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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