10a
Students know the role of the skin in providing
nonspecific defenses against infection.
897, 898, 913, 1031–1041, 1045–1047
1039–1040, 1046–1047
CA7
Biology: The Dynamics of Life
Student Edition Pages
Standard
Text of Standard
10b
Students know the role of antibodies in the
body’s response to infection.
897, 913, 1031
10c
Students know how vaccination protects an
individual from infectious diseases.
1037–1038, 1045–1047
10d
Students know there are important differences
between bacteria and viruses with respect to
their requirements for growth and replication,
the body’s primary defenses against bacterial
and viral infections, and effective treatments of
these infections.
476–481, 483, 489–493, 496–498, 499–501,
1029–1030, 1037–1041, 1045
10e
Students know why an individual with a
compromised immune system (for example,
a person with AIDS) may be unable to fight off
and survive infections by microorganisms that
are usually benign.
1040–1041
10f*
Students know the roles of phagocytes,
B-lymphocytes, and T-lymphocytes in the
immune system.
1032–1034, 1036–1038, 1041, 1046–1047
Investigation and Experimentation Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should
develop their own questions and perform investigations.
Students will:
CA8
11a
Select and use appropriate tools and technology
(such as computer-linked probes, spreadsheets,
and graphing calculators) to perform tests, collect data, analyze relationships, and display data.
6, 25, 54, 58–59, 67, 73, 84–85, 92, 151,
164–165, 198, 214–215, 226, 236, 238–239,
274–275, 330–331, 371, 446, 496–497,
522–523, 544–545, 586, 589, 608, 634, 675,
683, 686–687, 702, 714–715, 726, 734–735,
754, 756–757, 764, 773, 776–777, 806, 830,
845, 860, 874–875, 934, 936–937, 964–965,
987, 1028, 1035
11b
Identify and communicate sources of unavoidable experimental error.
777
11c
Identify possible reasons for inconsistent
results, such as sources of error or uncontrolled conditions.
59, 85, 105, 165, 215, 331, 415, 437, 735, 965
11d
Formulate explanations by using logic and
evidence.
6, 20, 25, 36, 92, 154, 165, 175, 180
Standard
Biology: The Dynamics of Life
Student Edition Pages
Text of Standard
11e
Solve scientific problems by using quadratic
equations and simple trigonometric, exponential, and logarithmic functions.
928
11f
Distinguish between hypothesis and theory as
scientific terms.
12, 18, 27, 31
11g
Recognize the usefulness and limitations of
models and theories as scientific representations of reality.
21–22, 28–29, 190, 411–412, 416, 438,
832–833
11h
Read and interpret topographic and
geologic maps.
11i
Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena
(e.g., relative ages of rocks, locations of planets
over time, and succession of species in an
ecosystem).
48–57, 61–63, 67–69, 70–83, 84–85, 87–89,
102, 204–210, 217–219, 226–229, 231–234,
237, 266–269, 273, 374–379, 466, 592,
633–657, 661–663, 667–669, 676, 679,
686–687, 689–691, 700, 724, 736, 753–754,
805, 851, 998, 1001–1010, 1012–1015
11j
Recognize the issues of statistical variability and
the need for controlled tests.
13, 16, 23, 27, 104–105, 238–239, 262, 275,
347, 619, 627, 867, 1028
11k
Recognize the cumulative nature of scientific
evidence.
16, 154, 138–139, 172, 256–257, 281–283, 382,
394–403, 429–435, 890–891, 1024–1025
11l
Analyze situations and solve problems that
require combining and applying concepts from
more than one area of science.
11m
Investigate a science-based societal issue by
researching the literature, analyzing data, and
communicating the findings. Examples of issues
include irradiation of food, cloning of animals
by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in
California.
26, 60, 106, 166, 356, 572, 660, 688, 716, 758,
812, 836, 990, 1018, 1044
11n
Know that when an observation does not agree
with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g.,
the Piltdown Man fossil or unidentified flying
objects) and that the theory is sometimes
wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets.
276, 380–381, 388, 411–412
CA9
The table below will help you review the content covered in the California Biology/Life Sciences Content Standards. The tables show the content standards
covered in each section.
*indicates standards that students have the opportunity to learn but are not assessed
Section
1.1
1.2
1.3
2.1
2.2
3.1
3.2
4.1
4.2
5.1
5.2
6.1
6.2
6.3
7.1
7.2
7.3
8.1
8.2
8.3
9.1
9.2
9.3
10.1
10.2
11.1
11.2
11.3
12.1
12.2
12.3
13.1
13.2
13.3
14.1
14.2
15.1
15.2
CA10
What is biology?
The Methods of Biology
The Nature of Biology
Organisms and Their Environment
Nutrition and Energy Flow
Communities
Biomes
Population Dynamics
Human Population
Vanishing Species
Conservation of Biodiversity
Atoms and Their Interactions
Water and Diffusion
Life Substances
The Discovery of Cells
The Plasma Membrane
Eukaryotic Cell Structure
Cellular Transport
Cell Growth and Reproduction
Control of the Cell Cycle
The Need for Energy
Photosynthesis: Trapping the Sun’s Energy
Getting Energy to Make ATP
Mendel’s Laws of Heredity
Meiosis
DNA: The Molecule of Heredity
From DNA to Protein
Genetic Changes
Mendelian Inheritance of Human Traits
When Heredity Follows Different Rules
Complex Inheritance of Human Traits
Applied Genetics
Recombinant DNA Technology
The Human Genome
The Record of Life
The Origin of Life
Natural Selection and the Evidence for Evolution
Mechanisms of Evolution
Content Standard
Investigation and
Experimentation
Biology/Life
Sciences
1a, 1d
1a, 1d, 1f, 1j, 1k
1d, 1g, 1j
1a, 1d
1a, 1d
1a, 1i
1a, 1c, 1d, 1i
1a, 1d, 1e, 1j
6b
6d, 6e, 6f
1e, 1i
1a, 1d, 1l
1a
1d, 1k
1a, 1d, 1h, 1j, 1k;
1k
1d, 1k
1d, 1k
1a
1i
1a
1a, 1d, 1i, 1k
1j, 1k
1i
1k
1a, 1d
1j, 1m
1a, 1d, 1h, 1i
1k, 1n
1k
1a, 1g, 1n
6b, 6d, 6e
6c
6a, 6b, 6d
6a
1b 1d
1a, 1b, 1h, 4e, 4f*, 5a
1c
1a
1a, 1c, 1d, 1e, 1f, 1g, 1j*
1a
1f, 1i*
1f, 1g, 1l
2c, 2g, 3, 3a, 3b
2a, 2b, 2c, 2d, 2e, 3b, 3d*
5a, 5b
1d, 4a, 4b, 5a, 5b, 5c
4c, 7c
3a, 3c, 5c
2f, 2g, 3a, 3b
2f, 3a, 3c*, 7b
3a, 3c*, 5c
5c, 5d*, 5e*
3d*, 5c
8e, 8g
8, 8a, 8d, 8e, 8f*, 10d
2g, 7a, 7c, 7d, 8c, 8d, 8e
Section
16.1
16.2
17.1
17.2
18.1
18.2
19.1
19.2
19.3
20.1
20.2
21.1
21.2
22.1
22.2
22.3
23.1
23.2
23.3
24.1
24.2
24.3
25.1
25.2
26.1
26.2
26.3
26.4
27.1
27.2
28.1
28.2
29.1
29.2
30.1
30.2
31.1
31.2
32.1
Primate Adaptation and Evolution
Human Ancestry
Classification
The Six Kingdoms
Viruses
Archaebacteria and Eubacteria
The World of Protists
Algae: Plantlike Protists
Slime Molds, Water Molds, and Downy Mildews
What is fungus?
The Diversity of Fungi
Adapting to Life on Land
Survey of the Plant Kingdom
Nonvascular Plants
Non-Seed Vascular Plants
Seed Plants
Plant Cells and Tissues
Roots, Stems, and Leaves
Plant Responses
Life Cycles of Mosses, Ferns, and Conifers
Flowers and Flowering
The Life Cycle of a Flowering Plant
Typical Animal Characteristics
Body Plans and Adaptations
Sponges
Cnidarians
Flatworms
Roundworms
Mollusks
Segmented Worms
Characteristics of Arthropods
Diversity of Arthropods
Echinoderms
Invertebrate Chordates
Fishes
Amphibians
Reptiles
Birds
Mammal Characteristics
Content Standard
Investigation and
Experimentation
Biology/Life
Sciences
1d, 1g, 1j, 1k
1a
1a
1k, 1m
1k, 1m
8f*
8f*
1c, 10d
1c, 10d
CA11
Section
Content Standard
Investigation and
Experimentation
32.2
33.1
33.2
34.1
34.2
34.3
35.1
35.2
35.3
36.1
36.2
36.3
37.1
37.2
37.3
38.1
38.2
38.3
39.1
39.2
Diversity of Mammals
Innate Behavior
Learned Behavior
Skin: The Body’s Protection
Bones: The Body’s Support
Muscles for Locomotion
Following Digestion of a Meal
Nutrition
The Endocrine System
The Nervous System
The Senses
The Effects of Drugs
The Respiratory System
The Circulatory System
The Urinary System
Human Reproductive Systems
Development Before Birth
Birth, Growth, and Aging
The Nature of Disease
Defense Against Infectious Diseases
Biology/Life
Sciences
9c, 10a
1d
1a
9h*
9f*
1a, 1k, 1m
9c, 9i*
9b, 9c, 9d, 9e
9b, 9d, 9e
1a, 1k
1a
9a
9a
9g*
1a, 1k
10b, 10d
Orange County, CA
CA12
If you use the resources that your book provides,
you will be more successful when taking tests, and
you may even find tests less stressful!
■
■
■
■
■
■
Review all of the New Vocabulary words and
be sure you understand their definitions.
Review the notes you’ve taken on your
Foldables, in class, and in lab. Write down any
questions that you still need to have answered.
Review the Section Assessment and Skill
Review questions at the end of each section.
Study the concepts presented in the chapter by
reading the Study Guide and answering the
questions in the Chapter Assessment. Look
for the Standards Practice at the end of each
chapter and unit.
■
■
■
■
Go to bed early the night before the test. You will think
more clearly after a good night’s rest.
Relax. Most people get nervous when taking a test. It’s
natural. Just do your best.
Answer questions you are sure about first. If you do not
know the answer to a question, skip it and go back to that
question later.
Think positively. Some questions may seem hard to you,
but you may be able to figure out the answer if you read
each question carefully.
When you have answered each question, reread it to make
sure your answer makes sense.
Make sure that the number of the question on the answer
sheet matches the number of the question on which you
are working.
Golden Gate Bridge
CA13
Pages CA16-CA31 of this text include a section called
Standards Practice Countdown. Each page contains five
practice questions that are similar to those you might find
on most standardized tests. There are 16 weeks of standards
practice; you should plan to complete one page a week to
help you master the content standards.
Plan to spend a few minutes each day working on the
standards practice question for that day unless your teacher
asks you to do otherwise. These multiple-choice questions
address the California Biology/Life Sciences Content
Standards. If you have any difficulty with any question, you
can refer to the section that is referenced in parentheses
after the problem.
Your teacher can provide you with an answer sheet to
record your work and answers for each week. A printable
worksheet also is available at ca.bdol.glencoe.com. At the
end of the week, your teacher may want you to turn in the
answer sheet.
San Diego, California
CA14
Name
Date
Week ____
1.
2.
3.
4.
5.
Your textbook contains many opportunities for you to master the
California /Life Science Content Standards. Take advantage
of these so you are prepared for tests that assess these standards. A
complete list of the California Biology/Life Sciences and Investigation
& Experimentation Standards can be found on pages CA16-CA31.
Unit 2 Review
BioDigest & Standardized Test Practice
Why It’s Important
■
Everything on Earth—air, land, water, plants, and
animals—is connected. Understanding these connections
helps us keep our environment clean, healthy, and safe.
The California Content Standards
that are covered in that unit are indicated
on the Unit Opener.
California Standards
The following standards are covered in Unit 2:
Investigation and Experimentation: 1a, 1c, 1d, 1e, 1i, 1j, 1l
Biology/Life Sciences: 6a, 6b, 6c, 6d, 6e, 6f
Understanding the Photo
At the foot of the Elias Mountains in Glacier Bay Natio
Park and Preserve in Alaska, a cold, clear stream move
silently past brilliant purple dwarf fireweed and red a
yellow Indian paintbrush plants growing out of a rock
beach. The clouds are so low, it looks as if they could
the stream. Ecology is the study of the interactions of
and animals, where they live, how they survive, and
■
At the beginning of a section, the
California Content Standard
covered in that section is listed. The boldface portion indicates the specific portion
of the standard that is addressed in that
section.
Organisms and
Their Environment
California Standards Standard 6b Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction of nonnative species, or
changes in population size.
Where in the world am I?
Finding the Main Idea When you start to
study a new topic in depth, it is sometimes
difficult to see the big ideas and make
the connections that you need to make.
Learning about ecology is more than
memorizing the vocabulary. Of all the
subjects that you might study in biology, ecology makes you stand back to
h bi i
f h i di id l
new environ
The third plo
Multiple Choice
1. The basic unit of organization of living things
is a(n) ________.
A. atom
B. organism
7. Which plot is
1c A. the first pl
B. the second
C. the third p
D. there is no
C. cell
D. organ
2. Storing and periodically releasing energy
obtained from food is an example of ________.
A. evolution
C. response
B. homeostasis
D. growth
8. What could b
1d with the new
3. A hypothesis that is supported many times may
1f become a(n) ________.
A. experiment
C. theory
B. conclusion
D. observation
The assessed California standard appears n
the control
pl
California
Standards
Practice
A. The exper
B. The new p
C. The contr
Multiple Choice
D. The new p
Seeds germinated
The Effect of Temperature
on Germination
50
x
x
x
x
x
30
x
20
10
x
Experimental group
40
18. Which of the fo
1a variable?
A. kind of seeds
B. number germ
C. temperature
D. time
The Standards Practice at the end of
each chapter and unit gives you the
opportunity to benchmark your knowledge
of the California Biology/Life Sciences
Content Standards. Standards Practice
questions that assess a content standard are
indicated next to the question.
Use the drawing belo
x
x
Control group
x
0
1
2
3
4
5
Day
6
7
8
9
10
team of students measured the number of seeds
hat germinated over ten days in a control group at
19. In scientific inves
1a collect data and m
precision. A grad
cylinder is often
to measure volum
liquids accurately
CA15
1. Which cell part is analogous to the human
skeleton? (Section 7.3)
A.
B.
C.
D.
cytoskeleton
lysosomes
cilia
nucleus
2. Which is a protein that changes the rate
of a chemical reaction and is involved
in nearly all metabolic processes?
(Section 6.3)
A.
B.
C.
D.
amino acid
nucleic acid
enzyme
nucleotide
4. What is the main function of the projections that cover the HIV? (Section 18.1)
A. They protect the virus and give it its
structure.
B. They aid in respiration.
C. They help the virus invade its host.
D. They help the virus move and grow.
3. Viruses can reproduce only under which
condition? (Section 18.1)
A.
B.
C.
D.
when they are outside a living organism
when they carry out respiration
when they grow or move
when they are inside a host cell
Normal
mRNA
Protein
A U G A A G U U U G G C G C A U U G U A A
Met
Lys
Phe
Gly
Ala
Leu
Replace G with A
Mutation
mRNA
Protein
A U G A A G U U U A G C G C A U U G U A A
Met
Lys
Phe
Ser
Ala
Leu
5. What kind of mutation is shown in the
figure above? (Section 11.3)
A.
B.
C.
D.
CA16
Stop
deletion
insertion
inversion
translocation
Stop
Plankton
Fish
Bear
Bacteria of decay
1. The diagram above shows a food chain. If environmental pollution and overfishing were to
2. Which best describes the role of RNA
molecules that form in the nucleus?
(Section 11.2)
A. RNA molecules carry the code from
DNA to the ribosomes.
B. RNA molecules are responsible for the
genetic code.
C. RNA molecules attach to ribosomes.
D. RNA molecules determine how an
organism looks and acts.
4. Which organelle is most like a miniature
stomach? (Section 7.3)
A.
B.
C.
D.
centriole
chloroplast
lysosome
vacuole
decrease the number of fish in the ocean,
which of the following might occur?
(Section 2.1)
A.
B.
C.
D.
The bear population would increase.
The plankton population would increase.
The plankton population would decrease.
The bacteria population would increase.
3. What happens after ribosomes pass into
the cytoplasm? (Section 11.2)
A. They pass through the nuclear envelope.
B. They may attach to areas of endoplasmic
reticulum.
C. They replicate the DNA.
D. They sort and distribute proteins to cell
organelles.
5. Which is referred to as a cell’s “powerhouse?” (Sections 7.3, 9.3)
A.
B.
C.
D.
cytoskeleton
mitochondrion
flagellum
lysosome
CA17
N
O
HO
P
HO
O
N
C
H
O
CH2
C
H
H
C
H
C
C
H
OH
OH
NH2
C
C
Phosphate
O
CH
Nitrogen
base
Ribose
sugar
2. How many carbon atoms are in this
nucleotide? (Section 6.3)
A.
B.
C.
D.
4
5
7
9
4. When non-sister chromatids from
homologous chromosomes break and
exchange genetic material, what process
has occurred? (Section 10.2)
A.
B.
C.
D.
CA18
trisomy
nondisjunction
crossing over
sexual reproduction
1. Which describes the nitrogen base in
the nucleotide shown to the left?
(Sections 6.3, 11.1)
A.
B.
C.
D.
a branched chain
a macromolecule
a ring structure
a straight chain
3. Which stage of meiosis begins with
homologous chromosomes, each with its
two chromatids, separating and moving
to opposite ends of the cell? (Section 10.2)
A.
B.
C.
D.
anaphase I
metaphase I
prophase I
telophase I
5. What is nondisjunction? (Section 10.2)
A. failure of genes to be passed on to future
generations
B. failure of chromosomes to separate
properly during meiosis
C. A mutation most often caused by environmental factors.
D. A duplication of genes on a chromosome.
Male
S
s
S
SS
Ss
s
Ss
ss
Female
S = dominant gene
s = recessive gene
1. In a certain type of corn plant, the gene for
smooth seeds is a dominant trait (S), while
the gene for wrinkled seeds is recessive (s).
Based on the Punnett square above, what
kinds of seeds will the offspring of these two
corn plants have? (Section 10.1)
2. What is the type of cell division where
one body cell produces four gametes,
each containing half the number of
chromosomes as a parent’s body cell?
(Section 10.2)
A.
B.
C.
D.
diploid
gametes
meiosis
mitosis
4. A purebred animal with brown fur is
crossed with a purebred animal with tan
fur. The only offspring has both tan and
brown fur. What type of inheritance
pattern is involved? (Section 12.1)
A.
B.
C.
D.
codominance
incomplete dominance
polygenic inheritance
simple inheritance
A. 100 percent will be smooth, and none will be
wrinkled.
B. 50 percent will be smooth, 50 percent will be
wrinkled.
C. 75 percent will be smooth, and 25 percent
will be wrinkled.
D. 25 percent will be smooth, and 75 percent
will be wrinkled.
3. In humans, what is the role of the 23rd pair
of chromosomes? (Section 12.2)
A. It determines the sex of an individual.
B. It determines the eye and hair color of an
individual.
C. It determines male pattern baldness in an
individual.
D. It determines the blood type of an individual.
5. A plant shows incomplete dominance.
First generation offspring of a cross
between plants with white flowers and
plants with purple flowers will produce
flowers with which of the following colors? (Section 12.1)
A.
B.
C.
D.
purple
white
deep purple
light blue
CA19
1. Which correctly sequences the main steps involved in protein synthesis? (Section 11.2)
A. Free RNA nucleotides form mRNA; mRNA attaches to a ribosome; tRNA molecules pair with
mRNA codons as the mRNA slides along the ribosome; amino acids are joined by an enzyme.
B. mRNA attaches to a ribosome; tRNA molecules pair with mRNA codons as the mRNA slides along
the ribosome; amino acids are joined by an enzyme; free RNA nucleotides form mRNA.
C. tRNA molecules pair with mRNA codons as the mRNA slides along the ribosome; amino acids are
joined by an enzyme; free RNA nucleotides for mRNA; mRNA attaches to a ribosome.
D. Free RNA nucleotides form mRNA; tRNA molecules pair with mRNA codons as the mRNA slides
along the ribosome; amino acids are joined by an enzyme; mRNA attaches to a ribosome.
2. Which describes Mendel’s first law, the
law of segregation? (Section 10.1)
A. Two organisms can have the same phenotype, but have different genotypes.
B. When gametes are produced, each
gamete receives one of two possible
alleles.
C. Genes for different traits are inherited
independently of each other.
D. An organism’s two alleles are located on
different copies of a chromosome.
4. This molecule plays a major role in
which of the following processes?
(Section 11.2)
A.
B.
C.
D.
CA20
meiosis
mitosis
replication
translation
Use the figure below to answer questions 3–5.
AA
U
A
C
3. Which of the following nitrogenous
base sequences will complement the
anticodon shown? (Section 11.2)
A.
B.
C.
D.
AUG
GUA
TCG
AUT
5. What kind of molecule is shown?
(Section 11.2)
A.
B.
C.
D.
replicated DNA
messenger RNA
transfer RNA
transfer DNA
G
G
A
T
A
C
C
T
G
C
C
T
A
T
G
?
?
?
2. Which of these processes does NOT
require DNA replication? (Section 8.2)
A.
B.
C.
D.
mitosis
meiosis
cell division
cell growth
1. The diagram shows a portion of a DNA
molecule. Which sequence of bases do the
question marks represent? (Section 11.2)
A.
B.
C.
D.
CAC
GCA
GAC
TCA
3. Which base pairs with adenine in RNA?
(Section 11.2)
A.
B.
C.
D.
cytosine
guanine
thymine
uracil
4. Why can the deletion of a single nitrogen base in DNA be harmful to an
organism? (Section 11.3)
5. What are the genotypes of a homozygous
tall pea plant and a heterozygous tall pea
plant, respectively? (Section 10.1)
A. Deletion causes chromosomes to
join backwards or to join the wrong
chromosomes.
B. Deletion causes nearly every amino acid
in the protein to change.
C. Deletion causes a gamete to have an
extra chromosome.
D. Deletion causes chromosomes to join
with the wrong chromosome.
A.
B.
C.
D.
tt, Tt
TT, Tt
Tt, tt
Tt, TT
CA21
1. Which of the following processes does NOT involve ribonucleic acid? (Section 11.2)
A.
B.
C.
D.
replication
translation
transcription
codon attachment to a ribosome
2. Which of the following analogies is
TRUE? (Sections 11.1, 11.2)
A. A copy of DNA is like a blueprint of the
RNA code.
B. DNA is like workers on an assembly line.
C. Nucleotides are the building blocks of
nitrogenous bases.
D. The structure of DNA can be compared
to a twisted ladder.
Z
X
V
3. Which organism in the figure above is
a first-order consumer? (Section 2.2)
A.
B.
C.
D.
4. Which processes results in an RNA copy
of a DNA strand? (Section 11.2)
A.
B.
C.
D.
CA22
translation
transcription
replication
mitosis
Y
V
X
both X and Y
both V and Z
5. Which does NOT describe restriction
enzymes? (Section 13.2)
A. They are bacterial proteins.
B. They have the ability to cut doublestranded DNA.
C. They can carry DNA from one species
into a host cell.
D. There are hundreds of restriction
enzymes.
Species
1&2
together
A.
Species 1
alone
Species 2
alone
Species 1
alone
Population
Species 1
in presence
of Species 2
Species 2
alone
Species 1
alone
Species 2
alone
Species 1 &
2 together
Population
Population
Species 2
alone
Population
Species 1
alone
Species 2
in presence
of Species 1
Time
Time
Time
Time
C.
B.
D.
1. The graphs above illustrate the changing populations of two species in the same ecosystem over time.
Which graph represents a mutualistic relationship? (Section 2.1)
2. Which series correctly sequences interactions in nature from largest to smallest?
(Section 2.1)
A.
B.
C.
D.
population, ecosystem, community
species, organism, community
ecosystem, community, population
community, population, ecosystem
3. A manufacturing plant is located on the
banks of a river. One day, toxic chemicals from the plant accidentally spilled
into the river. Fish absorbed some of
these chemicals into their bodies. Later,
a hawk living near the river was found to
have the same toxic chemicals in its system. Which statement best explains
why? (Section 2.2)
A.
B.
C.
D.
4. Which terms are NOT related?
(Section 2.1)
A.
B.
C.
D.
water cycle–precipitation
phosphorus cycle–evaporation
nitrogen cycle–nitrogen fixation
carbon cycle–photosynthesis
The chemicals entered the air.
The chemicals entered the food chain.
The chemicals were contagious.
The chemicals commonly are found in
the environment.
5. Based on what you’ve learned about the
cycling of materials through ecosystems,
predict which material would most likely
be added to a chemical fertilizer to
increase soil productivity. (Section 2.2)
A.
B.
C.
D.
H2O
CO2
N2
NO3
CA23
A.
B.
C.
2. How does parasitism differ from predation? (Section 2.1)
A. No organism is harmed in a parasitic
relationship.
B. No organism is harmed in a predatorprey relationship.
C. Parasitism does not always result in the
death of an organism.
D. Parasitism does not occur among
mammals.
4. How does camouflage aid in the evolutionary process? (Section 15.1)
A. Camouflage enables an organism to
copy the appearance of another species.
B. This anatomical adaptation helps an
organism mutate.
C. Organisms that are well camouflaged are
more likely to escape predators and survive to reproduce.
D. The ability to camouflage is lost during
embryonic development.
CA24
1. Which best describes the bacteria shown in
A at left? (Section 18.2)
A.
B.
C.
D.
streptococci
staphylococci
diplococci
diplobacilli
3. Which model would an ecologist use to
show the weight of living material in an
ecosystem? (Section 2.2)
A.
B.
C.
D.
a food web
a pyramid of energy
a pyramid of numbers
a pyramid of biomass
5. Both parents carry a single recessive
gene. What are the chances of their
child inheriting the recessive disorder
caused by the gene? (Section 12.1)
A.
B.
C.
D.
2 percent
25 percent
50 percent
100 percent
1. What is a mutation in which a single base is added to or deleted from DNA? (Section 11.3)
A.
B.
C.
D.
chromosomal mutation
frameshift mutation
junction mutation
point mutation
2. Industrialization in England in the early
1900s produced black soot that covered
many tree trunks and branches. At about
the same time, the number of light-colored moths in this part of the country
decreased over time. Why? (Section 15.1)
A. The soot killed only light-colored moths.
B. The light-colored moths became extinct.
C. The light-colored moths showed up
against the dark tree bark and could be
easily seen by the birds that fed on them.
D. The light-colored moths became isolated from other moths and reproductive
speciation occurred.
4. Dolphins and fish are unrelated vertebrates with similar body shapes that are
adapted for moving efficiently through
water. What evolutionary process is
shown by this example? (Section 15.2)
A.
B.
C.
D.
convergent evolution
divergent evolution
polyploid speciation
reproductive isolation
3. What is an alteration of allelic frequencies by chance events that greatly affects
small populations? (Section 15.2)
A.
B.
C.
D.
allelic frequency
genetic equilibrium
gene pool
genetic drift
Bacteria
Bacteria
Bacteria
Bacteria
Chemicals Present
1 A, G, T, C, L, E, S, H
2 A, G, T, C, L, D
3 A, G, T, C, L, D, P, U, S, R, I, V
4 A, G, T, C, L, D, H
5. The table above shows chemicals found in
certain bacteria. Each capital letter represents a different chemical. Which bacteria
are most closely related? (Section 15.1)
A.
B.
C.
D.
bacteria 1 and 2
bacteria 1 and 3
bacteria 2 and 3
bacteria 2 and 4
CA25
C
1. The circular structures on membrane C can
be best compared to which of the following?
(Sections 7.3, 11.2)
D
B
A
2. Periods of drought (absence of rain)
break up a forest into smaller patches of
trees. Natural selection results in tree
frog populations evolving distinct gene
pools. Groups of frogs can no longer
produce fertile offspring. Which of the
following processes occurred in this situation? (Section 15.2)
A.
B.
C.
D.
convergent evolution
extinction
geographic isolation
phylogenetic classification
4. What is cellular respiration? (Section 9.3)
A. a process that uses oxygen to break down
glucose and release energy
B. a process that rids the body of nitrogen gases
C. a process where cilia constantly move to
filter out foreign material
D. a process in which the muscles of the chest
cavity contract and relax
CA26
A.
B.
C.
D.
workers on an assembly line
storage bins
scaffolding
delivery trucks
3. The presence of gills and tails in the early
stages of all vertebrates indicates common ancestry. Which of the following
evidence from the fossil record supports
this statement? (Section 15.1)
A. Aquatic, gill-breathing vertebrates were
the ancestors of air-breathing land
species.
B. Fossils generally are as old as the rocks
in which they are found.
C. Similarities among DNA indicate a
common ancestor.
D. Structural adaptations are not inherited
from parents.
5. Which describes the parasympathetic
nervous system? (Section 36.2)
A. It controls many of the body’s internal
functions when the body is at rest.
B. It relays information between your skin,
the CNS, and skeletal muscles.
C. It carries impulses from the CNS to
internal organs.
D. It controls internal functions during
times of stress.
1. Which is NOT a function of the endocrine system? (Section 35.3)
A. Released hormones convey information to other cells in the body, controlling metabolism, growth,
development, and behavior.
B. The pituitary gland releases chemicals and stimulates other glands to release their chemicals.
C. A positive feedback system controls homeostasis.
D. The hypothalamus receives messages from the brain and internal organs.
2. Which does NOT describe how an
impulse is transmitted? (Section 36.1)
A. Depolarization moves like a wave down
the axon.
B. Calcium diffuses across the membrane
and releases synaptic chemicals.
C. Gated potassium channels open, letting
K+ ions out, repolarizing the cell.
D. Gated potassium channels close, allowing the Na+/ K+ pump to restore ion distribution.
B
A
C
3. What do interneurons do? (Section 36.1)
A. carry impulses from the body to the
spinal cord and brain
B. receive impulses and carry them toward
the cell body
C. carry response impulses away from the
brain and spinal cord to a muscle or gland
D. process incoming impulses and pass
response impulses on to motor neurons
5. The epidermis contains which protein that
helps protect living cell layers from exposure
to bacteria, heat, and chemicals? (Section 34.1)
A. keratin
B. melanin
Nucleus
C. myosin
D. vitamin D
D
4. What is the function of the structure
labeled C? (Section 7.3)
A.
B.
C.
D.
to suspend organelles
to produce ribosomes
to generate energy
to maintain homeostasis
CA27
1. As part of their job, a group of factory workers must handle certain chemicals every day. The workers are
concerned that the chemicals are making them ill. The factory hires a researcher to investigate the situation.
The researcher conducts a poll with factory workers at a different plant, and compares the results. In both
cases, few people were hospitalized, so the researcher concludes there is no health problem. The workers
charge that the study is biased. Which statement below does NOT reflect bias in the study? (Section 1.2)
A. The researcher was hired by the factory.
B. Polls are not valid.
C. Sick people do not always require hospitalization.
D. The factory workers may have handled different materials.
2. What is a vaccine? (Section 39.2)
A. an injection of antibodies from animals
or humans that have immunity
B. weakened, dead, or incomplete portions
of pathogens or antigens
C. venom from the bite of a snake
D. antibodies that come from a mother’s milk
CA28
3. How does penicillin affect a bacterial
cell? (Section 39.1)
A.
B.
C.
D.
It interferes with transcription.
It interferes with DNA replication.
It interferes with protein synthesis.
It interferes with the construction and
repair of a bacterial cell wall.
4. What is a virus? (Section 18.1)
Population of Unknown Organisms
A. an infectious agent with a cell wall composed of only single, circular strand of
RNA
B. a disease-causing, nonliving particle
composed of an inner core of nucleic
acids surrounded by a capsid
C. an infectious agent with a sticky gelatinous capsule around the cell wall
D. a disease-causing plasmid with a few
genes located in a small circular
chromosome
Year
Spring
Summer
Autumn
Winter
1995
1996
1997
564
750
365
14,598
16,422
14,106
25,762
42,511
36,562
127
102
136
5. Based on the data above, what can you
conclude about the organism? (Section 1.2)
A.
B.
C.
D.
It has a short lifespan.
It has a long lifespan.
It thrives in even-numbered years.
It doesn’t like hot or cold temperatures.
Aluminum Collected During Week
1. The graph shows the amount of aluminum collected during one
week for recycling. Which of the following statements best
describes the data shown? (Section 1.2)
Mass (kg)
4.0
3.0
2.0
1.0
Monday
Wednesday
Friday
A.
B.
C.
D.
More aluminum was collected on Wednesday than Friday.
Twice as much aluminum was collected on Monday than Friday.
Less aluminum was collected on Monday than Friday.
The most aluminum was collected on Friday.
Day of collection
2. During an experiment to test the heat absorption
rates of different-colored materials, a researcher
placed a white cloth in direct sunlight and a black
cloth under a lamp. He then placed a thermometer
under each cloth and recorded the temperature
changes every five minutes for 30 minutes. When
he presented his results to a colleague, the colleague
told him that the experiment contained a crucial
flaw. What is the flaw? (Section 1.2)
3. What distinguishes a hypothesis from a
theory? (Section 1.2)
A.
B.
C.
D.
A theory is a scientific explanation.
A theory is testable.
A theory explains a natural phenomenon.
A theory is backed up by repeated observations and tests.
A. The researcher did not control variables.
B. The researcher did not use the proper equipment.
C. The researcher should have used cloths of the
same color.
D. The researcher should have recorded temperature
changes each minute.
4. Why should quantitative experiments be
repeated? (Section 1.3)
A.
B.
C.
D.
to publish results
to communicate results
to clearly display information
to reduce the chance of error
5. What data will a student need to collect
to determine the speed of a toy car?
(Section 1.2)
A.
B.
C.
D.
distance only
distance, time
mass, distance, time
speed only
CA29
1. Which pair of terms is NOT related? (Section 7.3)
A.
B.
C.
D.
nucleus—DNA
flagella—cilia
chloroplasts—chlorophyll
nucleus—cell wall
2. What is the function of the leaves of a
plant? (Section 21.1)
A.
B.
C.
D.
conserve gases
support the plant
obtain water
trap sunlight
4. What are the chances of being a carrier
of a defective gene if both parents are
carriers? (Section 12.1)
A.
B.
C.
D.
CA30
2 percent
25 percent
50 percent
100 percent
3. In which of the following does one
diploid cell produce four haploid cells,
providing a way for offspring to have the
same number of chromosomes as their
parents? (Section 10.2)
A.
B.
C.
D.
meiosis
mitosis
prophase I of meiosis
telophase II of meiosis
5. If two heterozygous animals that have a
single dominant trait mate, what is the
phenotype ratio of their young? (Section
10.1)
A.
B.
C.
D.
3:1
1:2:1
9:3:3:1
1:6:9:1
1. Plants or animals that contain functional recombinant DNA from an organism of a different genus are
known as what? (Section 13.2)
A.
B.
C.
D.
recombinant organisms
heterozygous organisms
polygenic organisms
transgenic organisms
2. Which food chain correctly shows the
path of matter and energy through an
ecosystem? (Section 2.2)
A.
B.
C.
D.
deer r bear r grass
grass r deer r bear
seeds r bear r chipmunk
chipmunk r seeds r deer
3. Which is NOT a factor that contributes
to natural selection? (Section 15.1)
A.
B.
C.
D.
overproduction of offspring
inheritance of unfavorable variations
inheritance of favorable variations
survival and reproduction of individuals
with favorable variations
4. Which is NOT true about hemoglobin?
(Section 37.2)
A. It carries CO2.
B. It carries O2.
C. It is an iron-containing protein molecule
in RBCs.
D. It is involved in blood clotting.
5. The food web above shows how many
predators? (Section 2.2)
A. one
B. two
C. three
D. four
CA31