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Biology Resources
Set 2: Answers for Structured
Note-Taking
Biology- The study of living things
Who: Biologist
- Interactions between living things
- Interactions between living things and the environment
- Problems to find solutions
 1. Cells & DNA
 Living thing-organism
5 Characteristics:
1. Cells & DNA
2. Reproduce
3.Grow & Develop
4. Homeostasis
5. Adapt
5
Cell- basic unit of life
DNA- genetic info
 2. Reproduce
*to further the species
Species: group of similar
organisms that can interbreed
and have fertile offspring
 3.
Grow
Become larger
Develop
Mature, become
like an adult
 4. homeostasis
*internal balance (kidneys sweating)
Without it, you will die!
 5. Adapt
Adaptation: help you survive in environment
Evolution: change in species over time
SCIENTIFIC METHOD- a
series of steps to solve a scientific
problem
1. Problem
2. Hypothesis
3. Experiment
4. Data
5. Results
6. Conclusion
7. R/R or Repeat
-----------------------------------
7
1. Problem- scientific
* Cannot be opinion
* Give ex of opinion vs scientific
2. Hypothesis- a testable statement
*give example
3. Experiment
 -a test of a hypothesis
Independent variable: tested
Dependent variable: measured
Constant: same
Control: normal to measure against
4. Data- info collected
Quantitative
Qualitative
- n
- numbers
- 5 ft, 7.2 inch
- L
- letters, words,
descriptive
5. Results- charts/graphs
6. Conclusion
7. Revise / Redo or Repeat
-R/R- hypo wrong
- Repeat- hypo right
Why repeat: to verify results
WATER
Properties:
Polar- Great solvent
Water is Polar
--Like dissolves like---Polar dissolves polar- Non-polar= oils, fats
- will not dissolve
Hydrogen Bonds:
 - gives H2O special properties
 - make/break rapidly
3 Things H2O does:
1. Capillary action
Good- H2O to tops of trees
2. Stabilizes temp, holds heat
(Good)
NC ocean- mild climate
Desert- hot day, freezing night
3. Expands when freezes – less
dense
Good- floats
Water does these things
because of Hydrogen
bonds
ACID
BASE
pH: 1-7
Gives- H+
burns
Ex: lemon juice, stomach
pH: 7-14
Gives- OHSoapy, cleaning
Ex: cleaners, ammonia
acid
7
pH scale
Neutral
H2O
Buffer
Maintains
constant pH
Ex. Blood buffer
 Organic = has Carbon
Living things have C
Polymer
Monomer
• long chain of
repeating units
• one unit
•Ex. Train car
•Ex.train
[o]
[o]—[o]---[o]---[o]
• Carbs
4
• Protein
Classes of
organics
• Nucleic Acid
• Lipid
O
R
G
A
N
I
C
[S]-[U]-[G]-[A]-[R]
CARBOHYDRATES
 Polymer- polysaccharide
 Monomer- monosaccharide
Uses  quick Energy
Ex. Starch, sugar, fiber
Foods plant products/ fruit, veggies
PROTEIN
(A)-(M)-(I)-(N)-(O)-(A)-(C)-(I)-(D)
Polymer- polypeptide (protein)
Monomer- amino acid
Uses  hair skin enzymes
Food  animal products, beans
Ex. Enzymes (go to enzyme side)
Nucleic Acid
Monomer- nucleotide
Ex. – DNA/RNA
Importance  genetic info
LIPID
• fats and oils
Enzymes
A type of protein
Subunit of protein amino acid
Job- “Biological Catalyst”
Affected by: temp & pH
Needed for: Biological Functions
•Lock and Key Model
• nonpolar
Meaning  will not dissolve in H2O
Found in  mayonnaise, butter
Greasy, oily
•E are not consumed/used
In
out
Microscope Types:
Before Microscopes:
sick because cursed
or punished for bad
deed
Microscope 
 tool used to look at small
 organisms
Micro – small
Scope – to look at
Microscopes allow US to see cells!
Cell basic unit of life
M1. Simple light – 1st type
I 1 lens Energy Source light
LOW magnification power
C 2. Compound Light
R 2+ lenses Energy source light
Lens= 10
Objective = 4
OTotal Magnification = 40
S Up to about 1500 X’s
3. Electron Microscopes
C • Uses beam of electrons
O• Magnify up to 500,000 X’s
SEM
TEM
P
• scanning e• transmission eE microscope
microscope
• surface
• inside
Match the part with the letter
Parts: Objectives, Diaphragm, Lens, Coarse Adjustment,
Light Source, Arm, Stage, Fine Adjustment
A.
Fine Adjustment
E. Stage
B.
Lens
F. Diaphragm
C.
Light Source
G. Objectives
D.
Coarse Adjustment
H. Arm
Answer Questions using Parts
1. __D__Used to bring objects into rapid focus first
2. __F__ Regulates the amount of light going through slide
3. __H__ Used to carry the microscope
4. __E__ Supports the slide
5. __A__ Turned to clear blurry pictures
Answer Questions:
How do you carry a microscope?- by the arm
If the lens is 10 and the objective is 4, what is the total
magnification?- 40
 Famous Men
Leeuwenhoek: saw microorganisms
 Used a simple microscope
Robert Hooke: named a cell
 Used a compound microscope
 Looked at cork-
Reminded him of rooms in a monastery
 Called cells
T. Schwann: sounds like Swan
 All animals made of cells
M. Schleiden:
 All plants made of cells
Since all plants and animals are made of
cells they concluded that…
C Hooke , Schleiden , Schwann
E Cells Plants Animals
CELL THEORY
L 1. All living things are made of cells
unicellular- 1 cell
L multicellular- 2+ cells
2. Cell is the basic unit of life
T cells
organ
organisms
H
Organ
tissue
system
EThe beginning unit is always a cell
muscle
O
skin
skin
R muscle
skin
muscle
Y
3. All cells come from other cells
P
L
 Plasma Membrane
A
S
Plasma Membrane  outer
M
boundary of a cell - skin
A
Job- to maintain homeostasis
Homeostasis  internal balance
PM is selectively permeable
•selectively- choosy
•Permeable – allows to pass
•Selectively permeable  chooses
what it allows to pass
PM
Good in
balanced
Bad out
M
E
M
B
R
A
N
E
Structure
Polar head
Tails non-polar
(hydrophobic)
phospholipids bilayer
Polar: heads outside
Non-polar: tails inside hiding from H2O
Fluid mosaic model
flexible
 Embedded w/ protein
Perm mem
nucleus
nucleus
Animal cell
 Cell organelles  organs in a cell
 “organelle“
 Most important = nucleus
 Nucleus  controls all cell
function
 Nucleus:Cell :: brain:body
C
E
L
L
S
2 Cell Types
Prokaryote Eukaryote
• no nucleus
• nucleus
• no int membrane
• int membrane
• simple
• complex
• 1 job at a time
• multitask
• bacteria only
• plants/animals
Internal Membranes separate the cell
into compartments
Membranes : Cell :: walls: School
Jobs
– separate
-divide
-allow to multiply
prokaryote
eukaryote
Plasma Membrane
Cell Theory
1. All living things made of
cells
2. Cell is basic unit of life
3. All cells come from
pre-existing cells
Prokaryote
• simple
Eukaryote
• complex
• no nucleus
• nucleus
• no interior
• int membrane
membrane
Nucleus is to cell as Nucleus: controls
all cell function
Brain is to body
C
E
L
L
S
Plasma membrane is to cell as
Skin is to body
RF: center covering
Job: homeostasis
Structure: phospholipids bilayer
“ fluid mosaic model”
Polar heads outside
Nonpolar tails inside
away from water
Other Cell Organelles
Cell wall
Cell wall is to cell as
hard exterior covering
Helmet is to head
Made of: cellulose
Relating factor:
Int mem is to cell as Internal Membrane:
separate cell into
Wall is to school
rooms
RF: divide
Gives: extra protection
RF: hard
protection
Note  plants only
Ribosome:
ribosome is to cell
as
Protein factory is to
city
RF: makes protein
2 types:
• free
• bound
Vacuole:
Vacuole is to cell as
Fridge is to house
RF: stores
Job  make protein
*You can’t live
without PROTEIN*
Chloroplast:
RF: energy
NOTE  plants only
*You can’t live
without ENERGY!!*
ATP
photosynthesis
RF: room to make
food
NOTE  plant cell
larger
Mitochondria is to cell
• makes energy
as
• ATP
Battery is to object
Description- green
Chlorophyll- traps
sunlight
job- store food, H2O
Mitochondria:
Chloroplast is to cell
job- make food/
as
Kitchen is to house
Description- empty sac
Eukaryotes:
•Have membrane
bound organelles
•Have nucleus
Prokaryotes:
•Have plasma
membrane
•Have DNA
•Have Ribs
•b/c  must have
protein
Concentration:
Goal:
Amount of solute in solution. Think kool-aid
High
Lots of solute
low
not enough solute
Solute (green) will move from high to low
A
B
Solute (green) will move to B
(think elevators and buffet lines.
Where would you rather be?)
D
I
F
F
U
S
I
O
N
Concentration
Gradient
• difference in
conc on sides
Dynamic
Equilibrium
• equal
• 5/5
• 7/3
A
B
A
B
To side A
A
B
To side B
A
B
Remember Diffusion 
movement of a solute to low (less
crowded)
Driven by: concentration gradient
Result: DE
Review concentration: (think kool-aid)
High
Low
Too much
not enough
Dilute  add water to lower conc.
OSMOSIS
• movement of water to high
Why: to dilute
Driven by: CG
Result: DE
O
S
M
O
S
I
S
Which side needs to be diluted? A
So water will go to side A
More water on side A because
more particles
Water will
move to
side B
Why? To
dilute high
3
So water flows? in
O
Puts pressure on inside wall
S
More : out
M
Water flows: out
Result: shrivels
O
Sides: equal
S
So: no flow
I
Result: no pressure
S
Results: swells
2
3
6
3
Plant
9
Shrivels
Squishy
fruit
Animal
Where is there more? in
Swells
Swells,
could
burst
Shrivels
Animals
homeost
asis
in
out
equal
3
Cell
Why? To dilute
C
E
L
L
Hypotonic Hypertonic Isotonic
Water
Flows
Water will move to
side A
7
8
4
2
4
Passive
• no energy
Happens because there is a
Concentration gradient
Result- dynamic equilibrium
1. Diffusion
2. Osmosis
3. Facilitated Diffusion
Active
T
R
A
N
S
P
O
R
T
• uses energy
Requires energy to: move against
conc grad
Result: more unequal
1. pumps
2. carriers
3. endocytosis, exocytosis
A
B
Passive: to side B
Active: pumped to side A
Cell cycle  cycle for cells to make
new cells
“All cells come from pre-existing cells”
 Cells must reproduce
DNA in cells
 chromatin
• unpacked
 chromosome
• packed DNA
• visible when stained
centromere
Sister chromatids
Cell cycle:
M
I
T
O
S
I
S
1. Interphase: grow & DNA duplicate
2. Mitosis: nucleus divides
3. Cytokinesis: cut cell in half
# 1 Source of energy- sun
Cell energy- ATP
“Adenosine Triphosphate”
A–P–P–P
Release Energy break bond
Store Energy  make bond
Remove –P leaves A–P-P
(ADP)
Remove –P leaves A – P
(AMP)
Which has more energy? ATP
Why? More P-P bonds
*Made in the mitochondria
Photosynthesis
E
N
E
R
G
Y
Who plants
Where chloroplast
Job- to make food + O2
Plants take In
Out
• CO2
-O2
• water H2O
-food
• sun E
Reactant in
Product out
Eq: 6CO2+6H2O+E6O2+C6H12O6
Sun  chemical  food
E
E
E
C6H12O6
Cellular Respiration
Aerobic
Oxygen
Where  mitochondria
Job  to make ATP
In
Anaerobic
No oxygen
Makes 32+ Makes 2-3
ATP
ATP
Out
• O2
• CO2
• C6H12O6
• H2O
Reactant IN
•E-ATP
Product OUT
Eq: 6O2+C6H12O6  6CO2+6H2O+E
Notice: Products of PS are reactants
in CR
Also called fermentation
Lactic Acid Fermentation

CO2
Alcoholic Fermentation
O2

food
photosynthesis
Cellular
respiration
Chemistry and Cell Review
Acid
pH 1-7
H+, burns
“polar“
Organic
Monomer
Base
pH 7-14
OH-, cleans
Notes and examples
1 carb
Monosaccharide sugar
2 protein
Amino acid
3 nucleic acid
nucleotide
4 lipid
----------Parts of cell theory
• all living things made of cells
• the cell is the basic unit of life
• all cells made from pre-existing cells
Leeuwenhoek: saw microorganisms
Hooke: saw cells
Scleiden: all plants made of cells
Schwann: all animals made of cells
Cells  basic unit of life
Cell  tissue  organ  organ system organism
Cell Parts
Nucleus– control
Plasma Membrane- outer covering
Mitochondria- energy
Chloroplast- food- photosynthesis
Ribosome- protein
Vacuole- store food
Plant
Chloroplast
Cell wall
Larger vacuole
Animal
No chloroplast
No cell wall
Small vacuole
Prokaryote
No nucleus
PM
Ribosomes
DNA
Eukaryote
Nucleus
Other organelles
Active
Passive
Energy
Makes more equal
7
2
No energy, makes equal
Diffusion, osmosis
Facilitated diffusion
A
Water will flow to A
Solute will move to B
Why- needs to dilute
Why- less concentrated
Result- dyn eq
Result- dyn eq
Process- osmosis
Process- diffusion
Water goes: in
3
- swell
8 Water goes: out
5
5
- shrivel
Water goes:
no flow
- stable
Concentration Gradient
Dynamic Equilibrium
Difference in conc grad
Equal on both sides
B
Tele
A
Meta
B
C
Mom
Ana
D
E
Prop
F
Place the phases in order: D A F C E B and name them
Cell Energy
 ATP
Adenosine triphosphate
- Energy stored in P-P bonds
Photosynthesis
IN
OUT
H2O, CO2, E
O2, C6H12O6
Eq: 6CO2+6H2O+E6O2+C6H12O6
Chloroplast
mitochondria
Cellular Respiration
We breathe in O2
We eat C6H12O6
We breathe out CO2
Make H2O + ATP
Aerobic
Anaerobic
Oxygen, more ATP
No oxygen, less ATP fermentation
DNA – deoxyribonucleic acid
Codes for  genetic info
Structure
D
Gives info to make protein
Importance of protein:
• can’t live without protein
• codes for traits (eye color, hair)
DNA is very important information
Where  nucleus
Polymer = DNA
-long chain of joining subunits
N
Subunit  nucleotide
Nucleotide (3 parts)
A
1. Sugar deoxyribose
G
3. Nitrogen bases (4)
2. phosphate
E
Note DNA cannot
leave nucleus
N
E
Nitrogen bases (4)
T
1. Adenine A
3. Cytosine C
2. Guanine G
4. Thyamine T
Purines
pyrimidines
Ad
Gua
Cy
Thy
I
Question- An enzyme helicase cuts
segments of DNA to repair damaged
cells. Where in the cell is this enzyme
located?  nucleus
C
C
O
D
E
Important structure note:
Bases always held
together by hydrogen
bonds
DNA is a double helix
• Watson & Crickmen
• 2 strands
So DNA looks like this
•Like a ladder
Backbone
S-P-S-P
backbone
Repeating 
S-P-S-P-S-P
Bases held together by hydrogen
bonds
--T A--
Nitrogen bases
--C
Complementary bases
they always go together
A= T
C= G
Hydrogen bonds
--A
--G
--T
--A
GTCA--
Make the DNA
complement
Review
Make the complement:
1. ATCTAAGCAGGTA
TAGATTCGTCCAT
2. TACGGATACCGAAT
ATGCCTATGGCTTA
Replication
DNA synthesis make DNA
Word Attack:
Synthesis  to make
Replication makes a copy
Why for new cells
When  interphase
Where  nucleus
R
E
P
L
I
C
A
T
I
O
N
How:
1. Enzyme splits it
2. Complement strands made
Result  Replication makes a copy
DNA codes for protein
Proteins made on ribs
Problem  DNA cannot leave nucleus
Info must get to the nucleus
Solution RNA
Review:
Transcription
RNA – ribonucleic acid
DNA- ATCGTATCA
RNA- UAGCAUAGU
1 Strand
Nucleotide (3)
1. Sugar ribose
2. phosphate
3. Nitrogen base
*A
*G
AU
CG
*C
DNA- TACCGATCCCATC
RNA- AUGGCUAGGGUAG
R
N
* U (uracil)
A
Made by transcription
Transcription
 Makes RNA from DNA
Where: nucleus
DNA- GACCCGTCATCCGGTAATAATCCAT
RNA- CUGGGCAGUAGGCCAUUAUUAGGUAU
DNA
• deoxyribonucleic
acid
• 2 strands
• deoxyribose sugar
• Bases A=T G=C
• made by
replication
• cannot leave
nucleus
RNA
• ribonucleic acid
• 1 strand
• ribose sugar
• bases A=U C=G
• made by
transcription
• nucleus- ribosome
.
Review:
DNA
Bases- AT, CG
RNA
.
Bases-AU, CG
Process- replication Process- transcription
Job  to make protein
Protein  a long chain of
amino acids
Process  translation
Translation to make
protein by joining
amino acids
P
R
O
T
E
I
N
How to find out what amino acids to use:
1. Use chart
2. Use codons
Codon  set of 3 nb used to code for AA
Let’s Practice!
CAU – His
UUU –Phe
UUA – Leu
GAA – Glu
CCC – Pro
CGC – Arg
Does chart use RNA or DNA? RNA
So If you have CAT? GUA
Remember
DNA
•deoxyribose
• 2 strands
• AT CG
• replication
• cannot leave
nucleus
RNA .
•ribose
• 1 strand
• AU CG
• transcription
• nucleusribosomes
A = T(DNA) A = U(RNA) C= G
3 parts of a nucleotide:
1. sugar
2. phosphate
3. Nitrogen base
Replicate:
ATCCATGAACTATAG
TAGGTACTTGATATC
Transcribe:
ATCCATGAACTATAG
UAGGUACUUGAUAUC
3 types RNA:
1. mRNA: messenger
2. tRNA: transfer
3. rRNA: ribosomal
T
R
A
N
S
L
A
T
I
O
N
Protein monomer amino acid
Codon: set of 3 nb
Translation  make protein
Ex: ACU I GUU I CAU
1. Divide into 3’s
2. 2. Find amino acid on chart
Protein  Thr – Val – His
Ex:
TAC GAA CCC GTA CAA ACT –DNA
AUG CUU GGG CAU GUU UGA -RNA
protein
Review:
1. Make the DNA complement:
CATGACTTAATGCGA
GTACTGAATTACGCT
2. Transcribe:
CATGACTTAATGCGA
GUACUGAAUUACGCU
3. Translate:
CAT GAC TTA ATG CGA
GUA CUG AAU UAC GCU
RNA
mRNA- MESSENGER
tRNA – TRANSFER
rRNA – RIBOSOMAL
M
U
T
A
T
I
O
N
THE DOG BIT THE CAT
1. THE DOG BIT THE CAR
2. TED OGB ITT HEC AT_
1  Point-Substitute: changes 1
amino acid
2  Frameshift: delete/insert.
Changes all amino acids
DNA Mini Lab
Normal hemoglobin vs. Sickled hemoglobin
• Normal hemoglobin carries oxygen
• Sickled hemoglobin cannot carry oxygen
Why  They make different proteins
Job: Transcribe and translate the DNA of the 2 types of hemoglobin
Normal: GGG CTT CTT TTT
Sickled: GGG CAT CTT TTT
Using AAT GCC AGT GGT TCC CAC
what protein would it make?
Contrast replication, transcription and translation:
Contrast RNA and DNA:
What are the 3 parts of a nucleotide?
Father of Genetics:
Gregor Mendel
Heredity: passing of traits from
parents to kids
Genetics: study of heredity
Traits: characteristics you get
from parents
Gametes: sex cells
Mom
Egg
Dad
sperm
Fertilization- union of sperm
and egg
Zygote – fertilized egg
G
E
N
E
T
I
C
S
Gene: segment of DNA that codes for a
protein/trait
Allele: choices for a trait/gene
Ex:
gene- eye color
Alleles- brown, blue
Dominant
Always seen
T
gene- height
alleles- tall short
Recessive
Can be hidden and
skip generations
t
Law of Segregation: Get 1 allele
for each trait from each parent
So you end up with – 2 alleles for
each
Since you have 2 alleles for each
gene, you have 2 letters (Remember
baby lab)
TT  homozygous dominant (Tall)
Tt  homozygous recessive (short)
Tt  heterozygous (tall)
Big letter ALWAYS wins
Genotype
Phenotype
Combo of
alleles
Tt Bb
Physical trait
Tall, short
How do you predict what offspring will
look like?
Punnet Square
Tool used to predict genotype and
phenotype of offspring
B=black b=tan
Mom - Bb
Dad- Bb
Looks black
Looks black
Cross parents
Bb
x
Bb
mom
dad
1. Draw box
2. Put mom gametes on top. Put Dad
gametes on side.
3. Fill in box with a letter from each
parent
B
b
4. Analyze
B
b
BB
Bb
Bb
bb
Dihybrid Crosses
2 different traits/parent
B = brown
T = tall
BbTt –
Bbtt bbTT BBtt -
b = white
t = short
brown tall
brown short
white tall
white short
3. Pair up letters in the following combinations
BbTt
1234
1,3
BT
1,4
Bt
2,3
bT
2,4
bt
Notice: never 2 of the
same letter in a pair
Rules for dihybrids
Ex: BbTb x Bb TT
1. Label mom and dad
Mom- BbTt dad BbTT
4. Repeat for Dad
BbTT
1,3 1,4 2,3 2,4
BT BT bT bT
2. Take mom and label letters 1-4
5. Draw Punnet square
How many squares will you have?
BbTt
1234
BbTt x BbTT
4 X 4 = 16
Square: 4 across, 4 down
BT
BT
BT
bT
bT
BBTT
BBTT
BbTT
BbTT
Bt
BBTt
BBTt
BbTt
BbTt
bT
Bt
Q1: T – tall
R – round
TtRR x TtRr
TR
BbTT BbTt
BbTT BbTt
bbTT bbTt
bbTT bbTt
6. Place Mom’s 4 combos on top
7. Place Dad’s 4 conbos down
side
8. Fill in boxes
Each box will have 4 letters
Using our example how many
offspring will be:
BBTT: 2
BBTt: 4
bbTt: 2
BbTt: 4
BbTT: 4
Brown tall: 12
white tall: 4
t – short
r – white
TR
tR
tR
TR TTRR TTRR TtRR TtRR
Tr
TTRr
TTRr
TtRr
TtRr
tR
TtRR
TtRR
ttRR
ttRR
tr
TtRr
TtRr
ttRr
ttRr
How many are tall round? 12
What are the genotypes?
TTRR
TtRR
TTRr
TtRr
ttRR
ttRr
Remember combos:
1,3 1,4 2,3 2,4
Uses:
1. Forensics
2. DNA obtained from:
G
E
N
E
T
I
C
T
E
C
H
N
O
L
O
G
Y
If know DNA sequences:
Other uses of Genetic Technology:
1. Industry
2. Medicine
3. Agriculture
Pedigree: a genetic family
male
female
affected
affected
married
children
carrier
Carrier: Tt – carries the t but is not
affected by it
P
E
D
I
G
R
E
E
How is person 7 kin to person 1? Son InLaw
How are 6 and 9 kin? Aunt/nephew
How is 1 kin to 13? Great grandson
How many males? 6 Females? 7
How many affected people? 5
Males? 3 Females? 2
If trait studied is tt – short:
Give the gen/phen for each person
1 Tt tall
2 Tt tall
3 Tt tall
4 Tt tall
5 tt short
6 Tt tall
7 tt short
8 tt short
9 Tt tall
10 Tt tall
11 tt short
12 Tt tall
13 tt short
Persons _5,7,8,11,13_ are short
Recessive Diseases:
Practice Pedigrees:
Which people are
affected? 3, 6
Cystic Fibrosis:
-Buildup of mucous in lungs
Pedigree:
Label each person
bb- blue
BB or Bb - brown
This is a recessive pedigree
Because  2 unshaded parents
have an affected child
Most genetic disorders are caused
by: 2 recessive alleles
Note: only child affected
For a recessive disease to affect a
child both parents must be: carriers
Carrier: carries the
allele but are not sick Cc
What % Chance will 2 carrier
parents have a sick child? 25%
Most genetic disorders are caused
by 2 recessive alleles
Cystic Fibrosis:
-A buildup of mucous in lungs
-Affects mostly children
Tay-Sachs
-affects the brain
-Cannot break down lipid/fat
-Mostly affects children
PKU
-found in protein
-cannot digest protein
- Controlled by diet
H
U
M
A
N
T
R
A
I
T
S
Dominant Traits:
•Hitchhiker thumb
•Unattached ear lobes
•Thick lips
Huntington’s Disease:
Causes brain degeneration
Affects people 35 to 45
Why do people with Huntington’s have
children not know they are sick
If you carry the gene for Huntington’s you
are affected by it
H = has it h = does not
5. If a child with free hanging earlobes
has a mother with attached earlobes,
could a man with attached earlobes
be the father? No
Why? No big F’s to give
F = free
1. Which is Huntington’s? A
Which is cystic fibrosis? B
How do you know?
f = attached
6.
2. How is Huntington’s
different? Older age,
dominant
3. Define the following:
male
married
female
carrier
4. What body part is affected
by CF? lungs
# affected: 6
How are 9 and 6 kin? aunt
Gen/phen of person:
2 ff att
7 Ff
3 Ff
9 Ff
4 ff att
11 Ff
13 ff att
Blood Type- codominance and
multiple alleles
Multiple alleles  more than 2
choices
Type
Genotype
A
AB
IA IA
IA Ii
IBIB
IBi
IAIB
O
ii
B
Who did the blood bank
 Charles Drew
blood transfers
If a son has blood type O could a msn
with blood type B be Dad if the Mom
has A?
What % chance do an A (Ia,i) woman
and a B (Ibi) man have of having an O
child?
Humans have 46
Into 23 pairs
Karyotype  chart of paired
chromosomes
23rd pair - sex chromosomes
XX - female XY - male
The chart shows a normal female
C
H
R
O
M
O
S
O
M
E
S
Chromosomal Diseases:
Down’s Syndrome
 3 on 21st pair
-mental and physical retardation
D-S
male
23
Monosomy 23 female copy
Sex-linked diseases
Female – XX Male - XY
Can a carrier female and an affected
male have an affected daughter?
Travel on the X
Red/Green colorblindness
Hemophilia: bleeder. Cannot
clot blood
Pedigree:
Can a normal female and an affected
male have an affected daughter? 0
Son? 0
Notice: mom is carrier. Passes it
to sons
More males affected
Why?
Female
XxX
Good X takes
over
Male
XxY
Only 1 X and
it’s affected
Where does a son get his bad X? mom
Who does dad give his bad X to?
daughter
Primitive Earth
•
•
•
•
•
• Deadly Gases
Primitive Earth:
NO LIFE
How did life begin?
O
R
I
G
I
N
O
F
Oparin Hypothesis
3.9 billion years ago 
This caused 
2 things happened:
1.
2.
Lightning and carbon in ocean formed:
•
•
•
•
These combined to form _________
L
I
F
E
Protocell (organic)  _________
(simple)  ___________ (complex)
Urey and Miller
Can Oparin be for real? Urey and
Miller tested him. How?
Evidence for Evolution
1.Fossils- oldest _________
fossil record 
2.Biochemistry –
Result  they found …
3.Embryology –
4.Anatomical Structures
similar vestigial
Urey and Miller support Oparin
Hypothesis 
Where: in the __________
Ecology: the study of organisms and
their environment
Who? ecologist
Biotic factors
Living
Plants,
animals,
predators
abiotic factors
Nonliving
Sun, dirt, temp
5 levels of ecology:
5
• organism
• population
• community
• ecosystem
• biosphere
E
C
O
L
O
G
Y
1. Organism
- 1 living thing
Ex. 1 giraffe
2. group
- 2+ of same species
Ex.giraffes
3. community
- 2+ different species
Ex. Zebras and giraffes
4. ecosystem
- Living and nonliving
Ex. Zebra, giraffe, tree, and
sun
5. biosphere
- Can support life
Ex. Sphere = circle
Bio = life
EARTH!
Interactions:
1. Competition- fighting over
resources
Habitat
Niche
.
Where it lives
Ex. In a tree What it does- job
Ex. Collect acorns
3. Symbiosis  living together, nothing
dies
Mutualism: 2 (both) benefit

Ex. Fish in coral
Commensalism : 1 benefit, 1 unaffected
Reduces competition: by having
organisms w/ diff niches/needs
2. Predator/Prey
Predator: eats
Prey: gets eaten
Cyclic
Prey up, predator up, then prey gets
eaten, levels down, predator
down from lack of food, then back
to beginning as prey makes
comeback
Density dependent  depends on
size of population
 :l
Parasitism: 1 benefit, 1 harmed
 
Ex. Leeches on a host
Aquatic
Water
Terrestrial
land
Aquatic
Saltwater
Freshwater
Ocean
Pond, lake
Photic
Light
shallow
Aphotic
No light
deep
Plankton/PhytoplanktonNorth pole
Terrestrial
tundra
taiga
Temp forest
grassland
desert
TRF
temp
equator
B
I
O
M
E
S
2 most important factors 1. temp 2. precip
Tundra
- coldest
-permafrost:
-ground permanently frozen
-little veg’s
-furry animals
Temperate Forest
- mod. Temp, rain
-deciduous: lose
Leaves in winter
-seasonal
Taiga
Northern coniferous
forest
-cold
-snowy
-conifer: evergreen
trees, makes cones
Grassland
-mod temp/rain
-grazing animals
-crops- corn,
wheat
Desert
Tropical Rain Forest
-hot
-hot
-arid-dry
-rainy
-conserve H2O
-most plants
-Nocturnal: sleep
-year round growing
in day
seasons
-Burrow: in
-most biodiversity
ground
BIOME PROJECT
Instructions: Create a brochure, booklet, or PowerPoint to illustrate the characteristics
of your biome. Be sure to include all required information and be neat and creative.
Due Date: ________
Grading Criteria:
_______ Name of Biome (5 pts)
_______ Definition of Biome (5 pts)
_______ Map of earth identifying the biome (5 pts)
_______ Climate (including temperature, rainfall, seasons, etc) (6 pts)
_______ Why is this biome different from the others? (3 pts)
_______ Plants (2 = 2 pts, 3-4 = 3 pts, 5 = 4 pts 6+ = 5 pts)
_______ Animals (2 = 2 pts, 3-4 = 3 pts, 5 = 4 pts 6+ = 5 pts)
_______ Adaptations needed to survive (3 pts)
_______ Food web of the biome (chain=2 pts, 5 step web =3 pts, 7+ step web= 5 pts)
_______ Positive/Negative Affects Man has had on biome (2 pts each)
_______ Include graphs where needed (0=0 pts, 1=1 pts, 2=2 pts, 3+=3 pts)
_______ Include illustrations where appropriate (0=0 pts, 1-2= 1 pt, 3-4= 2 pts, 5+=3 pts)
_______ Creativity and Neatness and Color (5 pts)
_______ Bibliography (at least two books from the library) (10 pts)
_______ Grade (65 point max)
Be sure your project is colorful and that you have used proper spelling and grammar.
Graphs and pictures should be used where needed to support your information.
Please feel free to include any other interesting facts about your biome. Try your best
and gather the needed information.
Limiting factor: anything that prevents
some things from living in an area
Abiotic: temp, rain, soil
Biotic: food, predators
Adaptation  something an organism
has to survive in the environment
Tolerance  ability to withstand
change
L
I
M
I
T
S
Population growth:
Slow in
beginning,
speeds up
S-curve
Above cc  too many, some die
Below cc  room for more
Succession  changes in a community
&
carrying capacity levels off
Carrying Capacity: max
amount of individuals
the environment can
support
C
H
A
N
G
E
S
Primary
•New place
•Slow
•Pioneer species
Secondary
After disaster
(forest fire)
Faster b/c
already has life
Order
and soil
1 pioneer species (lichen/moss)
2 grasses
3 bushes
4 pine trees
5 hardwood trees
All living things must have energy
in order to maintain homeostasis
#1 Energy Source= SUN
Autotroph
• makes own food, get E from sun
• photosynthesis
Ex. plants
autotrophs= producers
Heterotroph
• eat food for energy
• cannot make E
•Ex. animals
Heterotrophs = consumers
E
N
E
R
G
Y
Types of heterotrophs
1. Herbivore: eats plants
Ex. Deer, cows
2. Carnivore: eats meat
Ex. lions
3. Omnivore: eats both
Ex. Bear- berry, fish
4. Scavengers: eat dead stuff
Ex. buzzards
5. Decomposers: biodegrade things
Ex. Bacteria in a dumpster
Only 10 percent of energy goes to
the next level. The rest is either
used or lost as heat.
SUN
Scavengers,
decomposers
As move up the
pyramid energy is lost
so the
amount of energy
decreases.
Must be replaced by
the sun.
4th trophic level.
3rd heterotroph.
Carnivore- eats
carnivores
3rd trophic level. 2nd
heterotroph.
Carnivore- eats
herbivore
2nd trophic level. 1st
heterotroph. Herbivore- eats
plants
1st trophic level. Autotroph- plant. Producer.
Trophic Level =
Energy Level.
Matter is Recycled
Water Cycle
B
D
C
A: evaporation
B: condensation
C: precipitation
D: transpiration
A
M
A
T
T
E
R
Carbon – CO2
CO2
A
D
O2 B
Food C
a. Plants take in CO2
“photosynthesis”
b. We breathe in O2 from plant
c. We eat food from plant
d. We breathe out CO2 “cellular
respiration”
Pollution  bad CO2 into air
Extinct
0
No more
living
Endangered
Numbers
close to 0
Threatened
Decrease in
population
Threats
Habitat Loss- remove habitat
Effect- no place to live
Ex. deforestation
Habitat Fragmentation- separate
Effects• edge effect
• encroachment
•
•
T
H
R
E
A
T
S
Habitat Degradation- to make unlivable
-pollution
Effects: acid precipitation- lower pH of
water
less ozone- more harmful UV
rays
more CO2
greenhouse effect
CO2 traps heat
greenhouse/ global warming
Exotic Species
• do not belong
• no predators
• reproduce and spread out of control
Conservation Biology- to save
biodiversity
Legal
- CITES
- US endangered species act
Preservation
- parks- Yellowstone
- preserves
- Sustainable use- use wisely
-Habitat corridors
-Connect pieces of land
-Overcomes habitat fragmentation
C Reintroduction programs
-put things back in their natural
O habitat
Ex. condors
N Harmed by DDT(pesticide)
Effect- thin eggs
S
Captivity- under human control
E
Problem with reintroduction
R programs:
- Lose natural instinct
V
PROTECT!!
A
CONSERVE!!
T
SAVE THE PLANET!!
I
O
N
Unit 5 Review
5
5
Theory: supported
evidence
Characteristics of living
organisms
• Cells/DNA
• reproduce
• grow/develop
• homeostasis
• adapt
Law: untestable
fact
7
Independent
Variable: tested
Levels of Ecology
• organism
• population
• community
• ecosystem
• biosphere
Symbiosis:  
 :/
Steps of scientific
Method
• problem
• hypothesis
• experiment
• data
• result
• conclusion
• R/R- repeat

Dependent
Variable: measured
Biotic
Living
Abiotic
Not living
Habitat
Where
Niche
Job
Ecology
Study of…
Pyramid of energy
(trophic levels)
Energy: runs
out
5th:
Scavengers
4th
3rd het:
carn eat carn
3rd
2nd het
Carn eat herb
2nd
1st het
Herb eat plant
1st
Autotroph
Plant= producer
Autotroph
Heterotroph Food Chain
Producer
plant
Consumer
animal
Food Web
B
CO2 increases
CO2 Decreases
Breathe in
trees
pollution
D
C
A
A: evaporation
B: condensation
C: precipitation
D: transpiration
Nitrogen Fixation: fix N to make variable bacteria, plants
Energy runs out
Matter is recycled
Limiting Factor: prevents life
Tolerance: withstand change
Succession:
Primary
Secondary
new
After disaster
Forest fire
Aquatic:
Marine
Freshwater
Saltwater/ocean
Lake/pond
Photic
Aphotic
Interdependent
Light
shallow
Deep
No light
Start of food
chain, must be
producer
tundra
taiga
Temp forest
grassland
Desert
TRF
Island Theory
1. Small island has less BioDiv
2. Closer to equator, has more
BioDiv
Tundra: permafrost
Taiga: northern
coniferous forest
Grassland: crops,
grazers
Forest: seasonal
deciduous
Desert: hot and
conserve H2O
Rainforest: hot rainy
most BioDiv
Biodiversity: number of different types of species
Extinct: 0
Habitat Loss:
remove
Endangered: close to 0
Habitat Fragmentation:
separate
Threatened: rapid
population drop
Habitat Degradation:
pollute
Exotic Species:
invade
Global Warming: raises temp.
CO2 traps heat
Sustainable Use
Habitat Corridor
Captivity
Reintroduction
Use wisely
Connects separated
land
Under human
control
Help put back
Conservation:
Linear
J Curve
S Curve
Rate: constant
Rate: exponential
Rate: exponential
with leveling off
Not population
Unlimited
resources
realistic
Rapid life history:
• think mosquito
• small
• lots of babies
• short lives
• little care
Short life history:
• think elephant
• large
• few babies
• long lives
• more care
Carrying Capacity: max # environment can support
Demography
Age Structure
Emigration
Human population
# of people at each exit
age group
Competition up when:
1. Population up
2. Resources down
immigration
into