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CSET REVIEW
Biology
2.1 Structure of Living Organisms and Their Function
(Physiology and Cell Biology).
•
Describe levels of organization and related functions in plants and animals,
including, organ systems (e.g., the digestive system), organs, tissues (e.g.,
ovules in plants, heart chambers in humans), cells, and subcellular
organelles (e.g., nucleus, chloroplast, mitochondrion).
– Structural hierarchy – for all
• Atoms molecules organelles cells 
tissues organs organ systems organisms
– Examples:
• Important organs of Circulatory system?
• Functions of organelles in a cell?
– Reductionism:
• Explaining higher levels by reference to lower
levels
Sample Question
• In what part of the subcellular organelle is
genetic material stored?
– A. vacuoles
– B. chromosomes
– C. cytoplasm
– D. membranes
• What do you need to know to answer the
question?
2.1 Structure of Living Organisms and Their Function
(Physiology and Cell Biology).
• Know structures and related functions of systems in plants and
animals, such as reproductive, respiratory, circulatory, and digestive.
• Really just a repeat: Know the parts
– More examples?
• Angiosperms are flowering plants that
bear their seeds within fruits. If a flower
depends on bees to carry the pollen from
one flower to another, the pollen would
most likely be on the:
– A. stamen.
– B. pistil.
– C. sepals.
– D. petals.
2.1 Structure of Living Organisms and Their Function
(Physiology and Cell Biology).
•
Understand principles of chemistry underlying the functioning of biological
systems (e.g., carbon’s central role in living organisms, water and salt,
DNA, and the energetics of photosynthesis).
• Again, Reductionism:
– More examples
• Diffusion and Osmosis
• Surface area to volume ratio
• Thermodynamics and heat
Pressure
manipulated?
Diffusion?
Multiple Choice Question
(From CSET website)
• The stems of a bunch of just-cut white flowers are immersed in a
container of water to which blue dye has been added. After 24
hours, 2 tablespoons of salt are added to the water. Twenty-four
hours later the flowers will most likely appear:
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A. wilted and light blue.
B. fresh and white.
C. wilted and white.
D. fresh and light blue.
• What do you need to know to answer this?
• Read the entire question!!!
– multiple steps to arrive at the solution
2.2 Living and Nonliving Components in
Environments (Ecology).
– Know the characteristics of many living
organisms (e.g., growth, reproduction, and
stimulus response).
• Properties of life:
– 3 above +:
• Homeostasis: maintaining conditions
• Complexity
• Take in and release energy and materials
– (Metabolism)
• Evolution: populations
• All life forms have common characteristics.
Which of the following properties is the
best evidence for considering viruses a life
form?
– A. They have a crystalline structure.
– B. They are found inside animals, plants, and
one-celled organisms.
– C. They produce nucleic acids to reproduce
themselves.
– D. They possess the ability to become larger.
Sample Question
• The process by which an organism’s
internal environment is kept stable in spite
of changes in the external environment is
best described as:
– A. respiration.
– B. homeostasis.
– C. an organ system.
– D. the nervous system.
2.2 Living and Nonliving Components in
Environments (Ecology).
– Understand the basic needs of all living
organisms (e.g., food, water, and space), and
can distinguish between environmental
adaptations and accommodations.
• Some basic needs?
Sample Question
• A woman goes on a 2 year hiking trek in
the mountains. By the end of the 2 years,
her leg muscles have increased in size,
her lung volume has increased, and her
red blood cell count has increased.
• Explain how each of these changes makes
sense given what she has been doing
• Is this an example of adaptation? why or
why not?
2.2 Living and Nonliving Components in
Environments (Ecology).
• Describe the relationship between the number
and types of organisms an ecosystem can
support and relationships among members of a
species and across species.
• Illustrate the flow of energy and matter through
an ecosystem from sunlight to food chains and
food webs (including primary producers,
consumers, and decomposers).
A generic food web
• Where does
energy
Originate?
Available Energy decreases as it
moves through the food chain
Consumption efficiency = Energy captured
*100
Energy Available
What happens to the energy
“lost” at each level?
Carnivore production
Herbivore Production
Primary Production
~10-25%
~5-15%
~0.5-1.0 %
• Certain species of acacia trees have long hollow
thorns that house stinging ants. The ants feed
on nectar produced by the tree and attack
anything that touches the tree. The relationship
between the ants and the acacias is an example
of:
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A. mutualism.
B. parasitism.
C. commensalism.
D. predation.
2.2 Living and Nonliving Components in
Environments (Ecology).
• Identify the resources available in an
ecosystem, and describe the
environmental factors that support the
ecosystem, such as temperature, water,
and soil composition.
• Primary productivity
2.3 Life Cycle, Reproduction, and Evolution (Genetics
and Evolution).
• Diagram life cycles of familiar organisms
(e.g., butterfly, frog, mouse).
2.3 Life Cycle, Reproduction, and Evolution (Genetics
and Evolution).
• Explain factors that affect the growth and
development of plants, such as light,
gravity, and stress.
• Based on a response to an external
stimuli, which of the following terms most
accurately describes the pictures above?
– A. phototropism
– B. geotropism
– C. photosynthesis
– D. respiration
• USE ROOTWORDS!
2.3 Life Cycle, Reproduction, and Evolution (Genetics
and Evolution).
• Distinguish between sexual and asexual
reproduction, and understand the process
of cell division (mitosis), the types of cells
and their functions, and the replication of
plants and animals.
Short answer question
– Gene expression for a particular trait is influenced by
dominant and recessive alleles. In the following
scenario, a blue-eyed individual married a browneyed individual who carries only the dominant brown
eye-color gene and no recessives.
• Using your knowledge of genetics:
– Diagram a Punnett square showing the possible eye
colors that can occur in the offspring of the above
individuals; and
• Explain why a baby with blue eyes can be born
to two parents with brown eyes.
2.3 Life Cycle, Reproduction, and Evolution (Genetics
and Evolution).
• Distinguish between environmental and
genetic sources of variation, and
understand the principles of natural and
artificial selection.
• Understand the basis of Darwin’s theory,
that species evolved by a process of
natural selection.
• A farmer notices that his walnuts come in a wide range
of sizes. He wants to increase the average size of his
walnuts, so he only allows trees which produce large
walnuts to breed. He continues to breed the trees for 20
years, constantly destroying trees with small walnuts and
breeding trees with large walnuts. After twenty years, he
measures his walnuts and finds no change in the
average walnut size. Which of the following is most
likely missing, and would account for the farmer’s
inability to increase the size of his walnuts?
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A) Differential survival based on walnut size
B) Differential reproduction based on walnut size
C) Variation in walnut size
D) Heredity of walnut size
2.3 Life Cycle, Reproduction, and Evolution (Genetics
and Evolution).
• Know how evidence from the fossil record,
comparative anatomy, and DNA
sequences can be used to support the
theory that life gradually evolved on earth
over billions of years.
A butterfly collector is studying a species of butterfly that has
expanded its range into a new area over the last thirty years. The butterflies
in the new area feed on a species of flower that has a deeper throat than the
flowers exploited by the butterfly species in its original range. The average
length of the proboscis that is used to suck nectar from flowers is also
greater in butterflies that inhabit the new area.
The collector hypothesizes that individual butterflies that moved into
the area and exploited the new flower grew longer proboscises during their
lifetimes in order to reach the nectar. The gene for the longer proboscis was
then inherited by the offspring of these individuals until the entire population
consisted of butterflies with longer proboscises than butterflies in the original
population.
Using your knowledge of evolutionary theory:
• discuss the validity of the researcher's explanation for the increase in
average proboscis length in butterflies inhabiting the new area; and
• provide an alternative explanation that is consistent with accepted
evolutionary theory for the change in proboscis length in butterflies inhabiting
the new area.
Insects of Bright Colors
Eaten by Monkey
23
Insects of Dull Colors
83
Rejected by Monkey
120
18
• The chart above summarizes a study of 244 species of
insects offered to a monkey as food
• Which of the following is the most likely interpretation of
the results of the study in terms of animals adapting to
their environment?
– A. Insects have adapted to have dull colors to avoid being eaten.
– B. Some insects of bright colors have likely adapted to have
bitter tastes.
– C. Color as a variable is not sufficient in explaining the monkey’s
behavior.
– D. Monkeys have adapted to eat most species of insects.