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 Biologycourse. Each topic or standard has review questions to be answered by the student onto these sheets. This entirepacket will be handed in BEFORE the MCAS test in June and graded as a TEST GRADE for the fourthmarking period. Therefore, answers should be presented in a neat and clear manner. Students may look up theanswers 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 fewelements. 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 - HydrogenN – Nitrogen O - OxygenP – Phosphorous S – SulfurWhich 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 majorcategories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids).Vocabulary:macromolecule: A large molecule consisting of many monomers to make a polymeramino 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 livingthings

Function

Carbohydrates 1. Energy 2.structural (CW plants and Fungi)Lipids 1. Energy storage (fats) 2. Cell membrane 3. Wax (leaf covering) 4.

SteroidsProteins 1. Structural 2. Enzymes – chem rxnsNucleic Acids 1. Store genetic informationIdentify 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 ofbiochemical reactions. Identify factors, such as pH and temperature, which havean effect on enzymes.Vocabulary:catalyst: any compound that helps speed up chemical reactionsenzyme: a biological catalyst (protein)- lowers the activation energy which speeds up a chem rxnactivation energy: the energy needed to start a chemical reactionssubstrate: the compound that the enzyme is changing by either adding or breaking chemical bondsproduct: what is produced after the enzyme changes the substrateactive site: the location on the enzyme where the substrate fits in

Describe how temperature/pH affects Enzyme activity: Extreme temperatures and pH or other environmentalfactors can change the shape of the enzyme. The change in shape alters the effectiveness of the enzyme bypreventing the substrate and the enzyme fitting together. The lock and key no longer fit together. Sometimesthe 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) totheir 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 functionflagellum (a): a long thin hair like structure that aids in motioncilium (a): a bunch of short hair like projections that aid in locomationpseudopod: 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 FunctionPlasma membrane AKA cell membrane – regulates what enters and leavesNuclear envelope Regulates what enters and leaves the nucleusNucleus Contains DNA and regulates cellular functionsNucleolus A dense collection of ribosomes in the nucleus looks like A DARK SPOTCytoplasm The “goo” that organelles are in and where chem. Rxns takeMitochondria The powerhouse of the cell turns glucose into ATPEndoplasmic Reticulum The highways system of the cell – transports materialsGolgi apparatus The mailroom – sorts modifies and packages – vesiclesLysosome Contains strong digestive enzymes that break down particles and recycles

themRibosome Protein synthesis – helps assemble the aa in the correct orderVacuole Large storage vesicle – contains water waste and digestive enzymesCell Wall Rigid structure that supports and protects cellChloroplast Structure that converts sunlight energy into glucose – plants and algaeCytoskeleton Protein filaments that support the cellCentriole Aid in cell division – hold microfilaments during the mitosis

Cell Membrane and TransportVocabulary: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 neededosmosis: the movement of WATER from high to low with NO Energy neededfacilitated diffusion: the movement of any particles from high to low with help of carrier proteins on the cellmembraneactive transport: the movement of particles from low to high with the use of ENERGYStructure of Cell Membrane:

Identify the parts of the membrane labeled:#1 Surface protein

#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 ParticleMovement

Energy requirement Part of the membranethrough which the particlepass

Active Transport Low to High Yes – needs energy Carrier ProteinsFacilitated Diffusion High to Low No energy required Protein channels

Simple Diffusion High to low No energy required Lipid bilayerEx water goes throughaquaporins

Which way does water pass in each of the following solutions?

Isotonic: in and out at the same rateHypotonic: water flows into the cellHypertonic: water leaves the cell

2.2 Compare and contrast, at the cellular level, prokaryotes and eukaryotes (generalstructures and degrees of complexity).

Vocabulary:prokaryote: single celled organism that does not have a nucleus or any membrane bound organelleseukaryote: can be unicellular or multicellular cell with a nucleus and membrane bound organelles

Complete the following table comparing and contrasting prokaryotes and eukaryotes:

Prokaryote EukaryoteDoes it have a nucleus? NO YESWhere is the DNA? Cytoplasm NucleusDoes it have membranebound organelles?

NO YES

How does it reproduce? Yes – binary fission Yes – meiosis and sexualreproduction

Does it have ribosomes? YES YESWhat’s its size? Small 10 -100X smaller than

eukaryoticVaries but larger than prokaryotes

Give Examples Bacteria – archeabateria andeubacteria

Protista, plant, animal, fungi

2.3 Use cellular evidence (such as cell structure, cell number, and cell reproduction) and modes ofnutrition 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 photosyntheticorganisms.

Vocabulary:reactant: starting materials for a chemical reactionproduct: what is produced from a chemical reactioncellular respiration: process by which cell gets energy – breaking the chemical bonds of glucose releases energyin the form of ATPphotosynthesis: 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 oxygenH2O + CO2 C6H12O6 + O2

2. What are the reactants in photosynthesis? Water and carbon dioxide3. What are the products? C6H12O6 + O24. What is the source of energy for photosynthesis? SUNLIGHT5. What is the role of chlorophyll in photosynthesis? Chlorophyll pigments absorb the energy from the sun6. What kind of organisms carry out photosynthesis? Photosynthetic organism – plants, algae and somebacteria

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 + CO210. What kind of organisms carry out cellular respiration? All living things11. Label this simple diagram to illustrate how carbon dioxide, water, glucose, and oxygen are used in theprocess 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 themitochondria and CO2 and H2O

2.5 Explain the important role that ATP serves in metabolism.Vocabulary:metabolism: The sum of all the chemical reactions in an organismATP: Adenosine triphosphate – a short term energy storing molecule – the bond btwn the 2nd and 3rd

phosphate is broken to release energyWhat is the main source of the energy that all organisms use? SUNLIGHTWhat process in the cell converts the chemical energy stored in food into chemical energy stored in the form ofATP? 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 coupledreaction

2.6 Describe the cell cycle and the process of mitosis. Explain the role of mitosis in theformation of new cells, and its importance in maintaining chromosome number during asexualreproduction.

Vocabulary:asexual reproduction: process of producing new cells from one parent – binary fissionmitosis: process that splits the nucleus into twocytokinesis: the process that splits the cell into twointerphase: G1 – growth cell grows to mature size , S phase – copy DNA G2 growth more organelleschromosome: DNA strands coiled into X shapesister 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 sizeS phase – copy of DNA is madeG2 – Growth more organellesM – Mitosis the nucleus divides in halfC – Cytokinesis – the cytoplasm divides in half

2. Name TWO reasons why a cell might undergo mitosis.a. growthb. 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 theoriginal

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 theimportance of this process in sexual reproduction, and how gametes form diploid zygotes in theprocess of fertilization.

4.6 Recognize that the sexual reproductive system allows organisms to produce offspring that receivehalf of their genetic information from their mother and half from their father, and that sexuallyproduced 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 _ 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 informationGenetic variation: because of meiosis, crossing over, and sexual reproduction – every organism is differentthan their parentsGamete: sex cells – egg or spermFertilization: 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 zygote2. What is the other name for sperm and egg cells? Gametes3. What process makes sperm and egg cells? Meiosis4. 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 geneticinformation

2.8 Compare and contrast a virus and a cell in terms of genetic material and reproduction.Cell Virus

Genetic material DNA DNA/RNAMethod 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 thathas specific receptors for the host cell2. Why aren’t viruses considered to be living things? They are not made of cells and can only reproduce in ahost cell

3. Genetics

3.1 Describe the basic structure (double helix, sugar/phosphate backbone, linked by complementarynucleotide pairs) of DNA, and describe its function in genetic inheritance.

VocabularyDNA: Deoxyribonucleic acid – holds the info to make proteinsnucleotide: monomer of nucleic acidsugar-phosphate backbone: make up the ladder of the DNAdouble helix: shape of the DNA molecule – twister laddergene: 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 andconservation of the genetic code. Explain the basic processes of transcription and translation, andhow 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 phenotypicchange in an organism. Explain how mutations in gametes may result in phenotypic changes inoffspring.

Vocabulary:replication: Make an exact copy of DNAtranscription: mRNA strand is made from the DNA codetranslation:mRNA has the directions for the amino acid sequence. The ribosome hold the aa together and the tRNAbrings the amino acidsAddition: adding a nucleotide to mRNA strand – FrameshiftDeletion: deleting a nucleotide from the mRNA strand – FrameshiftSubstitution: a nucleotide replaces an existing nucleotide on the mRNA strandTranslocation: SKIP Frameshift: a change to the mRNA that causes all the 3 letter combinations to change

Process Nucleic Acids Involved End Productsreplication DNA DNAtrancsription DNA and RNA mRNAtranslation mRNA and tRNA 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 DNA2. What are two functions of proteins?

a. Structuralb. ENZYMES

3. How is DNA different from RNA?DNA – double strand RN single strandDNA A-T C-G RNA A-U C-G (adenine, thymine, cytosine, guanine, and uracilDNA – deozyribose sugar RNA – ribose sugar

Below is the DNA base sequence for the normal protein for normal hemoglobin and the mutated base sequence for sicklecell hemoglobin. As the result of this mutation, the red blood cells that are formed are sickle-shaped which may causeblockage in the capillaries. Using the codon chart, answer the questions that follow.

Normal: GGG CTT CTT TTT

Sickle: GGG CAT CTT TTT

1. Transcribe and translate both the normal and sickle cell DNA.Normal : CCC GAA GAA AAA Pro - glu-glu-lys

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 cellhemoglobin? 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 havegathered 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 inmonohybrid crosses.

Vocabulary:Alleles - different forms of a gene that control a specific characteristicphenotype- what the organism physically looks likegenotype - what the 2 alleles are that control a specific characteristicheterozygous- in the genotype, the 2 alleles are differenthomozygous- in the genotype, the 2 alleles are the samedominant - in the heterozygote, the allele that shows itselfrecessive - the allele that is not allowed to show itself when a dominant allele is presentcomplete dominance- type of dominance where one allele is dominant and the other is recessiveincomplete dominance - type of dominance when the organism looks somewhere in betweencodominance- the type of dominance where in the heterozygote both alleles are seensex-linked - alleles for a particular characteristic are located on the X chromosomespolygenic - 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 hasboth red hairs and white hairs. What type of inheritance pattern is involved? codominanceb. In a cross between individuals of a species of tropical fish, all of the male offspring have long tail fins, and none of thefemales possess the trait. Mating two of the F1 fish fails to produce females with the trait. What type of inheritance patternis involved? Sex linkedc. Suppose you mate a black rooster with a white hen. The feathers of all the offspring are grey.and white. What is theinheritance 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 canroll his tongue, but his mother could not. He is married to Sally, who cannot roll her tongue. List the percentagesof 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 throughpatterns of inheritance (e.g., dihybrid crosses).Vocabulary:Law of Segregation: chromosomes that split during meiosis when gametes are formedLaw of Independent Assortment: which way the chromosome goes. Therefore genes are inherited independent of eachothergamete: sperm or egg cell

Below is a Punnett square of a two-factor cross. Use the Punnett square to answer the questions that follow.

1. What is the genotype of the mom?PpRr – puffy red lips2. What is the phenotype of the father?Puffy red lips3. What ratio of the offspring will bePPRR? 2/16 or 1/84. What ratio of the offspring will havepuffy, red lips? 12/16 or 3/45. What ratio of the offspring will beheterozygous for both traits? 4/16 or 3/46. Which of the four traits will not showup in any of the offspring? Thin purplelips

4. Anatomy and Physiology

4.1 Explain generally how the digestive system converts macromolecules from food into smallermolecules 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 meetEsophagus food tube to stomachStomach organ mechanical – churning of food chemical – pepsid and acid start chemical digestionSmall intestines – chyme (food that is in the process of digestion) mixes with enzymes to complete digestion – the villiabsorb nutrients that are then diffused into the bloodLarge intestines removes water from digested foodRectum removes waste1. 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 amylasein saliva that starts to break down the starch into sucrose and glucose (polysaccharide – monosaccharide). The food thengoes from the esophagus to the stomach. Pepsin and acid continue the chemical digestion and the stomach also physicallybreaks the food by churning. The small intestine completes digestion with enzymes made in the pancreas, liver, and gallbladder. The enzymes break to starch into glucose and then is absorbed into the bloodstream. The large intestine thenremoves the water4.2 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 theexcretory function of removing waste from the blood. Recognize that kidneys remove nitrogenous wastes andthe liver removes many toxic compounds form the blood.Vocabulary:Heart - special muscle that contracts to pump bloodArteries – carry oxygenated blood from the heart to the bodyVeins – carry dexoygentated blood from the body back to heartCapillaries- small blood vessels that are one cell thick and here is where diffusion takes place O2 and nutrientsgo to the cellsRed blood cells - carry oxygen through the body – these specialized cells do not have a nucleusKidney- regulates the amount of salt in the blood and removes waste the waster is accumulated as urineLiver- regulates sugar level in the blood stream1. What waste does our red blood cells remove from our body? Carbon dioxide CO22. Where did that waste material in our blood come from? Cellular respiration3. What is the function of your kidney? Regulate the amount of salts (electrolytes) in the blood stream and filterwaste products as urine4. What is the function of your liver? Regulates sugar levels in blood helps break down fats while absorbingnutrients

4.3 Explain how the respiratory system provides exchange of oxygen and carbon dioxide.VocabularyNose filter moisten and warm airPharynx moves air into larynxLarynx air moves over vocal cords to produce soundTrachea air pipe to lungsLungs holds air in lungs made up of bronchi – bronchioles – alveoliAlveoli air sacs at the end of lungs that allow for gas exchange CO2 and O2Bronchioles small passage trachea – bronchi – bronchioles – alveoliBronchi – two main branches1. 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 calledalveoli. Oxygen from air diffuses into the blood stream in the alveoli. Carbon dioxide diffuses back into thealveoli. 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 thebody and the body’s interactions with the environment. Identify the basic unit of the nervoussystem, the neuron, and explain generally how it works.Vocabulary:Brain Control centerSpinal cord – link between brain and bodyNeuron nerve cellSensory neuron transmits info from the environment to brainMotor neuron transmits impulses from brain to the muscle1. What type of nerve receives stimuli from the environment? sensory2. What processes the stimuli from the environment? brain3. What type of nerve sends signals to our muscles for response? motor4. 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 toaxon. 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 allowfor movement. Recognize that bones produced both red and white blood cells.Vocabulary:Skeleton bones in the your bodySmooth 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 jointsLigament attach bone to boneTendon attach muscle to boneBone marrow inside section of the boneRed blood cell produced in red marrow – responsible for carrying oxygen to bodyWhite blood cell – produced in marrow – responsible for fighting infection1. What produces red and white blood cells? Bone marrow2. What is the function of white blood cells? Fight infection3. 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 heart5. What is the function of bones? 1. Provide structure and support 2. Produce blood cells 3. movement6. 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 nervescommunicate with electrochemical signals, hormones circulate through the blood, and some cells producesignals to communicate only with nearby cells.Vocabulary:Hormone chemicals in the blood that effect activities in cells – aid in communication between cellsHypothalmus – gland that secretes hormones

4.8 Recognize that the body’s systems interact to maintain homeostasis. Describe the basicfunction of a physiological feedback loop.VocabularyHomeostasis maintaining stable internal conditionsFeedback loop: how cell communicate, tells when to turn on/off1. 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 themessage to motor neuron. The motor neuron triggers your muscles to shiver. The muscles relax/contractincreasing heart rate. The heart also beats faster sending warm blood2. 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 moreO2. Sweat also cools the body down3. ADH is a hormone that stimulates the kidneys to absorb more water into the bloodstream. Draw a negativefeedback 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 timebiodiversity: variation among all living thingsnatural selection: process where environment selects the best traitsadaptation: trait that helps an organism survive better in it environment – an organism can not adapt but aspecies canvariation: slight changes in a phenotype in a populationsurvival of the fittest: organism best suited to the environment survive and pass on those traitsFitness:_ability to survive and pass on traitsfossil: remains from a dead organismhomologous 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 assortmentEvidence How does this show evidence ExampleFossils Shows changes over time - Dinosaur fossilHomologous structures Common ancestry but adapted to

different environmentChicken wing and human arm

Embryo Common cells and tissues growingand forming in the same manner

Chicken, pig, and human embryo

Vestigial structures Organs/bones that have becomesmaller and disappear over time

Tailbone in humans

Biochemical similarities Common ancestry when DNA,amino acid sequences are similar

Similar DNA btwn human andmonkey

3. Cytochrome c is a protein that is involved in cellular respiration in all eukaryotic organisms. Human cytochrome ccontains 104 amino acids. The following table compares human cytochrome c with cytochrome c from a number of otherorganisms. 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 organismthe more similar the aa sequences will be. Most –chimps leat – yeast4. Pictured below are the upper limbs and forelimbs ofvarious species. How do they provide evidence forevolution? Homolgous structures since the bonesarrangements atre the same they evolved from acommon ancestor and then the environments selectsdifferent traits and based upon the environment

5.2 Describe species as reproductively distinct groups of organisms. Recognize that species arefurther classified into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus,species) based on morphological, behavioral, and molecular similarities. Describe the role thatgeographic isolation can play in speciation.

Vocabulary:taxonomy: the study of classifying organismsLinnaean classification: classifies organism based upon domain- kingdom-phylum-class-order- family-genus-species)cladogram: diagram showing relationships between organism based upon derived traitsphylogenetic tree: diagram showing evolutionary relationship between organismsreproductive isolation: population that separated from reproducinggeographic isolation: population that is separated from interacting with each otherspeciation:1 species evolvles into 2extinction: the end of a species

Pictured are the different finches found on the islands of the Galapagos. Explain whatspeciation means using examples from the finches. How did the island geographypossibly contribute to the evolution of these species?Speciation is how 1 organism turns into 2 different species. Each island has a uniquefood source and the beaks of those birds evolved to pick up that food source. Overtime the birds changed enough that they became their own species

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 classIf you wanted to add a column for the protist species Amoeba proteus, what taxonomic category, if any, would it have incommon with the other organisms in the chart?None protists belong to their own kingdomConsider the following statement: “Size and shape are NOT reliable indicators of how closely different organisms arerelated.” 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 describethe six kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia).

1. Complete the chart below.

2. Identify the Kingdom of each of the following organisms:

1. Animal2. Plant3. protist4. fungi5.

5.3 Explain how evolution through natural selection can result in changes in biodiversity through theincrease 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 aspecies.a. directional b .stabilizing c. disruptive2. The following graphs represent the three types of selection that can occur as a result of natural selection. Brieflydescribe which members of these populations are being favored and the results.

A favors the extreme B favors the average and C favors both extremes3. Disruptive selection can possibly lead to a – this leads to speciation

________.4. Look at Graph A above. What change occurred in the beak size of the population? Provide one possible explanationwhy this may have occurred. Movement towards a larger beak size because of the available food5. Look at Graph B above. What change occurred in the bird body mass of the population? Provide one possibleexplanation why this may have occurred. _______________________________________________________________Selects for the average

6. Ecology

6.1 Explain how birth, death, immigration, and emigration influence population size.Vocabularypopulation: A group of the same species living in the same areapopulation density: the number of the same species living in the same area (how crowded they are)immigration: # of organisms moving into a populationemigration: # of organisms moving out of a populationlimiting factor: something (raw materials, food, etc) that prevents a population from increasingcarrying capacity: the maximum size of population that the environment can suatain1. Name two factors that increase population growth.

a. more births_ b. immigration2. 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 organismspeciation: the formation of a new speciesnatural selection: more fit organisms survive and pass on more favorable traits, over time these favorable traits becomemore common – the environment selects the best traitsintroduced species:a species brought to an area that in it normally does not belong toozone: O3 layer in the atmosphere that absorbs UV energy1. 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 thathelp other survive and reproduce.

6.3 Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transferof 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 environmentfood chain: straight line energy transfer in an ecosystem grass- mouse- barn owlfood web: model that shows complex energy transfers in an ecosystem,producer: autrophic organisms that make their own food ex plants, algae , and some bacteriaconsumer: eats a producer ex fungi, animals, protozoa, and some bacteriaprimary consumer: eats a producer = herbivoresecondary consumer: eats a primary consumertertiary consumer: eats a secondary consumerdecomposer: lives off decaying matter – recycle nutrients – bacteria and fungitrophic level: steps in a food chainecological pyramid: model that shows how there is less available energy as one goes up the food chain – 10% rulepredation: (+,-) one organism feeds of another for energyparasitism: (+,-) one organism harms or even kills the other for energycompetition(+,-) interaction where two different organism compete for the same resource, eventually one wins outcommensalism: (+,no effect) interaction where one is helped and the other is nit helped or harmed ex bug gets a ridemutualism: (+,+) interactin where both organisms benefit ex good bacteria living in our body1. Label the following energy pyramid with 4 trophic levels. At each level name the type of organism that exists there andthe amount of energy available at each level for the organisms at the next level. Producer (Autptrophs) – herbivoresprimary consumers (herbivores), secondary consumers (carnivores or omnivores) and teriary consumers (carnivores oromnivores)

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 storedenergy 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, treeprimary consumers: squirrel, grasshopper, rabbit, deersecondary consumers: shrew, birdhigher order consumers: lion hawk, snake _decomposers: bacteria and fungi

What is the original source of the energy for this entirefood web?SUN

6.4 Explain how water, carbon, and nitrogen cycle between abiotic resources and organic matter in anecosystem and how oxygen cycles through photosynthesis and respiration.Vocabulary:ecosystem: Interactions among organisms in a community and their environmentbiosphere: all the living things from the deepest ocean to highest altitude a bird can flynitrogen fixing bacteria: bacteria that can use nitrogen from the air (fix) and turn it into a material a plant can use N2 -nitratesdenitrifying bacteria: bacteria that return N2 into the air as they decompose dead organ materialtranspiration: process where plants return water vapor into the airevaporation: water turning to gas and returning to the atmospherecondensation: water vapor turning into liquidrunoff: what the runs over the surface of the earth and eventually collect in the oceans. Along this journey pollution canaccumulate as the water “runs”combustion: the burning of fossil fuels – this adds CO2 into the atmospheregreenhouse effect: gases that trap in heatCarbon Cycle: Identify the process taking place at each of the numbered arrows. Some answers may be the same.

(1) Photosynthesis(2) respiration(3) burning fossil fuels(4) decomposition(5) photosynthesis(6) decompositin

What is the primary source of carbon in our atmosphere?respiration

What is the only process that removes carbon from theenvironment and incorporates it into living organisms?PhotosynthesisWhat does this process turn carbon dioxide into? _glucoseand oxygen

What three processes in the above diagram returns carbon to the environment?(1) respiration (2) burning fossil fuels (3)decompositionWhat fourth process puts carbon dioxide into our atmosphere? combustion ex forsest firesHow 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 trapsmore heat – global warming

Nitrogen CycleWhat 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 bacteriaWhat 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 inthe absence of living organisms? _water