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What You Must Know to Pass the Regents Biology Exam Written by: The CCP Science Department Unit One: Science and the Living Environment • Observation: What is seen or measured • Inference: A conclusion based on observation or evidence • Hypothesis: An untested prediction (If, then, because) • Theory: A broad explanation of natural events that is supported by strong evidence. Controlled Experiment • Compare the results of an experiment between two groups 1. Experimental group: Group being tested 2. Control group: Should be identical to the experimental group in every way except one; it does not receive the treatment Placebo: A sugar pill or other fake treatment Variables • Independent: variable being tested; always plotted on the X axis. • Dependent: variable that is measured at the end of the experiment; changes due to the independent variable; plotted on the Y axis Characteristics of a Good Experiment • Can be repeated by anyone and get the same results • Has a large sample size/many test subjects • Performed for longer period of time • Tests only one variable • Are peer reviewed • Does NOT have to agree with the hypotheses • Is objective; fair and unbiased Try This: • Design an experiment that tests the affect of fertilizer on Begonia plants • Remember the design an experiment question will appear in section C of the Living Environment Exam Many plants can affect the growth of other plants near them. This can occur when one plant produces a chemical that affects another plant. Design an experiment to determine if a solution containing ground-up goldenrod plants has an effect on the growth of radish seedlings. In your experimental design be sure to: • state a hypothesis to be tested [1] • describe how the experimental group will be treated differently from the control group [1] • explain why the number of seedlings used for the experiment should be large [1] • identify the type of data that will be collected [1] • describe experimental results that would support your hypothesis [1] ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ________________________________________________________ Unit Two: Characteristics of Living Things • All living things must maintain homeostasis. • To maintain homeostasis organisms must carry out the basic life functions – – – – – – – Nutrition Excretion Transport Respiration Growth Synthesis Regulation Homeostasis • The ability to maintain a constant internal environment despite environmental change • Failure to maintain homeostasis causes disease or death. • Metabolism- all life processes • Metabolism requires water Why? – Because Metabolism = hydrolysis + dehydration synthesis Nutrition - Autotrophs • Autotrophs – make their own food • May carry out photosynthesis or chemosynthesis. • Ex. plants, alga, blue-green bacteria Photosynthesis • Takes radiant energy from the sun and outs into the bonds of sugar molecules • Occurs mostly in the chloroplasts of plant cells • CO2 + H2O C6H12O6 + O2 Chloroplasts • • • • • Found in plants Site of photosynthesis Contain stroma (”jelly”), and thylakoid membranes Photosynthesis has two main reactions; Light and Dark(Calvin cycle) Do you remember where each rxn takes place? Plants and Photosynthesis • Plants have stomates, small holes in their leaves and lenticels in their stems that let them exchange the gases used in photosynthesis. • Guard cells open and close the stomates. Cellular Respiration • Organisms get energy by breaking the bonds of sugar molecules. • The released energy is used to make a molecule of ATP, which gives organisms their energy. • C6H12O6 + O2 CO2 + H2O • Occurs in the Mitochondria! Respiration Con’t. • Aerobic respiration = requires oxygen, and yields more ATP (energy) per molecule of sugar than anaerobic respiration • Anaerobic respiration = does NOT require oxygen • When humans are forced to get energy from anaerobic respiration, we produce lactic acid that damages muscles (burning feeling after exercise) Photosynthesis and Cellular Respiration • Photosynthesis and Cellular respiration are opposite reactions! • They are also important in cycling carbon, oxygen, hydrogen and water through the environment. The Connection Between Photosynthesis & Cellular Respiration mitochondrion chloroplast Transport 1. Diffusion 2. Active Transport 3. Osmosis Diffusion • Movement of molecules from high concentrations to low concentrations • Requires NO energy • “Flow to the Low” Active Transport • Requires the use of ENERGY!!!! • Moving molecules from a low concentration to a higher concentration. Osmosis • The passage of water from a region of high water concentration through a semipermeable membrane to a region of low water concentration Osmosis The Effect of Osmosis on Cells When you put an animal or plant cell into a liquid containing water one of three things will happen. 1.Hypotonic solution: (distilled water) If the medium surrounding the cell has a higher water concentration than the cell (a very dilute solution) the cell will gain water by osmosis Water molecules are free to pass across the cell membrane in both directions, but more water will come into the cell than will leave. The net (overall) result is that water enters the cell. The cell is likely to swell up 2. Isotonic Solution If the medium is exactly the same water concentration as the cell there will be no net movement of water across the cell membrane. Water crosses the cell membrane in both directions, but the amount going in is the same as the amount going out, so there is no overall movement of water. The cell will stay the same size. 3.Hypertonic Solution (salt water) • If the medium has a lower concentration of water than the cell (a very concentrated solution) the cell will lose water by osmosis. • Again, water crosses the cell membrane in both directions, but this time more water leaves the cell than enters it. • Therefore the cell will shrink. Regulation • Coordination and control of other life functions • Nervous and Endocrine Systems function in regulation Nervous System 1. A stimulus is a change in the environment that you respond to. 2. A neuron is a nerve cell. 3. An impulse is the electrical signal carried by the nerves. 4. Neurotransmitters are chemicals that carry the impulse. A neuron dendrite Axon terminal Cell body axon Myelin sheath nucleus Endocrine 5. A hormone is a chemical signal created by different glands in the body. Ex. insulin, adrenaline, testosterone, estrogen 6. Receptor molecules are proteins on the surface of the cell membrane that receive signals from the nervous and endocrine system. The Endocrine System Chemistry • The most common elements in living things are Carbon, Hydrogen, Oxygen, and Nitrogen (CHON) • Organic compounds have carbon AND hydrogen • Organic molecules are larger than inorganic molecules Which of the following is an Organic molecule? 1. 2. 3. 4. H 2O CO2 NO3 C6H12O6 There are four main organic compounds 1. 2. 3. 4. Carbohydrates Lipids Proteins Nucleic Acids Carbohydrates • Sugars and starches • All carbohydrates are made from simple sugars and supply ENERGY Starch glucose Lipids • Store energy and include fats, oils, and waxes • They are made from fatty acids and glycerol Proteins • Are made from amino acids • Proteins can act as hormones, and enzymes • Many body and cell structures are composed of proteins • It is the SHAPE of the proteins and how they fit together that determines what proteins can do Protein Structure Amino acids Specific jobs of proteins • • • • • Enzymes Receptor molecules on cell membranes Channels in cell membranes Antibodies Hormones Enzymes • Are catalysts- affect the rates of chemical reactions • Induced Fit Model – one type of enzyme fits one type of molecule • If the enzyme’s shape changes it no longer works Factors that affect enzyme activity • pH • Temperature • Concentration of substrate Enzyme Activity Reaction pathway without enzyme Reaction pathway with enzyme Activation energy without enzyme pH • The ph scale measures from 0-14. • It measures the strength of acids and bases • A low pH (0-6.9) indicates an acid • A high pH (7.1-14) indicates a base • 7 is neutral (water) pH scale base neutral acid Cells • • Cells are the basic unit of life. All living things are made of cells. Cell Theory 1. All living things are made of cells 2. Cells come from pre-existing cells 3. The cell is the basic unit of structure and function Plant vs. Cells • Have a cell wall • *May have chloroplasts • Have large vacuoles • Form a cell plate upon dividing • Generally rectangular in shape Animal • • • • Lack a cell wall No chloroplasts Small if present Use centrioles to divide (pinch in) • Generally circular or oval in shape *Remember the onion cell does not have chloroplasts while elodea cells do have chloroplasts Organelles “little organs” • Cell membrane- made of a lipids and proteins • It is selectively permeable • Has hydrophilic and hydrophobic components • ALL CELLS HAVE A CELL MEMBRANE! Cell Membrane Outside of cell Carbohydrate chains Proteins Cell membrane Inside of cell (cytoplasm) Protein channel Lipid bilayer Nucleus • Contains the DNA • Site of DNA replication • Site of mRNA production Mitochondria • Site of cellular respiration • ENERGY in the form of ATP Ribosome • Site of protein synthesis • May be loose in the cytoplasm or connected to the ER Vacuole • Storage • Very large in plants Golgi Apparatus • Packaging of proteins for transport Endoplasmic Reticulum • Smooth or Rough (has ribosomes) • Transport Typical Cell Ribosome bound Nucleolus Nucleus Nuclear membrane Free Ribosome Cell membrane Mitochondria Smooth ER Rough ER Centrioles Golgi Apparatus Classification • Organisms are classified mostly by evolutionary history. • Those with common ancestors are grouped together • Scientists use cladograms to represent relationships – This is useful in the study of evolution. • Cladograms diagram evolutionary pathways Cladograms Appendages Crab Conical Shells Barnacl e Gastropod Crustaceans Limpet Crab Barnacle Limpet Molted exoskeleton Segmentation CLASSIFICATION BASED ON VISIBLE SIMILARITIES CLADOGRAM Tiny freeswimming larva Linnaeus’s System of Classification Kingdom Phylum Class Order Family Genus Species Classification Con’t. With the advent of modern genetics, Classification (Taxonomy) has been revised. A category known as Domain has been added which is larger than Kingdom. The diagram shows the three Domains Archaea Bacteria Eukaryota Archaea & Bacteria are prokaryotes while Eukaryota includes all eukaryotes. Classification Con’t. • A scientific name is made of an organisms Genus and species • It is either italicized or underlined; the Genus is capitalized the species is lowercased Ursus maritimus Unit Three: Homeostasis and the Human Body A. Organization 1. Cells are specialized into tissues a. Tissues are groups of cells specialized to do certain jobs b. Specialization or differentiation occurs because some genes in the nucleus are “turned on” Almost every cell has a complete set of genes, but only those needed for that cells job are active. So while a red blood cell has all the genetic info to make a nerve cell, bone cell, skin Organization Con’t 2. Tissues work together to form organs (heart, lungs, kidneys) 3. Organs work together in organ systems (digestive system, nervous system, etc.) Levels of Organization Organism Individual living thing Groups of Tissues, organs, Cells Organ systems Cells Smallest functional unit of life Groups of Molecules atoms; B. The Nervous System • • Regulates your body by using electrochemical nerve impulses The brain has three main parts 1. Cerebrum – thinking, memory, etc. 2. Cerebellum- balance, muscle movements etc. 3. Medulla- breathing, heart rate etc. • The spinal cord controls reflexes and brings impulses from the nerves to the brain The Brain cerebrum – controls voluntary behavior, memory, thinking, & reasoning cerebellum – coordinates muscles, maintains balance medulla oblongata – controls basic life functions – breathing, heartbeat, blood pressure & peristalsis Reflex Arc = S.I.M. • the action path involving a Sensory neuron, an Interneuron in the spinal cord, & a Motor neuron (SIM) C. Endocrine System • Uses hormones to regulate the body • Slower than the nervous system, but has longer lasting affects • The pancreas makes insulin and glucagon which control blood sugar • Adrenal glands make adrenalin when the body is under stress • Testosterone (male), estrogen and progesterone (female) are the sex hormones Hormone Levels are controlled by Negative Feedback Insulin LOWERS blood sugar Levels Glucagon RAISES blood sugar levels D. Transport/Circulatory System • Moves material (water, nutrients, hormones, wastes) through the body to the cells that need them • Red blood cells carry oxygen • White blood cells fight disease • Plasma is the fluid of the blood • Platelets clot the blood Blood Vessels Arteries – carry blood away from the heart Capillaries- site of exchange of O2/CO2 Veins- carry blood to the heart (contain valves) Blood Vessels Artery Vein Capillary endothelium arteriole venule Connective tissue Connective tissue Smooth muscle endothelium Smooth muscle endothelium valve E. Immune System • Protects the body against pathogens • Types of pathogens include viruses, bacteria, and parasites • White blood cells are the main components of the immune system • Different white blood cells have different roles • Antigens cause an immune response • Antibodies are proteins made by white blood cells that attack antigens • Antibodies are SPECIFIC, and attack only antigens that have the correct shape Antigen binding sites Antigen ANTIBODY Vaccines • A preparation of weakened or killed pathogens • Stimulate antibody formation (active immunity) • After antibodies recognize an antigen and destroy it, “memory cells” are produced • These cells remain in the blood stream • They respond so quickly that the resulting immune response can inactivate the disease causing agents, and symptoms are prevented. Blood types • O is the universal donor • AB is the universal receiver Antibiotics • Drugs that are used to stop infections by bacteria (passive immunity) • Antibiotics will NOT work against viruses F. Digestive System • Food is broken down so that it is small enough to enter the body tissues/cells • The digestive system is a one way passage through the body that includes, mouth, esophagus, stomach and intestines • Food is moved through the digestive system by peristalsis Peristalsis esophagus contraction Bolus relaxation • Food is broken down mechanically (chewing, churning) and chemically (enzymes) • The absorption of nutrients occurs in the small intestine. • The small intestine have villi (small fingerlike projections that increase surface area) • Undigested food is eliminated as solid waste- this is NOT excretion Villi small intestine villus circular folds epithelial cells villi capillaries lymph vessel vein artery Prentice Hall Biology pg.983 G. Respiratory System • Physical respiration (breathing) provides oxygen needed for chemical respiration (which releases energy from sugar) • It also excretes the waste CO2 which is produced from respiration • The diaphragm is the muscle that allows breathing to occur • You breathe faster when CO2 builds up in the blood (not when you need oxygen) Alveoli • Alveoli are very important because it is here that oxygen enters the blood and CO2 leaves • The alveoli look like microscopic sacs surrounded by capillaries alveoli bronchiole capillary H. Excretory System • Removes metabolic waste from your body – These wastes include; salt, water, urea, and CO2. • The lungs excrete CO2 and water and the skin excretes sweat • The kidneys filter waste from the blood and reabsorb nutrients • The liver filters toxins and dead read blood cells from the blood Nephrons • The functional units of the Kidney Bowmans capsule Cortex Medulla capillaries glomerulus Ureter To Bladder Collecting duct To ureter Skeletal Muscle System • Provides protection and structure for the body • Also needed for locomotion Bones • Provide support and protection and provide leverage for movement • The bone marrow produces blood cells Muscles • • Muscles only pull and thus must work in pairs to move joints There are three types of muscle 1. Cardiac 2. Skeletal 3. Smooth (visceral) Tendons and Ligaments • Tendons – connect muscle to bone • Ligaments - connect bone to bone Do you get it? Which letter represents a • tendon? • bone? • ligament? • muscle? Interaction between systems • Know how different systems of the body work together to maintain homeostasis!! • Examples: • Nutrients from the digestive system are transported to cells by the circulatory system • Wastes from respiration are removed by the excretory system Unit Four: Reproduction • Asexual Reproduction – Advantages: faster, easier – Disadvantage: no variety; offspring same as parent • Sexual Reproduction – Advantages: variety – Disadvantage: more time, effort and risk Mitosis • Asexual • One division two identical, diploid (2n) cells • Chromosome number in daughter cells is the same as the parent cell • Large organisms use mitosis for growth and healing • Simple organisms use it to reproduce Meiosis • A part of sexual reproduction (produces sex cells or gametes) • One cell divided twice to make four DIFFERENT cells • All 4 cells are haploid (n) meaning they have half the number of chromosomes found in the parent cell • Separate pairs of homologous chromosomes so that offspring get one chromosome from each pair from a different parent • Produces 4 sperm cells in males Fertilization • Occurs in the fallopian tube • A fertilized egg is called a zygote and has the normal number of chromosomes (2n) • The fetus develops in the uterus • Cells divide without becoming larger (cleavage) • After a few days the cells begin to differentiate- that is they start to form different types of cells (nerve, skin, bone) • At this stage the embryo is very vulnerable to alcohol, drugs etc. Unit 5: Genetics • Humans have 46 chromosomes, 23 homologous pairs • Chromosomes pairs carry alleles for the same trait • We all have two alleles for each gene- 1 from each parent, 1 on each member of the homologous pair • While genes determine our traits, the environment can affect expression of genes • Each chromosome has thousands of genes • Each gene codes for a protein DNA • Is made of four bases (A,T,G,C) – – – – Adenine Thymine Guanine Cytosine Codons • A three letter codon represents a specific amino acid • These amino acids are linked together to form proteins (occurs in ribosomes) • ATG - TTA - CAG - TTG - CGC RNA • Helps DNA by carrying the genetic code to the ribosomes (mRNA) • The ribosomes make the DNA with help of tRNA molecules • Contains Uracil instead of Thymine Mutations • Changes to DNA are called mutations • Two types of mutations – Chromosomal – Point Mutations • Mutations can only be passed on to offspring if they occur in sex cells (sperm or egg) • All cells in the body contain the same genes Genetic Technology • Selective Breeding – Produces animals with desired traits (disease resistance, larger fruit, more meat, etc.) Genetic Engineering- Gene Splicing • A gene from one organism is inserted into the genes of another • Enzymes are used to cut and copy the DNA segments • Bacteria are often used because they have no nucleus protecting their DNA, and they reproduce quickly Gene Splicing – You Must Know • The gene to make human insulin was inserted into bacteria. • The bacteria can now make insulin that is the same as human insulin • The insulin is used by diabetics Gene for human growth hormone Recombinant DNA Gene for human growth hormone Human Cell Sticky ends DNA recombination DNA insertion Bacterial Cell Bacterial chromosome plasmid Bacterial cell containing gene for human growth hormone Karyotype • Picture of your genes, used to spot abnormalities such as Down Syndrome Unit Six : Evolution • Modern species evolved from earlier species and share a common ancestor • Charles Darwin proposed that Natural Selection is the mechanism that causes a species to change Natural Selection 1. Overproduction of Offspring; offspring have variation 2. Competition for Limited Resources; variations affect the outcome of competition (Survival of the Fittest) 3. Survive pass on genes 4. Variations that were beneficial are passed on and become more common in a population • Organisms that are better adapted to their environment and are able to reproduce successfully are considered “fit” • Note: evolutionary fitness has nothing to do with physical strength necessarily • Evolution is driven by change in the environment • To evolve variations must exist BEFORE the environment changes • Variations exist primarily as a result of sexual reproduction and mutation • Species with more variation are better able to survive environmental changes Gradualism vs. Punctuated Equilibrium • Gradualism-the idea that evolution occurs slowly over time • Punctuated equilibrium –the idea that evolution happens in quick bursts amongst periods of no change Speciation • Creation of a new species • Usually requires geographic isolation, which eventually results in reproductive isolation Evidence for Evolution 1. Fossils 2. Biochemistry 3. Anatomy (homologous structures) (vestigial organs) 4. Embryology 5. Direct Observation Unit Seven: Ecology • ECOSYSTEM: made up of all living and non-living things. • BIOTIC FACTORS: living factors • ABIOTIC FACTORS: non-living factors • HABITAT: a specific environment that is a species “home” • POPULATION: all the organisms of a species that live in the same area • COMMUNITY: All the different populations combined. • BIOSPHERE: Everywhere there is life. • COMPETITION: Struggle for resources • LIMITING FACTORS: Factors in the environment that limit the size of populations. • PREDATORS: Species that kill other animals • PREY: Organisms killed for food. • CARRYING CAPACITY: The number of organisms of any single species that an ecosystem can support. Determined by available energy, water, oxygen, and minerals. • NICHE: The “job” or role the species plays. If two species try to occupy the same niche competition occurs. • FOOD CHAIN: Shows what eats what. • AUTOTROPHS: producers, make own food, base of food chains • HETEROTROPHS: Eat other organisms • HERBIVORES: Eat plants (consumer) • CARNIVORES: Eat other animals (consumer) • OMNIVORES: Eat both plant and animals (consumers) • DECOMPOSERS: recycle materials that can then be reused by producers. [Bacteria & Fungi] • SCAVENGERS: consumers that eat dead organisms. • PARASITES: attack other living organisms (host) but rarely kills them. • FOOD WEB: Show more complex feeding relationships among producers, consumers, and decomposers. • ENERGY PYRAMID: Diagram that shows the transfer of energy through a food chain or web. Each block represents the amount of energy that was obtained from the organisms below it. • BIODIVERSITY: Measurement of the degree to which species vary within an ecosystem. Strong connection between biodiversity and the stability of an ecosystem. • ECOLOGICAL SUCCESSION: changes in an environment that make it more suitable for another community. • Rock goes to mosses with goes to grasses which goes to trees and shrubs with goes to a forest. • Each stage is suitable for different species. • The Four NYS Required Laboratory Activities – 1. – 2. – 3. – 4. Making Connections The Beaks of Finches Diffusion through a Membrane Relationships and Biodiversity Making Connections Key Points I 1. In order to find a hypothesis, one looks for patterns. For example, we did not see a connection between pulse rate and height, but we did see a connection between pulse rate and exercise. 2. Graphs and data tables present data in a clear, organized way that is easy to understand. 3. Pulse rate increases during exercise because the cells need to be provided with more food and oxygen and more wastes are produced which need to be transported to the lungs (CO2) and the kidneys (urea). 4. Muscles become fatigued, tired, due to waste products building up in them. 5. Organ systems interact in order to maintain homeostasis Making Connections Student Tested Pulse Rate at Rest Pulse Rate After Exercising 1 70 97 2 75 106 3 84 120 4 60 91 5 78 Making Connections Making Connections P ul s e R a t e B e f or e & A f t e r E x e r c i s e 12 0 10 0 80 R a t e / M in u t e 60 Pulse Rat e ( Rest ) 40 Pulse Rat e ( Exer cise) 20 0 1 2 3 S t ude n t s 4 5 The Beaks of Finches If you see this diagram on the final exam the corresponding questions will test your knowledge and experience with this lab activity Diffusion Through a Membrane Red Onion place in Salt Water Red Onion place in Distilled Water Diffusion Through a Membrane • A student places an artificial cell, similar to the one used in the laboratory activity Diffusion Through a Membrane, in a beaker containing water. The artificial cell contains starch and sugar. A starch indicator is added to the water in the beaker. Explain how the student will know if the starch is able to diffuse out of the artificial cell. [1] Diffusion Through a Membrane Diffusion Through a Membrane • Allow 1 credit for explaining how the student will know if the starch is able to diffuse out of the artificial cell. Acceptable responses include but are not limited to: — If the starch diffuses out, the indicator solution will turn black or blue-black. — If the starch is able to diffuse out, the starch indicator will change color. Relationship & Biodiversity Relationship & Biodiversity Relationship & Biodiversity • Using the codon chart in the previous slide complete the table below. DNA TAC GGG TCA CGA GGT ACA TGC mRNA Amino Acid Remember the last codon usually codes for a “STOP” ATC Gel Electrophoresis Analysis Restriction Enzymes are used to cut DNA into fragments of various lengths Botana curus Species Z The banding pattern for Botana curus & Species Z Match The next Series of Slides will take you through practice regents questions. GOOD LUCK Here is a typical regents question. This question tests your knowledge of diffusion & osmosis. Can you answer the question? See the next slide for the answer. The cell contains more water [90%] than the beaker [85%]. Therefore water [osmosis} will move out of the cell into the beaker until equilibrium is reached. The cell contains glucose [5%] while the beaker contains none. Therefore glucose will move {diffuse} out of the cell into the beaker until equilibrium is reached. Lastly, the cell contains starch [5%] while the beaker contains none. However the beaker contains iodine [5%]. Therefore starch will move {diffuse} out of the cell into the beaker. The iodine which is an indicator of polysaccharides will turn the starch blue-black. Here is a common diagram that illustrates Photosynthesis. Can you identify each letter? See the next slide for the answers. A Water (H2O) B Carbon dioxide (CO2) C Light Reaction (granum) D Dark Reaction (Calvin cycle) occurs in the stroma E Oxygen (O2) F Glucose (C6H12O6) carbohydrate G Chloroplast The next slide illustrates a typical reading comprehension question found on the living environment exam. These are straight forward as long as you take the time and read the questions carefully. I have highlighted in blue the trick and then the answer for question 40. Base your answers to questions 40 through 43 on the information below and on your knowledge of biology. A decade after the Exxon Valdez oil tanker spilled millions of gallons of crude [oil] off Prince William Sound in Alaska, most of the fish and wildlife species that were injured have not fully recovered. Only two out of the 28 species, the river otter and the bald eagle, listed as being injured from the 1989 spill are considered to be recovered said a new report, which was released by a coalition of federal and Alaska agencies working to help restore the oil spill region. Eight species are considered to have made little or no progress toward recovery since the spill, including killer whales, harbor seals, and common loons [a type of bird]. Several other species, including sea otters and Pacific herring, have made significant progress toward recovery, but are still not at levels seen before the accident the report said. More than 10.8 million gallons of crude oil spilled into the water when the tanker Exxon Valdez ran aground 25 miles south of Valdez on March 24, 1989. The spill killed an estimated 250,000 seabirds, 2,800 sea otters, 300 harbor seals, 250 bald eagles, and up to 22 killer whales. Billions of salmon and herring eggs, as well as tidal plants and animals, were also smothered in oil. 40 Identify two species that appear to have been least affected by the oil spill. [1] (1) _______________________________ (2) _______________________________ 41 The oil spilled by the Exxon Valdez tanker is an example of a (1) nonrenewable resource and is a source of energy (2) renewable resource and is a source of ATP (3) nonrenewable resource and synthesizes ATP (4) renewable resource and is a fossil fuel Here is a biotechnology question that illustrates Recombinant DNA. In this case foreign DNA (human DNA for the production of insulin) is introduced into a bacterial plasmid. Restriction enzyme cuts DNA Human DNA that codes for insulin. New bacterial plasmid This results in the creation of a bacterial plasmid that allows bacteria to produce human insulin for the treatment of diabetes. Here is another good question. 38. A mutation occurs in a cell. Which sequence best represents the correct order of the events involved for this mutation to affect the traits expressed by this cell? (1) a change in the sequence of DNA bases → joining amino acids in sequence → appearance of characteristic (2) joining amino acids in sequence → a change in the sequence of DNA bases → appearance of characteristic (3) appearance of characteristic →joining amino acids in sequence →a change in the sequence of DNA bases (4) a change in the sequence of DNA bases → appearance of characteristic → joining amino acids in sequence Answer choice # 1 This is a good question to illustrate the term metabolism. Remember, metabolism is ATP dependent. 27 Information concerning a metabolic activity is shown below. enzyme X products + energy for metabolism Substance X is most likely (1) DNA (2) oxygen (3) ATP (4) chlorophyll Answer # 3