Download MCAS and Final Review Packet 2014

MCAS and Final Review Packet 2014
Name_____________________________________
Class______
This packet is designed to review the major topic areas and Framework Standards covered in the CP Biology
course. Each topic or standard has review questions to be answered by the student onto these sheets. This entire
packet will be handed in BEFORE the MCAS test in June and graded as a TEST GRADE for the fourth
marking period. Therefore, answers should be presented in a neat and clear manner. Students may look up the
answers to any of the questions in their notebook, text, or online.
1. The Chemistry of Life
1.1 Recognize that biological organisms are composed primarily of very few
elements. The six most common are C, H, O, N, P, S.
Vocabulary:
organic compound: A compound that contains carbon What elements do these symbols represent?
C - Carbon
H - Hydrogen
N – Nitrogen
O - Oxygen
P – Phosphorous
S – Sulfur
Which of these six elements is the “backbone” of living organisms? Carbon and Hydrogen – Hydrocarbons
1.2 Describe the basic molecular structures and primary functions of the four major
categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids).
Vocabulary:
macromolecule: A large molecule consisting of many monomers to make a polymer
amino acid: a monomer of a protein
polypeptide: a bunch of amino acids (hundreds) linked together
monosaccharide: a simple sugar (a sugar molecule) like glucose
polysaccharides: a complex sugar consisting of a bunch of monosaccharides ex – 1. starch (plants) 2.
Glycogen (animals) 3. Cellulose (cell wall of plants) 4. Chitin (cell wall fungi)
nucleotide: a monomer of nucleic acid
fatty acid: a long chain of carbon and hydrogen that makes up lipids
triglyceride: complex lipids like animal fats and crisco
Identify the major function(s) of the following organic compounds;
4 organic compounds found in living
things
Carbohydrates
Lipids
Function
1. Energy 2.structural (CW plants and Fungi)
1. Energy storage (fats) 2. Cell membrane 3. Wax (leaf covering) 4.
Steroids
Proteins
1. Structural 2. Enzymes – chem rxns
Nucleic Acids
1. Store genetic information
Identify the following molecules (as one of the four major categories):
#1 Nucleic acid – DNA
#2 Carbohydrates – monosaccharide – glucose
#3 Lipid – saturated fatty acid
#4 carbohydrate – disaccharide – sucrose
#5 nucleic acid – nucleotide
#6 protein – amino acid
#7 Lipids – triglycerides
1.3 Explain the role of enzymes as catalysts that lower the activation energy of
biochemical reactions. Identify factors, such as pH and temperature, which have
an effect on enzymes.
Vocabulary:
catalyst: any compound that helps speed up chemical reactions
enzyme: a biological catalyst (protein)- lowers the activation energy which speeds up a chem rxn
activation energy: the energy needed to start a chemical reactions
substrate: the compound that the enzyme is changing by either adding or breaking chemical bonds
product: what is produced after the enzyme changes the substrate
active site: the location on the enzyme where the substrate fits in
Describe how temperature/pH affects Enzyme activity: Extreme temperatures and pH or other environmental
factors can change the shape of the enzyme. The change in shape alters the effectiveness of the enzyme by
preventing the substrate and the enzyme fitting together. The lock and key no longer fit together. Sometimes
the enzyme does not work at all or it may work with reduced efficiency
2. Cell Biology
2.1 Relate cell parts/organelles (plasma membrane, nuclear envelope, nucleus,nucleolus,
cytoplasm, mitochondrion, endoplasmic reticulum, Golgi apparatus,lysosome, ribosome,
vacuole, cell wall, chloroplast, cytoskeleton, centriole, cilium,flagellum, pseudopod) to
their functions. Explain the role of cell membranes as a highly selective barrier (diffusion,
osmosis, facilitated diffusion, and active transport).
Vocabulary:
organelle: a structure that performs a certain function
flagellum (a): a long thin hair like structure that aids in motion
cilium (a): a bunch of short hair like projections that aid in locomation
pseudopod: a projection that organisms like amoeba
Name two structures that could be found in animal cells but not in plant cells.
(1) centrioles (2) lysosomes (3) cilia and flagella
Name two cell structures found in plant cells but not in animal cells.
(1) cell wall (2) chloroplast (3) usually rectangular (4) large vacuole
State the function of the following cell parts:
Cell Part
Plasma membrane
Nuclear envelope
Nucleus
Nucleolus
Cytoplasm
Mitochondria
Endoplasmic Reticulum
Golgi apparatus
Lysosome
Ribosome
Vacuole
Cell Wall
Chloroplast
Cytoskeleton
Centriole
Function
AKA cell membrane – regulates what enters and leaves
Regulates what enters and leaves the nucleus
Contains DNA and regulates cellular functions
A dense collection of ribosomes in the nucleus looks like A DARK SPOT
The “goo” that organelles are in and where chem. Rxns take
The powerhouse of the cell turns glucose into ATP
The highways system of the cell – transports materials
The mailroom – sorts modifies and packages – vesicles
Contains strong digestive enzymes that break down particles and recycles
them
Protein synthesis – helps assemble the aa in the correct order
Large storage vesicle – contains water waste and digestive enzymes
Rigid structure that supports and protects cell
Structure that converts sunlight energy into glucose – plants and algae
Protein filaments that support the cell
Aid in cell division – hold microfilaments during the mitosis
Cell Membrane and Transport
Vocabulary:
selectively permeable: allows some things in but not other (like a cell membrane)_
diffusion: the movement of any particles from high to low with NO Energy needed
osmosis: the movement of WATER from high to low with NO Energy needed
facilitated diffusion: the movement of any particles from high to low with help of carrier proteins on the cell
membrane
active transport: the movement of particles from low to high with the use of ENERGY
Structure of Cell Membrane:
Identify the parts of the membrane labeled:
#1
Surface protein
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#2:
protein channel
#3:
lipid bilayer or phospholipds
Materials can pass across a cell membrane by simple diffusion, facilitated diffusion or active transport.
Compare and contrast these three processes by completing the following table:
Process
Direction of Particle
Movement
Energy requirement
Active Transport
Facilitated Diffusion
Low to High
High to Low
Yes – needs energy
No energy required
Part of the membrane
through which the particle
pass
Carrier Proteins
Protein channels
Simple Diffusion
High to low
No energy required
Lipid bilayer
Ex water goes through
aquaporins
Which way does water pass in each of the following solutions?
Isotonic: in and out at the same rate
Hypotonic: water flows into the cell
Hypertonic: water leaves the cell
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2.2 Compare and contrast, at the cellular level, prokaryotes and eukaryotes (general
structures and degrees of complexity).
Vocabulary:
prokaryote: single celled organism that does not have a nucleus or any membrane bound organelles
eukaryote: can be unicellular or multicellular cell with a nucleus and membrane bound organelles
Complete the following table comparing and contrasting prokaryotes and eukaryotes:
Prokaryote
Does it have a nucleus?
Where is the DNA?
Does it have membrane
bound organelles?
How does it reproduce?
Eukaryote
NO
Cytoplasm
NO
YES
Nucleus
YES
Yes – binary fission
Yes – meiosis and sexual
reproduction
YES
Varies but larger than prokaryotes
Does it have ribosomes? YES
What’s its size?
Small 10 -100X smaller than
eukaryotic
Give Examples
Bacteria – archeabateria and
eubacteria
Protista, plant, animal, fungi
2.3 Use cellular evidence (such as cell structure, cell number, and cell reproduction) and modes of
nutrition to describe the six Kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia).
See Evolution Section
2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration.
Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic
organisms.
Vocabulary:
reactant: starting materials for a chemical reaction
product: what is produced from a chemical reaction
cellular respiration: process by which cell gets energy – breaking the chemical bonds of glucose releases energy
in the form of ATP
photosynthesis: process that captures the sun’s in the chloroplast. The energy of the sun forms chemical bonds
to turn CO2 into glucose C6H12O6
1. Write the general equation for photosynthesis.
Water and carbon dioxide glucose and oxygen
H2O + CO2  C6H12O6 + O2
2. What are the reactants in photosynthesis? Water and carbon dioxide
3. What are the products? C6H12O6 + O2
4. What is the source of energy for photosynthesis? SUNLIGHT
5. What is the role of chlorophyll in photosynthesis? Chlorophyll pigments absorb the energy from the sun
6. What kind of organisms carry out photosynthesis? Photosynthetic organism – plants, algae and some
bacteria
7. Write the general equation for cellular respiration.
C6H12O6 + O2  H2O + CO2
8. What are the reactants in cellular respiration? C6H12O6 + O2
9. What are the products? H2O + CO2
10. What kind of organisms carry out cellular respiration? All living things
11. Label this simple diagram to illustrate how carbon dioxide, water, glucose, and oxygen are used in the
process of photosynthesis and cellular respiration in a plant.
CO2 and H2O go into the chloroplast and C6H12O6 + O2 go out and then C6H12O6 + O2 go into the
mitochondria and CO2 and H2O
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2.5 Explain the important role that ATP serves in metabolism.
Vocabulary:
metabolism: The sum of all the chemical reactions in an organism
ATP: Adenosine triphosphate – a short term energy storing molecule – the bond btwn the 2nd and 3rd
phosphate is broken to release energy
What is the main source of the energy that all organisms use? SUNLIGHT
What process in the cell converts the chemical energy stored in food into chemical energy stored in the form of
ATP? Cellular respiration
The diagrams below show the structure of ATP. Answer questions a through d.
(a) Circle the high energy bond. Btwn the 2nd and 3rd phosphate
(b) Label the ribose, adenine, and phosphate groups.
(c) How is energy released from this molecule? The bond is broken
(d) How is ATP recharged? Add a phosphate from a coupled
reaction
2.6 Describe the cell cycle and the process of mitosis. Explain the role of mitosis in the
formation of new cells, and its importance in maintaining chromosome number during asexual
reproduction.
Vocabulary:
asexual reproduction: process of producing new cells from one parent – binary fission
mitosis: process that splits the nucleus into two
cytokinesis: the process that splits the cell into two
interphase: G1 – growth cell grows to mature size , S phase – copy DNA G2 growth more organelles
chromosome: DNA strands coiled into X shape
sister chromatids: DNA strand that makes chromsomes > <
spindle: Microtubles that tug and pull on chromsomes during mitosis
1. Label the parts of the cell cycle in the diagram below.
State what happens in each part of the cycle.
G1 – Growth the cell grows to mature size
S phase – copy of DNA is made
G2 – Growth more organelles
M – Mitosis the nucleus divides in half
C – Cytokinesis – the cytoplasm divides in half
2. Name TWO reasons why a cell might undergo mitosis.
a. growth
b. replace old dead cells
3. Mitosis begins with one diploid cell and ends with two diploid cells that are identical to each other .
4.Explain why replication is needed before a cell divides. The new cell needs DNA that is identical to the
original
Label the steps of mitosis in the diagram below.
Prophase -
prophase
metaphase
anaphase
telophase
cytokinesis
2.7 Describe how the process of meiosis results in the formation of haploid cells. Explain the
importance of this process in sexual reproduction, and how gametes form diploid zygotes in the
process of fertilization.
4.6 Recognize that the sexual reproductive system allows organisms to produce offspring that receive
half of their genetic information from their mother and half from their father, and that sexually
produced offspring resemble, but are not identical to, either of their parents.
Vocabulary:
Meiosis: cell division the cuts the # of chromosomes in half – produces gametes (egg and sperm)
Haploid: Cells that have ½ the # of chromosomes – gametes egg and sperm (1n)
Diploid: contains two sets of chromosomes (1 from mom and 1 from dad) (2n)
Crossing over: During meiosis chromosomes touch each other and exchange genetic information
Genetic variation: because of meiosis, crossing over, and sexual reproduction – every organism is different
than their parents
Gamete: sex cells – egg or sperm
Fertilization: the union of egg (1n) and sperm cells (1n) to produce a zygote (2n)
Zygote: the fertilized egg
This is a picture of a cell at the start of Meiosis I. Show what the cell will look at the end of Meiosis I and II.
Label when the cell is diploid and when it is haploid.
1. The union of a sperm and an egg cell is called fertilization – produces a zygote
2. What is the other name for sperm and egg cells? Gametes
3. What process makes sperm and egg cells? Meiosis
4. Meiosis starts with one diploid cell and ends in 4 haploid cells .
4. Why may crossing over result in an increase in genetic variation? Mom’s and dad’s chromosomes exchange genetic
information
2.8 Compare and contrast a virus and a cell in terms of genetic material and reproduction.
Cell
Virus
Genetic material
DNA
DNA/RNA
Method of reproduction
Meiosis, mitosis, binary fission
Invade host cell
1. Describe the general structure of a virus. Protein covering that houses DNA/RNA and a head and tail that
has specific receptors for the host cell
2. Why aren’t viruses considered to be living things? They are not made of cells and can only reproduce in a
host cell
3. Genetics
3.1 Describe the basic structure (double helix, sugar/phosphate backbone, linked by complementary
nucleotide pairs) of DNA, and describe its function in genetic inheritance.
Vocabulary
DNA: Deoxyribonucleic acid – holds the info to make proteins
nucleotide: monomer of nucleic acid
sugar-phosphate backbone: make up the ladder of the DNA
double helix: shape of the DNA molecule – twister ladder
gene: section of DNA that contains the code to make a protein
Label the three parts of the nucleotide.
Complete the following molecule of DNA
by filling in the correct base pairs. Label the
sugar and phosphate and circle a hydrogen bond.
3.2 Describe the basic process of DNA replication and how it relates to the transmission and
conservation of the genetic code. Explain the basic processes of transcription and translation, and
how they result in the expression of genes. Distinguish among the end products of replication,
transcription, and translation.
3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic
change in an organism. Explain how mutations in gametes may result in phenotypic changes in
offspring.
Vocabulary:
replication: Make an exact copy of DNA
transcription: mRNA strand is made from the DNA code
translation:mRNA has the directions for the amino acid sequence. The ribosome hold the aa together and the tRNA
brings the amino acids
Addition: adding a nucleotide to mRNA strand – Frameshift
Deletion: deleting a nucleotide from the mRNA strand – Frameshift
Substitution: a nucleotide replaces an existing nucleotide on the mRNA strand
Translocation: SKIP
Frameshift: a change to the mRNA that causes all the 3 letter combinations to change
Process
replication
trancsription
translation
Nucleic Acids Involved
DNA
DNA and RNA
mRNA and tRNA
End Products
DNA
mRNA
A bunch of amino acids – a PROTEIN
1. Why would a cell need to replicate its DNA? To make sure every new cell has an exact copy of DNA
2. What are two functions of proteins?
a. Structural
b. ENZYMES
3. How is DNA different from RNA?
DNA – double strand RN single strand
DNA A-T C-G RNA A-U C-G (adenine, thymine, cytosine, guanine, and uracil
DNA – deozyribose sugar RNA – ribose sugar
Below is the DNA base sequence for the normal protein for normal hemoglobin and the mutated base sequence for sickle
cell hemoglobin. As the result of this mutation, the red blood cells that are formed are sickle-shaped which may cause
blockage in the capillaries. Using the codon chart, answer the questions that follow.
Normal: GGG
Sickle: GGG
CTT CTT TTT
CAT CTT TTT
1. Transcribe and translate both the normal and sickle cell DNA.
Normal : CCC GAA GAA AAA
Pro - glu-glu-lys
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Sickle: CCC GUA GAA AAA
Pro- Val-Glu-Lys
2. If the DNA base sequence was mutated and read GGA CTT CTT TTT instead, would this result in sickle cell
hemoglobin? Explain. No GGA and GGU both produce the same amino acid and therefore the same protein – redundancy
3. Does a mutation in DNA always result in a phenotypic change? Explain your answer using the evidence you have
gathered from this problem. No some mutations do not change the aa sequence – silent mutations
3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits
(dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles).
3.6 Use a Punnett square to determine the probabilities for genotype and phenotype combinations in
monohybrid crosses.
Vocabulary:
Alleles - different forms of a gene that control a specific characteristic
phenotype- what the organism physically looks like
genotype - what the 2 alleles are that control a specific characteristic
heterozygous- in the genotype, the 2 alleles are different
homozygous- in the genotype, the 2 alleles are the same
dominant - in the heterozygote, the allele that shows itself
recessive - the allele that is not allowed to show itself when a dominant allele is present
complete dominance- type of dominance where one allele is dominant and the other is recessive
incomplete dominance - type of dominance when the organism looks somewhere in between
codominance- the type of dominance where in the heterozygote both alleles are seen
sex-linked - alleles for a particular characteristic are located on the X chromosomes
polygenic - characteristic is controlled by more than one gene
1. Identify the inheritance pattern in the following scenarios.
a. A cross between a purebred animal with red hairs and a purebred animal with white hairs produces an animal that has
both red hairs and white hairs. What type of inheritance pattern is involved? codominance
b. In a cross between individuals of a species of tropical fish, all of the male offspring have long tail fins, and none of the
females possess the trait. Mating two of the F1 fish fails to produce females with the trait. What type of inheritance pattern
is involved? Sex linked
c. Suppose you mate a black rooster with a white hen. The feathers of all the offspring are grey.and white. What is the
inheritance pattern being expressed? incomplete dominance
2. Complete Punnett squares for the following crosses.
a. In chimpanzees, straight fingers are dominant to bent fingers. Cross a heterozygous straight fingered chimpanzee
with x bent fingered chimpanzee. List the percentages of all possible genotypes and phenotypes of their offspring.
50% straight 50% bent
b. In humans, tongue rolling is a dominant trait; those with the recessive condition cannot roll their tongues. Bob can
roll his tongue, but his mother could not. He is married to Sally, who cannot roll her tongue. List the percentages
of all possible genotypes and phenotypes of their offspring.
50% tongue roller and 50 % cant roll tongue
c. In snapdragons, flower color is controlled by incomplete dominance. The two alleles are red (R) and white (W).
The heterozygous genotype is expressed as pink. A pink-flowered plant is crossed with a white-flowered plant.
List the percentages of all possible genotypes and phenotypes of their offspring.
50% white and 50 % pink
3.5 Describe how Mendel’s laws of segregation and independent assortment can be observed through
patterns of inheritance (e.g., dihybrid crosses).
Vocabulary:
Law of Segregation: chromosomes that split during meiosis when gametes are formed
Law of Independent Assortment: which way the chromosome goes. Therefore genes are inherited independent of each
other
gamete: sperm or egg cell
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Below is a Punnett square of a two-factor cross. Use the Punnett square to answer the questions that follow.
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1. What is the genotype of the mom?
PpRr – puffy red lips
2. What is the phenotype of the father?
Puffy red lips
3. What ratio of the offspring will be
PPRR? 2/16 or 1/8
4. What ratio of the offspring will have
puffy, red lips? 12/16 or 3/4
5. What ratio of the offspring will be
heterozygous for both traits? 4/16 or 3/4
6. Which of the four traits will not show
up in any of the offspring? Thin purple
lips
4. Anatomy and Physiology
4.1 Explain generally how the digestive system converts macromolecules from food into smaller
molecules that can be used by cells for energy and for repair and growth.
Vocabulary:
Mouth -mechanical digestion to break down food & chemical digestion (amylase breaks down starch)
Pharynx- tube where nose and throat tubes meet
Esophagus food tube to stomach
Stomach organ mechanical – churning of food chemical – pepsid and acid start chemical digestion
Small intestines – chyme (food that is in the process of digestion) mixes with enzymes to complete digestion – the villi
absorb nutrients that are then diffused into the blood
Large intestines removes water from digested food
Rectum removes waste
1. Explain how starch in a piece of bread can be converted into food energy through the digestive system.
Mechanical digestion occurs in the mouth with the teeth breaking down the food. Chemical digestion starts with amylase
in saliva that starts to break down the starch into sucrose and glucose (polysaccharide – monosaccharide). The food then
goes from the esophagus to the stomach. Pepsin and acid continue the chemical digestion and the stomach also physically
breaks the food by churning. The small intestine completes digestion with enzymes made in the pancreas, liver, and gall
bladder. The enzymes break to starch into glucose and then is absorbed into the bloodstream. The large intestine then
removes the water
4.2 Explain how the circulatory system transports nutrients and oxygen to cells and removes cell wastes.
Describe how the kidneys and the liver are closely associated with the circulatory system as they perform the
excretory function of removing waste from the blood. Recognize that kidneys remove nitrogenous wastes and
the liver removes many toxic compounds form the blood.
Vocabulary:
Heart - special muscle that contracts to pump blood
Arteries – carry oxygenated blood from the heart to the body
Veins – carry dexoygentated blood from the body back to heart
Capillaries- small blood vessels that are one cell thick and here is where diffusion takes place O2 and nutrients
go to the cells
Red blood cells - carry oxygen through the body – these specialized cells do not have a nucleus
Kidney- regulates the amount of salt in the blood and removes waste the waster is accumulated as urine
Liver- regulates sugar level in the blood stream
1. What waste does our red blood cells remove from our body? Carbon dioxide CO2
2. Where did that waste material in our blood come from? Cellular respiration
3. What is the function of your kidney? Regulate the amount of salts (electrolytes) in the blood stream and filter
waste products as urine
4. What is the function of your liver? Regulates sugar levels in blood helps break down fats while absorbing
nutrients
4.3 Explain how the respiratory system provides exchange of oxygen and carbon dioxide.
Vocabulary
Nose filter moisten and warm air
Pharynx moves air into larynx
Larynx air moves over vocal cords to produce sound
Trachea air pipe to lungs
Lungs holds air in lungs made up of bronchi – bronchioles – alveoli
Alveoli air sacs at the end of lungs that allow for gas exchange CO2 and O2
Bronchioles small passage trachea – bronchi – bronchioles – alveoli
Bronchi – two main branches
1. Explain how oxygen and carbon dioxide are exchanged in our respiratory system.
Nose filters air moves from the pharynx to the trachea into the lungs. The lungs are filled with air sacs called
alveoli. Oxygen from air diffuses into the blood stream in the alveoli. Carbon dioxide diffuses back into the
alveoli. The carbon dioxide then leaves lungs to trachea and out to the mouth.
4.4 Explain how the nervous system mediates communication between different parts of the
body and the body’s interactions with the environment. Identify the basic unit of the nervous
system, the neuron, and explain generally how it works.
Vocabulary:
Brain Control center
Spinal cord – link between brain and body
Neuron nerve cell
Sensory neuron transmits info from the environment to brain
Motor neuron transmits impulses from brain to the muscle
1. What type of nerve receives stimuli from the environment? sensory
2. What processes the stimuli from the environment? brain
3. What type of nerve sends signals to our muscles for response? motor
4. Label the parts of the neuron.
5. How is a signal passed along a neuron? Dendrites receive signal which moves through the body of neuron to
axon. Signal is passed from the axon to dendrite of neighboring to nueron
4.5 Explain how the muscular/skeletal system works with other systems to support and allow
for movement. Recognize that bones produced both red and white blood cells.
Vocabulary:
Skeleton bones in the your body
Smooth muscle muscles in your organs (involuntary – muscles that you do not control ex digestion)
Cardiac muscle muscles of the heart (involuntary)
Cartilage connective tissue protects and cushions joints
Ligament attach bone to bone
Tendon attach muscle to bone
Bone marrow inside section of the bone
Red blood cell produced in red marrow – responsible for carrying oxygen to body
White blood cell – produced in marrow – responsible for fighting infection
1. What produces red and white blood cells? Bone marrow
2. What is the function of white blood cells? Fight infection
3. What is the function of muscles? Move skeleton
4. What are the functions of the three different types of muscles? 1. Skeletal – move muscle 2. Smooth –
involuntary controlled lining of organs 3. Cardiac – contract heart
5. What is the function of bones? 1. Provide structure and support 2. Produce blood cells 3. movement
6. What attaches muscle to bone? Tendon Bone to bone? Ligament
4.7 Recognize that communication between cells is required for coordination of body functions. The nerves
communicate with electrochemical signals, hormones circulate through the blood, and some cells produce
signals to communicate only with nearby cells.
Vocabulary:
Hormone chemicals in the blood that effect activities in cells – aid in communication between cells
Hypothalmus – gland that secretes hormones
4.8 Recognize that the body’s systems interact to maintain homeostasis. Describe the basic
function of a physiological feedback loop.
Vocabulary
Homeostasis maintaining stable internal conditions
Feedback loop: how cell communicate, tells when to turn on/off
1. Explain how your body maintains homeostasis when you go out in the cold without a jacket.
Sensory neurons send signal to spinal cord and then the brain. The brain interprets the signal and sends the
message to motor neuron. The motor neuron triggers your muscles to shiver. The muscles relax/contract
increasing heart rate. The heart also beats faster sending warm blood
2. Explain how your body maintains homeostasis when you exercise heavily.
_______________________________________________________________________________________
Breather faster to get more O2 into the blood and more CO2 out of body. Heart beats faster to circulate more
O2. Sweat also cools the body down
3. ADH is a hormone that stimulates the kidneys to absorb more water into the bloodstream. Draw a negative
feedback loop including ADH, the hypothalamus, and body conditions.
5. Evolution and Biodiversity
5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics,
molecular biology, and examples of natural selection.
Vocabulary:
evolution: change in evolutionary features over time
biodiversity: variation among all living things
natural selection: process where environment selects the best traits
adaptation: trait that helps an organism survive better in it environment – an organism can not adapt but a
species can
variation: slight changes in a phenotype in a population
survival of the fittest: organism best suited to the environment survive and pass on those traits
Fitness:_ability to survive and pass on traits
fossil: remains from a dead organism
homologous structure: similar bones that perform a different function
1. What are 3 sources of natural selection? (hoe can genetic diversity be increased)
a. _mutations b.crossing over
c. independent assortment
Evidence
How does this show evidence
Example
Fossils
Shows changes over time Dinosaur fossil
Homologous structures
Common ancestry but adapted to
Chicken wing and human arm
different environment
Embryo
Common cells and tissues growing Chicken, pig, and human embryo
and forming in the same manner
Vestigial structures
Biochemical similarities
Organs/bones that have become
smaller and disappear over time
Common ancestry when DNA,
amino acid sequences are similar
Tailbone in humans
Similar DNA btwn human and
monkey
3. Cytochrome c is a protein that is involved in cellular respiration in all eukaryotic organisms. Human cytochrome c
contains 104 amino acids. The following table compares human cytochrome c with cytochrome c from a number of other
organisms. Based on the chart, which organism is most closely related to humans? Least related? How does this show
evidence of evolution? _the more similar the organism
the more similar the aa sequences will be. Most –
chimps leat – yeast
4. Pictured below are the upper limbs and forelimbs of
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are needed to see this picture.
evolution? Homolgous structures since the bones
arrangements atre the same they evolved from a
common ancestor and then the environments selects
different traits and based upon the environment
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5.2 Describe species as reproductively distinct groups of organisms. Recognize that species are
further classified into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus,
species) based on morphological, behavioral, and molecular similarities. Describe the role that
geographic isolation can play in speciation.
Vocabulary:
taxonomy: the study of classifying organisms
Linnaean classification: classifies organism based upon domain- kingdom-phylum-class-order- family-genus-species)
cladogram: diagram showing relationships between organism based upon derived traits
phylogenetic tree: diagram showing evolutionary relationship between organisms
reproductive isolation: population that separated from reproducing
geographic isolation: population that is separated from interacting with each other
speciation:1 species evolvles into 2
extinction: the end of a species
Pictured are the different finches found on the islands of the Galapagos. Explain what
speciation means using examples from the finches. How did the island geography
possibly contribute to the evolution of these species?
Speciation is how 1 organism turns into 2 different species. Each island has a unique
food source and the beaks of those birds evolved to pick up that food source. Over
time the birds changed enough that they became their own species
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Use the chart above to answer the following questions.
Which two organisms are most closely related to each other? How do you know? Explain.
Humpback whale and spider monkey – they have the same kingdom, phylum, and class
If you wanted to add a column for the protist species Amoeba proteus, what taxonomic category, if any, would it have in
common with the other organisms in the chart?
None protists belong to their own kingdom
Consider the following statement: “Size and shape are NOT reliable indicators of how closely different organisms are
related.” What information in the figure above supports this statement?
__________________________________________________________________________________________________
Whale and monkey are closely related but their size and shape are vey different
2.3 Use cellular evidence (e.g., cell structure, cell number, cell reproduction) and modes of nutrition to describe
the six kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia).
1. Complete the chart below.
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2. Identify the Kingdom of each of the following organisms:
1.
2.
3.
4.
5.
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Animal
Plant
protist
fungi
5.3 Explain how evolution through natural selection can result in changes in biodiversity through the
increase or decrease of genetic diversity within a population.
1.Name three ways in which natural selection can disrupt the distribution of phenotypes among individuals within a
species.
a. directional b .stabilizing c. disruptive
2. The following graphs represent the three types of selection that can occur as a result of natural selection. Briefly
describe which members of these populations are being favored and the results.
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A favors the extreme B favors the average and C favors both extremes
3. Disruptive selection can possibly lead to a – this leads to speciation
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________.
4. Look at Graph A above. What change occurred in the beak size of the population? Provide one possible explanation
why this may have occurred. Movement towards a larger beak size because of the available food
5. Look at Graph B above. What change occurred in the bird body mass of the population? Provide one possible
explanation why this may have occurred. _______________________________________________________________
Selects for the average
6. Ecology
6.1 Explain how birth, death, immigration, and emigration influence population size.
Vocabulary
population: A group of the same species living in the same area
population density: the number of the same species living in the same area (how crowded they are)
immigration: # of organisms moving into a population
emigration: # of organisms moving out of a population
limiting factor: something (raw materials, food, etc) that prevents a population from increasing
carrying capacity: the maximum size of population that the environment can suatain
1. Name two factors that increase population growth.
a. more births_ b. immigration
2. Name two factors that decrease population growth.
a. more deaths b. emigration
6.2 Analyze changes in population size and biodiversity (speciation and extinction) that result from the following:
natural causes, changes in climate, human activity, and the introduction of invasive, non-native species.
Vocabulary:
biodiversity: variation among all living organism
speciation: the formation of a new species
natural selection: more fit organisms survive and pass on more favorable traits, over time these favorable traits become
more common – the environment selects the best traits
introduced species:a species brought to an area that in it normally does not belong to
ozone: O3 layer in the atmosphere that absorbs UV energy
1. How are introduced species a threat to biodiversity?
They compete for the same resources and often take over an area, killing other species. This disrupts the delicate baance.
2. Discuss biodiversity as a natural resource.
A large number of different organisms are a natural resource beacause they provide the connections between species that
help other survive and reproduce.
6.3 Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer
of energy through trophic levels. Describe how relationships among organisms (predation, parasitism,
competition, commensalism, and mutualism) add to the complexity of biological communities.
Vocabulary:
community: all the living things in an environment
food chain: straight line energy transfer in an ecosystem grass- mouse- barn owl
food web: model that shows complex energy transfers in an ecosystem,
producer: autrophic organisms that make their own food ex plants, algae , and some bacteria
consumer: eats a producer ex fungi, animals, protozoa, and some bacteria
primary consumer: eats a producer = herbivore
secondary consumer: eats a primary consumer
tertiary consumer: eats a secondary consumer
decomposer: lives off decaying matter – recycle nutrients – bacteria and fungi
trophic level: steps in a food chain
ecological pyramid: model that shows how there is less available energy as one goes up the food chain – 10% rule
predation: (+,-) one organism feeds of another for energy
parasitism: (+,-) one organism harms or even kills the other for energy
competition(+,-) interaction where two different organism compete for the same resource, eventually one wins out
commensalism: (+,no effect) interaction where one is helped and the other is nit helped or harmed ex bug gets a ride
mutualism: (+,+) interactin where both organisms benefit ex good bacteria living in our body
1. Label the following energy pyramid with 4 trophic levels. At each level name the type of organism that exists there and
the amount of energy available at each level for the organisms at the next level. Producer (Autptrophs) – herbivores
primary consumers (herbivores), secondary consumers (carnivores or omnivores) and teriary consumers (carnivores or
omnivores)
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2. Explain why there is less energy available at higher trophic levels than at the lower levels.
The energy an organism used to move, reproduce, and metabolism does not go into biomass. The biomass is the stored
energy and organisms has to be used in the next trophic level
Use the food web to identify all organisms in the following categories:
producers: grass, shrub, tree
primary consumers: squirrel, grasshopper, rabbit, deer
secondary consumers: shrew, bird
higher order consumers: lion hawk, snake _
decomposers: bacteria and fungi
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What is the original source of the energy for this entire
food web?SUN
6.4 Explain how water, carbon, and nitrogen cycle between abiotic resources and organic matter in an
ecosystem and how oxygen cycles through photosynthesis and respiration.
Vocabulary:
ecosystem: Interactions among organisms in a community and their environment
biosphere: all the living things from the deepest ocean to highest altitude a bird can fly
nitrogen fixing bacteria: bacteria that can use nitrogen from the air (fix) and turn it into a material a plant can use N2 nitrates
denitrifying bacteria: bacteria that return N2 into the air as they decompose dead organ material
transpiration: process where plants return water vapor into the air
evaporation: water turning to gas and returning to the atmosphere
condensation: water vapor turning into liquid
runoff: what the runs over the surface of the earth and eventually collect in the oceans. Along this journey pollution can
accumulate as the water “runs”
combustion: the burning of fossil fuels – this adds CO2 into the atmosphere
greenhouse effect: gases that trap in heat
Carbon Cycle: Identify the process taking place at each of the numbered arrows. Some answers may be the same.
(1)
(2)
(3)
(4)
(5)
(6)
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Photosynthesis
respiration
burning fossil fuels
decomposition
photosynthesis
decompositin
What is the primary source of carbon in our atmosphere?
respiration
What is the only process that removes carbon from the
environment and incorporates it into living organisms?
Photosynthesis
What does this process turn carbon dioxide into? _glucose
and oxygen
What three processes in the above diagram returns carbon to the environment?
(1) respiration (2) burning fossil fuels (3)decomposition
What fourth process puts carbon dioxide into our atmosphere? combustion ex forsest fires
How is carbon dioxide related to the greenhouse effect?
CO2 is a gas that hold in heat. Too much CO2 (combustion, respiration, and decomposition) increases CO2 and traps
more heat – global warming
Nitrogen Cycle
What is the primary source of nitrogen in our environment? 78% of atmosphere is nitrogen (N2)
Plants cannot use this form of nitrogen. What organism changes this form of nitrogen into a form that plants can use?
Nitrogen fixing bacteria
What organic compounds do plants need nitrogen to make? Nitrates (NO2)
Label the diagram of the water cycle below.
Which of these three cycles (carbon, nitrogen or water) can occur in
the absence of living organisms? _water
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