Download Final Exam Review - Nutley Public Schools

Nutley High School
Biology Final Review
2013 – 2014
Marking Period 3
Marking Period 4
Unit 7
 RNA and Protein Synthesis
 Read over the following summary and answer the questions
that follow.
Unit 7: RNA and Protein Synthesis
DNA  RNA  Proteins
 What is a protein?
 Proteins are a type of organic compound and contain the chemical
elements Carbon, Hydrogen, Oxygen and Nitrogen
 Proteins are used for structural materials, building new cells, hair,
nails/claws, and some act as enzymes.
 Enzyme – protein used to speed up reactions in the body. Each enzyme
can only work with a certain type of reaction.
 Proteins are made of long chains of amino acids. The long chain of amino
acids folds up into a very specific shape/structure.
 Each protein’s shape is essential for it to carry
out its specific function in the body.
 What is a protein?
 The order of amino acids is coded for by the order of nucleotides in a gene
 Gene – section of DNA that codes for a protein
 If the order of nucleotides in the DNA/gene is changed, this is known as
a mutation. (Mutation – change in the order of nucleotides in a gene)
 Mutations can cause the order of amino acids in the protein to change,
which can change the structure of the final protein.
 Mutations can be:
o Harmful (protein may not work)
o Beneficial (new version of protein may work better)
o Neutral (doesn’t change protein or makes another protein that
doesn’t affect the organism.
 How are proteins made?
 Proteins are made in a two step process known as Protein Synthesis
 1. Transcription
2. Translation
 1. Protein Synthesis begins inside the nucleus, where DNA is stored.
 The gene being expressed (made into a protein) is TRANSCRIBED
(copied) from DNA into RNA
 RNA – RiboNucleic Acid, type of nucleic acid, single strand, 3 kinds of
RNA (mRNA, tRNA, rRNA) can leave nucleus, temporary in cell (DNA
permanently in cell), only present when cell is making proteins
o Nucleotides in RNA – Cytosine, Guanine, Adenine, and Uracil
o Thymine is NOT found in RNA, Thymine is ONLY in DNA
 Once the gene (on DNA) is transcribed into RNA, RNA leaves the
nucleus to complete the second part of Protein Synthesis
 Note: DNA stays inside the nucleus! Only RNA leaves the nucleus.
 How are proteins made?
 Proteins are made in a two step process known as Protein Synthesis
 1. Transcription
2. Translation
 2. The second part of protein synthesis occurs at a ribosome
 The gene message is delivered to the ribosome by messenger RNA
(mRNA)
 The message is read THREE nucleotides at a time, this triplet is known
as a CODON.
 Each codon is TRANSLATED into one amino acid.
 Translation begins at the Start codon and ends at the Stop codon.
 Amino acids are transported to the ribosome and put into the correct
place by transfer RNA (tRNA)
 Ribosomes are made up of the third type of RNA, ribosomal RNA
(rRNA)
Codon Chart
 There are 64 codons. Each one codes for a specific amino acid.
 Some codons actually code for the same amino acid (ex: UUU and UUC
both code for Phenylalanine).
 This is a beneficial adaptation that can prevent a mutation from causing a
different protein from forming.
 Example:
 Original DNA strand:
AUG – CUU – UUU
oTranslated to:
Start (Met) – Leu – Phe
 Mutated DNA strand:
AUG – CUU – UUC
oTranslated to:
Start (Met) – Leu – Phe
Question 1
Which mRNA sequence is complementary to this section of DNA?
A. C U A G G A
B. T C G A A G
C. C T A G G C
D. A G C U U C
Question 2
Which path correctly describes the flow of genetic information in
cells?
A. RNA  protein  DNA
B. DNA  mDNA  protein
C. DNA  RNA  protein
D. Protein  RNA  DNA
Question 2
The chart below compares the DNA sequences taken from a gene
found in three different primates.
Based on this information, how many differences in the amino acid
sequences would you expect to find between humans and
chimpanzees?
6
B. 2
C. 3
D. 4
A.
Question 3
Scientists have recently discovered a fossil of an unknown animal.
Luckily, the fossil contained some of the animal’s hair/fur, which
contained protein.
Compare the amino acid sequence of the unknown animal to the animals
listed below. Which one most closely resembles the unknown animal?
Unknown Animal:
Met-Gly-Ser-Tyr-Tyr-Arg-His-His-Glu-Lys-Asp
A. Horse:
Met-Gly-Ser-Ser-Tyr-Arg-Arg-Asp-His-Glu-Lys
B. Dog:
Met-Gly-Ser-Tyr-Tyr-Arg-Phe-Asp-Glu-Lys-Asp
C. Cat: Met-Gly-Ser-Tyr-Tyr-Arg-His-His-Arg-Cys-Asp
D.Mouse:
Met-Gly-Ser-Tyr-Tyr-Arg-His-Glu-Val-Val-Leu
Question 4
Proteins are made up of long chains of amino acids, which attach
using a special type of covalent bond known as a peptide bond. What
organelle is responsible for producing proteins?
A. Nucleus
B. Ribosome
C. Golgi Apparatus
D. Lysosome
Question 5
A strand of mRNA is 360 nucleotides long. How many amino acids
would be in the protein translated from this strand of mRNA?
360
B. 1080
C. 120
D. 36
A.
Question 6
A cluster of cells in a petri dish are exposed to X-rays with high-energy
radiation for less than 1/100th of a second. After the radiation, the cells
appeared normal, but many of the proteins produced were different.
What has probably occurred?
Differentiation (Specialization)
B. Bacterial infection
C. Contamination
D. Mutation
A.
Matching, Questions 7 – 13
Term
Description
7. mRNA
8. tRNA
9. rRNA
A. Where transcription occurs
B. Process where DNA is copied into RNA
C. Ribosomal RNA, makes up a ribosome
10. Nucleus
11. Ribosome
D. Where translation occurs, makes proteins
E. Messenger RNA, copy of a gene, leaves nucleus &
delivers gene message to ribosome
12. Transcription F. Process where RNA message is translated into amino
acids (protein)
13. Translation
G. Transfer RNA, brings amino acids to ribosome
Unit 8 and 9: Genetics
Genetics Terms to Know:
 GENE – section of DNA that codes for a protein
 Each person has two copies of every gene, because they have two
biological parents. One copy of the gene (one allele) is inherited from
the mother. The second copy of the gene (other allele) is inherited from
the father.
 ALLELE – different versions of a gene, usually one allele is dominant
the other (recessive)
 DOMINANT – allele that covers up the presence of another allele,
represented with a capital letter
 RECESSIVE – allele that is covered up by the dominant allele,
represented with a lower case letter
Genetics Terms to Know:
 GENOTYPE – genetic makeup of an organism; the combination of alleles
an organism inherits; EX: AA, Aa, aa
 PHENOTYPE – physical appearance, coded for by the organism’s genotype
 HOMOZYGOUS DOMINANT – genotype of two dominant alleles
 EX: TT would be a tall pea plant
 HOMOZYGOUS RECESSIVE – genotype of two recessive alleles
 EX: tt would be a short pea plant
 HETEROZYGOUS – genotype of one dominant and one recessive allele
 Usually, would produce the dominant phenotype
 EX: Tt would be a tall pea plant
Important Person in Genetics: Gregor Mendel
 Studied pea plants, “Father of Modern Genetics”
 Came up with basic laws of how traits/genes are passed down from parent
to offspring (how genes are inherited from parents)
Mendel’s Postulates
 1. Genes come in pairs
 2. There are different versions of genes (known as alleles), one is usually
dominant to the other
 3. Law of Segregation
 During meiosis (formation of gamete (sperm/egg)), the two alleles for a
gene are split up (or segregated) and put into two different cells.
 4. Law of Independent Assortment
 Each gene is distributed to gametes independently (randomly) and does not
affect how the other genes are split up and distributed.
 Because of the work done by Gregor Mendel, we’ve been able to




figure out distinct patterns of how genes are inherited throughout
generations.
We can use a Punnett Square to predict the gene combination an
offspring could inherit from two specific parents.
One parent’s alleles are placed at the top two columns of the square.
The other parent’s alleles are placed on the side two rows of the
square.
In a monohybrid cross, one gene is studied at a time.
 There are four possible combinations of alleles that could form, each
combination is represented by a space inside the Punnett Square.
Question 14
Which of the following is a genetic trait:
A. Pierced ears
B. Hair style
C. Hair color
D. Favorite food
Question 15
Which of the following is an acquired trait:
A. Eye color
B. Number of fingers
C. Blood type
D. Scars
Question 16
External sources, such as radiation or chemicals, can cause mutations
in genes or entire chromosomes. For a mutation to pass on to the
offspring, it must occur in the DNA found in a:
Bone Cell
B. Muscle Cell
C. Brain Cell
D. Gamete
A.
Question 17
The chances of being diagnosed with Sickle-cell anemia, Down
Syndrome, Hemophilia, or Colorblindness are higher if a family
member also has the disorder because they are:
Passed through blood contact
B. Related to diet
C. Genetically based
D. Highly infectious
A.
Question 18
In squash plants, yellow fruit (Y) is dominant to white fruit (y). If
two plants heterozygous for yellow fruit are crossed, what are the
possible genotypes of the offspring?
A. 100% Yy
B. 25% YY, 50% Yy, 25% yy
C. 50% YY, 50% yy
D. 50% Yy, 50% yy
Question 19
In pea plants, round seeds are dominant to wrinkled seeds. If two
heterozygous round seed plants are crossed, what percent of the
offspring will have wrinkled seeds?
A. 75%
50%
C. 25%
D. 0%
B.
Question 20
In guinea pigs, black fur is dominant to brown fur.
A black fur guinea pig and brown fur guinea pig produce a total of
26 offspring. Twelve had brown fur and 14 had black fur.
What are the genotypes of the parents?
A.BB × bb
B.Bb × bb
C.BB × Bb
D.Bb × Bb
Question 21
In some flowers, a heterozygous genotype results in a blending of the dominant
and recessive colors. This is known as Incomplete Dominance.
In the F1 Punnett square shown below, a homozygous red flower is crossed with a
homozygous white flower. This cross would produce all heterozygous (rw or Rr)
pink flowers.
In the F2 Punnett square, two heterozygous pink flowers are crossed. What would
be the result of the F2 Punnett square?
A. ¼ Red, 2/4 pink, ¼ white
4/4 Pink offspring
C. 4/4 Red offspring
D. 2/4 Red, 2/4 white offspring
B.
Question 22
• A dihybrid cross studies the inheritance of two genes. The dihybrid
cross shown below was done with two pea plants. Plant height and flower
color were studied.
• A Tall, Purple Flowered plant was crossed with a Short, White flower
plant. ( TT PP x tt pp)
T = Tall plant
P = Purple flower
t = short plant
f = white flower
What would be the result of this cross?
A. ¾ tall and purple, ¼ short and white
B. ¼ tall and purple, ¾ short and white
C. 2/4 tall and purple, 2/4 short and white
D.100% tall and purple
Question 23
The diagram below is of a karyotype. A karyotype is a chart of a
person’s chromosomes. Homologous chromosomes are paired
together and arranged from largest to smallest., with the last pair
showing the sex chromosomes. Autosomes are numbered from 1 – 22,
the sex chromosomes are labeled as either X or Y.
What information is revealed in this karyotype?
A. This person is over 30 years old.
B. This person has trisomy.
C. This person is a male.
D.This person is a female.
Question 24
What information is revealed in this
karyotype?
This person is over 30 years old.
B. This person has trisomy.
C. This person has monosomy.
D. This person is a male.
A.
Evolution
What is evolution?
Evolution is a change in a species’ genes over many generations.
 When a mutation happens in an organism’s genes, it only affects that
organism. Mutations can be:
 harmful (fatal or reduce functioning of the organism)
 neutral (organism neither benefits nor is harmed)
 beneficial (improves organism’s functioning)
 However, if this mutation happens in a gamete (sperm or egg cell), the
mutation could be passed down to the offspring.
 If the mutation is beneficial, the offspring that inherits the mutation may
have a higher rate of reproduction.
 This may cause even more members of the species (in future
generations) to inherit the new/mutated gene. is the process by which
modern organisms have descended from ancient organisms.
 This leads to a change in the species’ genes  the species has evolved!
Important people in evolution:
Jean Baptiste de Lamark
 Studied natural history and how species changed over time
 Said acquired traits can be passed down to offspring (NOT TRUE!)
Charles Darwin
 Studied botany, natural history and how species changed
over time. Went on an around-the-world scientific
expedition from 1831 – 1836.
 He observed similar species that he saw throughout his travels. He noticed
that the more isolated the species were from one another, the more
differences there were. that were geographically isolated from each other.
 When he returned from his expedition, he wrote a book, On the Origin of
Species, based on his findings.
 This book explained his two major hypotheses.
Darwin’s Hypotheses:
Descent with Modification
 Stated that current species are modified versions of an older species
 Each generation inherits slightly different gene combinations.
 Over many, many generations, these small differences can add up to
produce a very different appearance (phenotype).
Modification by Natural Selection
 Within a species, some members have genes that make them better at
surviving in the ecosystem. These organisms with the beneficial traits will be
more successful at surviving, getting food/water/shelter, attracting mates and
be able to produce more offspring.
 This will increase the number of organisms with the beneficial trait.
 The less successful members may not produce as many offspring, or may not
survive long enough to reproduce.
 This will prevent the unsuccessful traits from being as common in the next
generation.
Darwin’s Travels on the HMS Beagle
Natural Selection
 Natural selection is the theory that scientists use to explain the driving force
behind the process of evolution.
 Natural selection states that organisms best suited to the environment will
survive and reproduce, passing on the beneficial traits to the next
generation.
 The theory of natural selection is often summed up in the statement
“Survival of the Fittest”
 Fitness – how successful an organism is in its environment. Success is
measured by how many surviving (and reproducing) offspring the
individual produces
 However, if the environment changes, the beneficial traits may not be
beneficial in the new environment.
 If a species is not adapted to the new environment, it would:
 Need to find a new environment where it can survive
 Die off (become extinct)
Evidence of Evolution:
Fossils
 Compare fossils to modern species
DNA sequence (or Protein sequence)
 Compare the order of nucleotides in DNA (or amino acids in protein)
 The more similar the DNA/protein, the more closely related the two
species are
Embryo Development
 Compare how species’ embryos develop.
 If the embryos look very similar
throughout development, the two species
are considered to be closely related.
Evidence of Evolution:
Comparing Anatomical Structures
 Homologous Structure – may look different on outside, but similar in
internal anatomy and development. Shows species are closely related. EX:
Bat wing and Human arm
 Results from Divergent Evolution – causes two related species to look
different b/c they live in different ecosystems
 Analogous Structure – may look similar on outside, but different in
internal anatomy and development. Shows species are NOT closely related.
EX: Bat and Butterfly
 Results from Convergent Evolution – causes two different/unrelated
species to look similar b/c they live in the same type of ecosystem
 Vestigial Structure – non-functional structure that is still present in
modern organism. Can tell us what ancestral species may have looked
like/needed to survive. EX: Human appendix, Eyes in cave-dwelling fish
Question 25:
Thousands of years ago, giraffes with short necks
were common within giraffe populations. Nearly
all giraffe populations today have long necks.
This difference is due to:
A. Giraffes stretching their necks to keep their heads out of reach of predators
B. Giraffes stretching their necks so they could reach food higher in the trees
C. A mutation in the neck size gene occurring in some skin cells of a giraffe
D. A mutation in the neck size gene occurring in the gametes of a giraffe
Question 26:
“It is likely that ducks developed webbed feet because ducks that had
webbed feet were able to survive better than ducks without webbed feet,
therefore the trait was passed on to the next generation.” This attempt to
explain the development of webbed feet in ducks matches the theory
proposed by:
A. Jean Lamarck
B. Charles Darwin
C. Gregor Mendel
D. Thomas Malthus
Question 27:
The birds shown in this picture are different
types of the Hawaiian honeycreeper.
What most likely led to the differences in
the birds’ phenotypes?
A. Length of mating season
B. Population size
C. Color of feathers
D. Available food source
Question 28:
The birds shown in this picture are different
types of the Hawaiian honeycreeper.
What type of evolution led to the
differences in the honeycreepers?
A. Divergent
B. Convergent
C. Coevolution
D. Homologous
Question 29:
Two closely related species of birds live in the same tree. Species A
feeds on ants and termites, while species B feeds on caterpillars. The
two species coexist successfully because they:
A. Interbreed
B. Compete less for food
C. Share the same food
D. Use different methods of reproduction
Question 30:
All the organisms shown belong to the Phylum
Chordata. The structural similarity in the
organisms’ humerus suggests that:
A. The humerus is attached to the
skeleton by immovable joints
B. Only animals that walk on 4 legs
need the humerus
C. The humerus is the same size in all
chordates
D. These humerus is a homologous
structure, suggesting that these
animals have a common ancestor
Question 31 & 32:
Scientists found the fossilized remains of a unknown organism’s jaw and leg
(jaw shown below).
What would you predict based on the fossil evidence?
A. This animal was an herbivore
B. This animal was an omnivore
C. This animal was a carnivore
D. This animal was a detritivore
32. Based on the jaw, what type of
animal do you think this fossil is from?
Question 33:
The diagram shows undisturbed sedimentary rock containing fossils. Which
statement best summarizes the history of this area?
The area was once a forest and was replaced
by a freshwater lake.
B. The area was once a freshwater lake and
was replaced by a saltwater sea.
C. The area was once a saltwater sea and
later was replaced by a marshland.
D. The area was once a saltwater sea and
later was replaced by a forest.
A.
Question 34:
Strep throat is a common bacterial infection that is usually treated with the
antibiotic Penicillin. However, in recent years, many people have become
infected with a strain of strep bacteria that is resistant (not killed) by Penicillin.
Which of these is most likely true about this strain of strep bacteria?
A. Some strep bacteria have learned how to become resistant to Penicillin.
B. New drug companies are not making Penicillin correctly.
C. The surviving strain was able to avoid the antibiotic.
D. Some strep bacteria have a gene that prevents them from being killed from
Penicillin. These bacteria spread and reproduced, making this strain more
common.
Photosynthesis and Respiration
Photosynthesis and Cellular Respiration
 Photosynthesis and cellular respiration are
interdependent processes (make up the Carbon
Cycle).
 The food (organic molecules) produced during
photosynthesis are broken down during cellular
respiration to produce ATP.
 In order to produce as much ATP as possible,
the mitochondria needs oxygen.
 Photosynthesis is the start of almost all food
chains on Earth.
Photosynthesis and Cell Respiration
• Ecosystems depend on the cycling of chemical elements and energy within
the ecosystem.
• All living organisms need a constant source of energy to survive
• Primary source of energy comes from the sun
• Producers/autotrophs can convert sun’s energy into organic
compounds during photosynthesis
• Organic compounds provide a storage unit of energy for cells to
use later
• Energy is released during cellular respiration
Photosynthesis
• Ecosystems depend on the cycling of chemical elements and energy
within the ecosystem.
Photosynthesis:
6CO2 + 6 H2O + Sunlight C6H12O6 (sugar/glucose) + 6 O2 (waste)
• Autotrophs remove carbon dioxide from the atmosphere.
• Through a complex biochemical pathway, the carbon dioxide (CO2)
is converted into organic compounds
– Could produce carbohydrates (sugars), lipids, or amino acids
(amino acids can then combine to make proteins)
Cellular Respiration
• Cellular Respiration:
C6H12O6 (glucose) + 6 O2  6 CO2 (waste) + 6 H2O + ATP (cellular energy)
– Using complex cellular processes, ALL living organisms break down
organic compounds (even plants).
– When the bonds are broken, energy released can be used to produce ATP.
• ATP – molecule used to power cellular reactions, “cellular energy”
Photosynthesis
Cellular Respiration
Question 35:
What are the products of the light reaction?
A. Oxygen and Organic Compounds
B. Oxygen and Cellular energy (ATP & NADPH)
C. Carbon dioxide and Cellular energy (ATP & NADPH)
D. Carbon dioxide and Water
Question 36:
What are the products of the Calvin Cycle?
A. Carbohydrates
B. Amino acids
C. Lipids
D. All of the above
Question 37:
An ecologist performed a study to determine how the rate of photosynthetic activity in a lake
changed from month to month. The results of the study are shown in the graph above.
What conclusion is best supported by the evidence?
A. Photosynthetic organisms were dormant during the months of April through August.
B. The rate of photosynthesis increased from June through December.
C. The rate of photosynthesis was greater during the months of May through June.
D. Photosynthetic organisms experienced die-off during the months of January through June.
Question 38:
What process does this equation represent?
C6H12O6 (glucose) + 6 O2  6 CO2 (waste) + 6 H2O + 36 ATP (cellular energy)
A. Photosynthesis
B. Aerobic respiration
C. Anaerobic respiration
D. Nitrogen fixation
Question 39:
The process of photosynthesis and respiration can be thought of as a cycle
because:
A. One is used only be plants and the other is used only by animals
B. Both give off oxygen to be used by animals
C. The products of one are used as the raw materials of the other
D. They both have the same purpose
Unit 12
Ecology
Important Terms
 BIOTIC – all living parts of an environment (humans, plants, mushrooms, mold,







bacteria, algae, birds, etc)
ABIOTIC – all nonliving parts of an environment (water, soil, climate, temperature,
air, shell, pencil)
BIOSPHERE – broadest level of organization
 Physical space on Earth where ALL living organisms are found
ECOSYSTEM – particular area in biosphere
 Includes all biotic and abiotic factors of the area
COMMUNITY – only includes biotic factors in the ecosystem
 BIODIVERSITY – many different species living in the community
POPULATION – all members of the same species, found in the same ecosystem
HABITAT – place in the ecosystem where the species/organism lives
NICHE – role of the species in the ecosystem
 Living organisms interact & are dependent on their physical environment
 As the enviro changes, living organisms need to adapt to survive
 Behavioral Adaptation – affects the individual
This adaptation is due to behavioral changes. The individual may move
to a new location, change feeding habits, change migration patterns.
 Genetic Adaptation – affects the species, not the individual
 This adaptation occurs due to random DNA mutations passed on to the
offspring. If the mutation is beneficial, the offspring will survive and
pass on the mutation to their offspring.

 Living organisms can cause changes to the abiotic factors of the ecosystem
 Ex: worms burrowing, beaver dams, plants releasing oxygen
 Humans are the primary cause of environmental change. Humans affect
the balance of natural cycles in the enviro.
 Humans can cause such changes in the physical environment that many
species are becoming threatened, endangered or extinct.
 Living organisms are also affected by changes in the abiotic factors of the
environment
 Temperature (too hot or too cold) can negatively impact the plant’s rate of
photosynthesis
 Amount of rainfall (precipitation)
 Abiotic factors can also affect other abiotic factors
 Temperature can affect amount of liquid water in the ecosystem
Types of Terrestrial Biomes
 Biomes are classified by the type of plants that grow in the area. The types of plants
that can grow in the area is determined by the abiotic factors of the environment, such
as amount of rain and temperature.
 Tundra – cold, very little precipitation; vegetation includes mosses, lichens, small
plants, low levels of biodiversity
 Taiga (Coniferous Forest) – cold, some precipitation; vegetation includes
evergreen trees
 Deciduous Forest – mild temps, more precipitation than taiga and grassland;
vegetation includes large trees such as maple and oak; shrubs
 Grassland – mild temps, some precipitation, experiences very wet seasons and
very dry seasons; vegetation includes grasses
 Desert – hot, very little precipitation; vegetation includes cacti and some grasses,
low levels of biodiversity
 Tropical Rain Forest – hot, a lot of precipitation; vegetation includes large trees
such as teak and mahogany, highest biodiversity of terrestrial biomes
Tropic of
Cancer
Equator
Tropic of
Capricorn
Arctic tundra (polar grasslands)
Taiga, (coniferous forest)
Temperate deciduous forest
Temperate grassland
Dry woodlands and
shrublands (chaparral)
Desert
Tropical rain forest,
tropical evergreen forest
Tropical deciduous forest
Tropical scrub forest
Tropical savanna,
thorn forest
Semidesert,
arid grassland
Mountains
(complex zonation)
Ice
Types of Ecosystem Relationships
 Heterotrophic– one benefits, the other is harmed (or killed)
 Predation – Predators and Prey
 Herbivores and Plants
 Parasitism – Parasite and Host
 Parasitism – one benefits, the other is harmed
 Ectoparasite – external parasite, live on host
 Endoparasite – internal parasite, live in host
 Competition – has a negative effect on both
 Mutualism/Symbiotic – both benefit
 Commensalism – one benefits, the other is not harmed
Ecosystems
 Each ecosystem can only support a certain population size of each
species.
 This maximum population that can be supported is known as the Carrying
Capacity
 If a species’ population goes above the carrying capacity, some of their resources will
begin to run out. This will negatively affect the population and cause their numbers to
decrease (either from the organisms leaving the area or dying off).
Question 38:
In the graph below, what is the population of deer at the carrying
capacity of the environment?
A. 10
B. 30
C. 50
D. 70
Question 39:
Cutting down a rain forest and planting agricultural crops, such as coffee
plants, would result in:
A. a decrease in erosion
B. a decrease in biodiversity
C. an increase in the amount of photosynthesis
D. an increase in the amount of energy recycled
Question 40:
The island of Aldabra lies 400 km off the coast of Africa and is home to the
Aldabra Rail, the last surviving species of flightless bird in the area. The Aldabra
Rail is much different from Rails living on the mainland. This island bird
became a distinctly different from the mainland species through:
A. Coevolution
B. Divergent evolution
C. Convergent evolution
D. Migration
Question 41:
Which level of this food pyramid represents the level with the highest
amount of stored biomass (energy)?
A. Bass
B. Minnows
C. Copepods
D. Algae
Question 42:
Which level of this food pyramid represents the level with the highest
population in the ecosystem?
A. Bass
B. Minnows
C. Copepods
D. Algae
Question 43:
Scientists hypothesize that oxygen began to accumulate in Earth’s
atmosphere after the appearance of living things with the ability to:
A. Breathe air
B. Form tissues
C. Photosynthesize
D. Reproduce sexually
Question 44:
Rainfall in a tropical region is below average for 10
consecutive years. Insect species adapted for dry
conditions are much more plentiful at the end of
the 10 years.
Which of the following statements explains the
increase in the population of the insects?
A. Biodiversity in the region has increased due to
the dry conditions
B. Insects with a high tolerance for dry conditions
have migrated out of the region
C. Natural selection has favored insect species with
a high tolerance for dry conditions
D. Natural selection has selected against insect
species that are adapted for dry conditions
Question 45:
There are fewer than 3,000 manatees
(Trichechus manatus) left in the world.
Which would probably cause the extinction of the species?
A. A sudden freeze in the northern range of the manatees
B. Increases in the range of the manatees
C. Spread of disease that reduced the reproduction rate of the species
D. Increases in noncompeting species in the manatees’ habitat
Question 46:
Brain Coral
(Diploria labyrinthiformis )
Crown-of-thorns Sea Star
(Acanthaster planci)
Parrot Fish
(Sparisoma viride)
Giant Triton
(Charonia tritonis)
Humans sometimes kill giant tritons in order to collect their attractive spiral
shells. If humans kill most of the giant tritons in a coral reef, the coral
population will most likely:
A. Decrease due to a decrease in the parrot fish population
B. Increase due to an increase in the parrot fish population
C. Increase due to a decrease in the crown-of-thorns sea star population
D. Decrease due to an increase in the crown-of-thorns sea star population
Question 47:
All of Earth's water, land, and atmosphere within which life
exists is known as:
A.
B.
C.
D.
Population
Community
Biome
Biosphere
Question 48:
One possible reason for the rise in the average air temperature at Earth’s
surface is that:
A. Decomposers are being destroyed
B. Deforestation has increased the levels of O2 in the atmosphere
C. Industrialization (human activity) has increased the amount of CO2 in the
air
D. Growing crops is depleting the ozone shield
Question 49:
A rocky island appears as oceanic waters recede. Which of the
following forms of vegetation would probably appear first on the
bare rocks?
A. lichens
B. weeds
C. shrubs
D. pioneer trees
Question 50:
Which best explains why a pyramid is used to
represent energy flow within an ecosystem?
A. Available energy increases when moving
up an energy pyramid.
B. Available energy decreases when moving
up an energy pyramid.
C. The size of the organism decreases when
moving up an energy pyramid.
D. The population size of the organisms
increases when moving up the energy
pyramid.
Question 51:
What would most likely happen if the rabbit
population decreased as a result of another
predator being introduced to the food web?
A. The fox population would decrease
B. The food web would not be affected
C. The bird population would increase
D. The spider population would
decrease
Population
Size
Question 52:
Crab Growth on a Coral Reef
Number of
Generations
What statement best explains what is happening at Point A?
A. Population growth decreases as individual crabs get older.
B. The population is stabilizing as it approached carrying capacity.
C. Destruction of habitat is causing a decline in the crab population
D. The introduction of a new predator is causing a decline in the population
growth of the crabs.
Question 53:
Which statement is supported by the information shown in the graph?
A. The oxygen consumption of an organism is one-half its body mass.
B. The oxygen consumption of an organism is not related to its body mass.
C. As the body mass of an organism increases, oxygen consumption decreases.
D. As the body mass of an organism decreases, oxygen consumption decreases.