Biology Review



NAME_______________________________________________________

|Goal 1: Learner will develop abilities necessary to do and understand scientific inquiry. |

1.01 Identify biological problems and questions that can be answered through scientific investigations.

02. Design and conduct scientific investigations to answer biological questions (create testable hypotheses, identify variables, use a control or comparison group when appropriate, select and use appropriate measurement tools, collect and record data, organize data into charts and graphs, analyze and interpret data, communicate findings).

You have measured the rate at which a fish breaths at various temperatures by counting the rate at which its gills open. The data is below. Graph this data. “Y” axis – breathing rate; “X” axis – Temp.

Breathing rate Temperature

19/min 5 deg C

25/min 10 deg C

30/min 20 deg C

34/min 30 deg C

37/min 35 deg C

What is the independent variable? The dependent variable?

Temperature Breathing rate

What is the best type of graph for this data? Why?

Line (each point has two numbers)

What happens to breathing rate with increase in Temp?

Breathing rate increases

What would be a good control for this experiment?

Measure breathing rate of fish in regular environment

How do you think the breathing rate was measured?

Counting movements of gill cover or mouth openings

What do you think would happen if you raised the

temperature even more?

Fish might die at some point – living systems cannot handle too much increase in T.

Why would it be a bad idea to do this?

Death of fish

03. Formulate and revise scientific explanations and models of biological phenomena using logic and evidence to: explain observations, make inferences and predictions, explain the relationship between evidence and explanation.

An experiment was done that measured the Effects of Nitrates on the Growth of Algae. Growth of algae was determined by how well the water transmitted light. The less the light transmission, the greater the algae growth blocking the transmission of light. Important!

Looking at the graph on the next page what conclusions can you draw about algae growth and nitrates in the water? As weeks progress, the level of nitrate has a bigger impact on algae growth.

What other data would you like to have? Optimum nitrate for algae growth, temperature, amount of light

What would you predict would happen if this same data was gathered at the end of week 8?

The algae might have overgrown and died – light transmission might increase.

Why do you think that nitrates have this effect on algae growth?

Nitrates are fertilizers; improve growth; needed for building amino acids and nucleic acids

[pic]

04. Apply safety procedures in the laboratory and in field studies. (Recognize and avoid potential hazards, safely manipulate materials and equipment needed for scientific investigations.)

What kind of care must be taken when working with bacteria?

Use gloves; goggles; do not expose bacteria to air unnecessarily.

Why must care be used when working with bacteria?

Bacteria can cause disease and should be handled with care.

What are the issues surrounding the use of animals for research?

Answers will vary – animals should not be tortured or used in a way that causes great pain.

05. Analyze reports of scientific investigations from an informed scientifically literate viewpoint including considerations of: appropriate sample, adequacy of experimental controls, replication of findings, and alternative interpretations of the data.

Read the following article and answer the questions.

SPINACH MAY CUT STOMACH ULCER RISK - May 15, 2008

Vegetables rich in nitrates, such as spinach, may help to protect against stomach ulcers thanks to bacteria in the mouth, a Swedish study suggests. The work challenges earlier suggestions that a diet rich in nitrates could pose a health risk.

Joel Petersson was awarded his PhD by the University of Uppsala on May 9 for the study, which shows that rats fed on a nitrate-rich diet had a thicker layer of mucus lining their stomachs, protecting them from hydrochloric acid in gastric juice and cutting the risk of ulcers.

Petersson found that mouth bacteria play a vital part in the process. Nitrates in food are absorbed in the gut and enter the blood stream. From here they get into saliva but are reduced to nitrites by oral bacteria. After being swallowed, the nitrites are reduced to nitric oxide by stomach acid. Nitric oxide, an important signaling molecule, triggers an increase in the flow of blood to the stomach, helping to renew and thicken its mucus lining.

When Petersson gave rats an antibacterial mouthwash to kill the oral bacteria, he found they were more vulnerable to stomach ulcers. He suggests that people using these mouthwashes regularly may be at risk, especially if they are also frequent users of nonsteroidal pain killers like aspirin which can also damage the stomach lining. 'There are other much safer ways of blocking the production of the sulphur-containing compounds in the mouth if you have bad breath,' he said.

Between 60 and 80 per cent of the nitrates consumed in a normal Western diet come from vegetables, with beetroot, celery and spinach containing particularly high-levels of 1-3g per kilo.

Studies in the 1970s suggested a link between high nitrate levels in drinking water and both stomach cancer and the rare blood condition in babies,  methaemoglobinaemia. 'We have since wasted millions in trying to reduce nitrate levels in drinking water when there is no real evidence to show that it is harmful to humans. If you do eat a lot of nitrate it is very easily dealt with - you just pee it out,' Petersson said.

"The Swedish study has shown this further effect in animals and I would certainly expect the same mechanism to exist in the human stomach "

- Nigel Benjamin

Nigel 'Ben' Benjamin, now a consultant in acute medicine at the Peninsula Medical School in Plymouth, UK, discovered a different protective mechanism for nitrates in the 1990s. He showed that the combination of nitric oxide and acid controlled the growth of dangerous bacteria like salmonella in the gut. 'The Swedish study has shown this further effect in animals and I would certainly expect the same mechanism to exist in the human stomach,' said Benjamin. 'This is exciting work and gives us further reasons for eating a diet that contains lots of fresh vegetables.'

John Bonner

QUESTIONS:

The experiment above was done on rats. Is there any reason to think that it might apply to humans.

Rats are mammals like humans and their genetics and functions are similar.

What else would you like to know about this topic before you start eating spinach every day?

Have other experiments confirmed these results; are there any harmful effects to eating a lot of spinach?

There is conflicting data from the 1970’s. How do you decide what is the most scientifically accurate?

Look for further studies. Look for recent studies.

|Goal 2: Learner will develop an understanding of the physical, chemical and cellular basis of life. |

01. Compare and contrast the structure and functions of the following organic molecules:

|Macromolecules |Function |Subunits |

|Carbohydrates |Quick energy; plant cell walls |Monosaccharides such as |

| | |glucose |

|Proteins |Serve as enzymes, antibodies, plasma membrane inclusions; carrier molecules |Amino acids |

| |(hemoglobin); structural | |

|Lipids |Long term energy storage, insulation, plasma membranes |Glycerol and 3 fatty acids |

|Nucleic Acids |Carry instructions for making proteins; also carry those instructions to the |Nucleotides (sugar, phosphate,|

| |ribosomes |Nit. base) |

|Specific Molecule |Function |Subunits |

|Starch |Plants store glucose as starch – source of energy |glucose |

|carbohydrate | | |

|Cellulose |Form the cell walls of plants |glucose |

|carbohydrate | | |

|Insulin |Used to help store glucose in liver as glycogen |Amino acids |

|protein | | |

|Glycogen |Animals store glucose as glycogen – source of energy |Glucose |

|carbohydrate | | |

|Glucose |Simple sugar used in cellular respiration (aerobic and anaerobic); energy is | |

|carbohydrate |released | |

|Enzymes |Catalysts for chemical reactions (both synthesis and decomposition) |Amino acids |

|protein | | |

|Hemoglobin |Oxygen carrier molecule found in the blood |Amino acids |

|protein | | |

|Fats |Used for long term energy storage and insulation – as well as forming cell |Glycogen and fatty acids |

|lipids |membranes | |

|DNA |Found in nucleus – carries instructions for making proteins |nucleotides |

|Nucleic acid | | |

|RNA |Form the ribosomes, forms mRNA to carry genetic info to ribosome, forms tRNA |nucleotides |

|Nucleic acid |which carry amino acids to ribo. | |

Describe the following nutrient tests:

|Nutrient |Type of Test |Negative Test |Positive Test |

|Starch |For presence of starch |Stays brownish gold |Turns blue black |

|Lipids |Brown paper bag |No greasy mark |Has a greasy mark |

|Monosaccharides |Benedict’s Test |Stays turquoise blue |Turns brick red (orange) |

|Protein |Biuret’s test |Stays deep purplish blue |Turns pinkish violet |

Explain the importance of shape to enzyme function. Enzymes function by lock and key – each enzyme has to fit the molecules that it joins together or breaks apart; if it does not fit, it cannot function.

Explain what determines the shape of an enzyme.

The order of the amino acids determines the secondary and tertiary levels of structure.

Explain why enzymes are specific.

2.02 Investigate and describe the structure and function of cells including cell organelles, cell specialization, and communication among cells within an organism.

Fill in this chart. Also give the letter or number of the part as seen in the diagrams below.

|Cell Part and Letter |Structure Description |Function |

|Nucleus |Porous nuclear envelope; contains chromosomes (DNA) and |Carries code for what proteins to make (inherited |

|A, 6 |nucleolus |information) |

|Plasma Membrane |Phospholipid bilayer with embedded proteins, etc. |Regulates what leaves and enters cell |

|K, near 11 | | |

|Cell wall |Composed of cellulose; surrounds plasma membrane |Gives structure to plant cells |

|PLANTS only J | | |

|Mitochondria |Two membrane layers; inner membrane folded to incr. |Where parts of aerobic cellular respiration takes |

|L, 1 |surface area |place |

|Vacuoles G, 3 |Membrane bound sacs |Sacs -hold food or water; in animals, small |

|Large in PLANTS | |vesicles hold materials |

|Chloroplasts I |Structures containing stroma and grana |Site of photosynthesis |

|PLANTS only | | |

|Ribosomes |Small beads of RNA found on ER or in cytoplasm |Site of protein synthesis (“read” the code found on|

|F, 13 | |mRNA) |

Which cell is the plant cell (left or right)? (LEFT)

Which structures are found only in the plant cell? Chloroplast, cell wall, large central water vacuole

Which structures are found only in the animal cell? centriole

Microscope Use:

Put the following steps for making a wet mount slide in order.

A. Once the object is located, without moving the adjustment, change to medium power

B. Put the tissue on the slide

C. Switch to high power and bring the object into clear focus again.

D. Add a coverslip

E. Place the slide on the stage of the microscope

F. Add a drop of water

G. Try to locate the object using low power and coarse adjustment

H. Use fine adjustment to bring the object into clear focus.

1) ___B__ 2) __F___ 3) __D ___ 4) _ E ____ 5) __G___ 6) __A___ 7) __H___ 8) _C____

How do you determine total magnification of a microscope? (Assume the eyepiece magnifies 10 x and the objective magnifies 40 x) 10 times 40 = 400x

Draw how the letter “e” would look as view through a microscope? Upside down and reversed left to right

Put the following in order from smallest to largest:

Organ systems Cells Organs Tissues

__cells_____ _tissues___ _organs____ ___organ systems__

Below are a variety of cells from the human body.

Label these cells (red blood cell, sperm cell, white blood cell, muscle cell, nerve cell)

Nerve cell on left, sperm is top middle, white blood cell is lower middle, red blood cell top right, muscle cell bottom right

Which cell is adapted for movement? What structure makes this movement possible? What organelle is very plentiful in these cells in order to provide the energy for movement?

Sperm cell; flagellum; mitochondrion (for cellular respiration)

Which cell has no nucleus? What is the function of this cell?

Red blood cell; to carry oxygen and remove carbon dioxide from cells

Which cell is involved in the immune system?

White blood cell (B cells, T cells, macrophages)

Which cell helps in movement of bones? What happens in these cells to make that movement possible?

Muscle cell; contraction involving muscle proteins (myosin and actin)

Which cell is adapted for transmitting messages? What is the direction of these messages? How do the messages get from one cell to the next? Neuron (nerve cell); from top (dendrites) to bottom (axon); neurotransmitters

Hormones:

What structures produce hormones?

Glands

How do hormones travel throughout a body?

Through the circulatory system

What is the function of hormones?

Regulation of body functions; growth; metabolism, etc.

What is a feedback mechanism? When hormone product increases that concentration slows production of the hormone; if hormone product decreases, that concentration triggers release of hormone (negative feedback)

The diagram below shows many proteins and other molecules embedded in a cell membrane.

What are some of the functions of these proteins and other molecules? Molecule channels; proton pumps; some enzymes/hormones (temporary); antigens for cell recognition; connection to other cells;

[pic]

2.03 Investigate and analyze the cell as a living system including: maintenance of homeostasis, movement of materials into and out of cells, and energy use and release in biochemical reactions.

Explain what has happened in the diagram to the left. Water passed to right; starch could not move through membrane – too large.

Why did the large dark molecules NOT move to the left? Too large for membrane pores

How is the semipermeable membrane like a cell membrane? Cell membranes have pores that selectively move materials in and out.

If the dark molecule is starch, where is the starch concentration greatest (left or right)?

If the white molecule is water, where is the water concentration greatest at first? On left

In osmosis, water moves from an area of __high________ to an area of ______low___ concentration.

If the dark molecules could move, in what direction would they move? From right to left Why? High concentration is on right; low is on left and molecules move from high to low concentration.

In diffusion, molecules move from an area of ___high_____ to an area of __low______ concentration.

What is osmotic pressure? The difference between concentrations of molecules on each side of membrane – greater the difference, the greater the osmotic pressure.

Draw arrows to show which way water will move in each of the following situations:

a. Salt inside the cell = 65% and outside the cell 40%.

(-----------------------------------------

b. Sugar inside the cell 27% and outside 80%. --------------------(

What is homeostasis?

Regulation of internal environment; maintenance of balance and stability

How do cells maintain homeostasis: Consider pH, temperature, blood glucose, water balance

(negative feedback of hormone systems maintains homeostasis); insulin and glucagon work together to maintain blood sugar; osmosis regulates water; temperature regulation through sweating, shivering, blood vessels opening wide and becoming smaller; pH through buffers and H ions.

Comparison of active and passive transport

| |PASSIVE TRANPORT |ACTIVE TRANSPORT |

|Requires energy? |NO |YES |

|Low to high concentration or high to low |High to Low |Low to High |

|concentration? | | |

|Examples |Osmosis of water; movement of glucose |Neurons – sodium/potassium pumps or iodine in |

| | |thyroid |

Energy

Use the following diagram to show where energy is released and where energy is used. Also use arrows on the lines attached to the circles to indicate the direction of the energy.

What cellular process produces ATP?

Cellular respiration

What is ATP energy used for? Give examples.

To provide energy for all cell processes that require energy – active transport for example.

2.05 Investigate and analyze the bioenergetic reactions: aerobic respiration, anaerobic respiration, and photosynthesis.

Label the following molecules in these equations (water, glucose, oxygen, carbon dioxide, ethyl alcohol)

A) water + carbon dioxide = glucose + oxygen gas (Photosynthesis)

B) glucose + oxygen gas = carbon dioxide + water ( Aerobic Cellular Respiration)

C) glucose = ethyl alcohol + carbon dioxide (Fermentation; anaerobic cellular respiration)

A)

B)

C)

Which of the above reactions is photosynthesis? A

Which of the above reactions is fermentation (anaerobic cellular respiration)? C

Which of the above reactions is cellular respiration (aerobic)? B

Which reaction(s) requires or stores energy? A

Which reaction(s) release energy (ATP)? B anc C

Which reaction releases the most energy? B Why? Oxygen allows complete breakdown of glucose

Which reaction requires chlorophyll? A What is the purpose of the chlorophyll? Trap sun’s energy

Which reaction requires light? A What is the light used for? Provides radiant energy which is stored as chemical energy in glucose

Which organisms carry out process A? plants

Which organisms carry out process B? all organisms except anaerobes

Which organisms carry out process C? anaerobes (bacteria) and yeast

Which process uses chloroplasts in eukaryotes? Photosynthesis

Which process uses mitochondria in eukaryotes? Aerobic Cellular Respiration

What factors could speed up (or slow down) process A? amount of light; water, carbon dioxide; temperature; pH

What factors could speed up (or slow down) process B? amount of glucose; amount of oxygen; temperature; pH

What factors could speed up (or slow down) process C? amount of glucose; temperature; pH

04. Investigate and describe the structure and function of enzymes and explain their importance in biological systems.

What is the function of enzymes in biological systems? Why are they necessary for all biochemical reactions? To speed up the combining or break down of substances; the reactions would be too slow to be compatible with life.

Explain why enzymes can be reused over and over again.

Not changed by the reactions that they catalyze.

Why is there only one kind of enzyme for each biochemical reaction?

Enzymes function by shape (lock and key) so there is just one enzyme for each type of reaction.

How do extreme pH and extreme temperature affect enzymes?

Extremes in pH or temperature can alter the secondary and tertiary bonds of a protein; altered shape means altered function.

Explain the lock-and-key model of enzymes and substrates. The substrate fits the enzyme like a lock fits a key; there is an active site where the substrate fits into the enzyme.

|Goal 3: Learner will develop an understanding of the continuity of life and the changes of organisms over time. |

3.01: Analyze the molecular basis of heredity including: DNA replication, Protein Synthesis (transcription and translation), and gene regulation.

Below is a strand of DNA. DNA in the cells exists as a double helix – what else needs to be added to this strand to make it a double helix? Give the nucleotide sequence. Another strand that is hydrogen bonded to the nitrogen bases – left to right (C T G G C T)

What are the black pentagons? What are the nitrogen bases?

If the strand of DNA above undergoes transcription, what will the sequence of the mRNA be?C U G G C U

After translation, what would the amino acid sequence be for this section of mRNA? leu ala

What is a codon? 3 mRNA bases that code for a specific amino acid.

Compare RNA and DNA in the following table

| |RNA |DNA |

|Sugars |ribose |deoxyribose |

|Bases |A U C G |A T C G |

|Strands |single |double |

|Where |Nucleus and cytoplasm |Nucleus |

|In Cell | | |

|Function |mRNA – carry code to ribosome;|Contains the code|

| |tRNA – carry amino acids to |to make proteins |

| |ribosome; rRNA – read code | |

| |and connect amino acids in | |

| |order | |

What kind of bonds hold the amino acids together in the protein that is formed?

Covalent peptide bonds

What are the three types of RNA and what are their functions? See chart above:

What kind of weak bonds hold the two strands of DNA together?

Hydrogen bonds

Why is it important that these bonds be weak?

They will need to be broken for replication and for transcription

What happens to DNA when a mutation occurs?

The code is changed (different bases are in the DNA strand)

How does this affect the mRNA?

Bases in mRNA will be different

How can this affect translation?

This may mean a different amino acid is in the protein strand

How does this affect the structure and shape of the resulting protein?

This can cause a change in the shape of the protein (change in tertiary and secondary bonding)

Cell Cycle:

Look at the diagram of the cell cycle.

When does the duplication of DNA occur? What is this phase called? Interphase (S phase – synthesis)

What do GI and G2 represent?

G1 – equals growth after cell division; G2 is growth after DNA replicates.

Does mitosis include cytokinesis (division of the cytoplasm)? NO

Gene Expression and Regulation

In the diagram to the left, what is the role of the RNA polymerase? Helps make MRNA

What is the role of the repressor?

Stop transcription

The gene codes for lactase, an enzyme that digests milk sugar (lactose). When lactose is present what happens to the repressor?

The repressor bonds with the lactose and does not bond to DNA to prevent transcription

When the repressor does not attach to the repressor region of the gene, what happens to gene expression?

The gene is expressed; RNA polymerase can transcribe the DNA into mRNA – for building lactase.

If all the cells in an organism (cells with nuclei) have the same DNA, explain, in terms of genes, how a nerve cell functions differently from a muscle cell. Different genes are turned on in different types of cells.

Why does a pancreas cell produce insulin in great amounts but a white blood cell does not?

Because the insulin gene is turned on in the pancreas cell but not as much in a white blood cell.

There are advantages and disadvantages to the overproduction of proteins by a cell. Describe the advantages and disadvantages for an injured cell. Overproduction in an injured cell can help it heal if the proteins are needed; but overproduction of unneeded proteins could hinder healing.

Describe the advantages and disadvantages in a cancerous cell.

Too much of certain proteins in a cancerous cell could promote tumor production in other cells.

3.02 Compare and contrast the characteristics of asexual and sexual reproduction.

| |MITOSIS |MEIOSIS |

|Type of reproduction |Asexual |Sexual |

|(Asexual or sexual) | | |

|Chromosome number of mother cell (1N=haploid |2N |2N |

|or 2N=diploid) | | |

|Chromosome number of daughter cells |2N |1N |

|(1N=haploid or 2N=diploid) | | |

|Number of cell divisions |1 division |2 divisions |

|Number of cells produced |2 |4 |

|When does replication happen? |interphase |interphase |

|SOURCES OF VARIATION | | |

|Crossing over |NO |YES |

|Random assortment of chromosomes |NO |YES |

|Gene mutations |YES |YES |

|Nondisjunction |NO |YES |

|fertilization |NO |YES |

Put the following stages of mitosis (cell division) in order. C, B, E, A, D

3.03 Interpret and predict patterns of inheritance: (dominant, recessive and intermediate traits, multiple alleles, polygenic traits, sex-linked traits, independent assortment, test cross, pedigrees, and Punnett squares)

In the Punnett square to the left, T = tall and t=short. Give the genotype for the parents. Tt

Give the phenotype for the parents. tall

What are the genotypes and phenotypes of the offspring?

TT – tall, Tt – tall, tt - short

What is the genotypic ratio of the offspring?

1 TT: 2 Tt: 1 tt

What is the phenotypic ratio of the offspring?

3 Tall: 1 short

What environmental factors might affect the expression of these genes for height? Explain.

Nutrition, exercise, disease

Some genes produce intermediate phenotypes. Cross a pure breeding red flower (RR) with a pure breeding white flower (WW). Give the genotypes and phenotypes of the offspring.

RR x WW = all RW

Red parent crosses with white parent gives all pink offspring.

Explain the inheritance of the following disorders:

(autosomal dominant? Autosomal recessive? Sex-linked dominant? Sex-linked recessive?)

Sickle cell anemia: Autosomal recessive (but sort of incomplete)

Cystic fibrosis: Autosomal recessive

Huntington Disease: Autosomal dominant

Blood type

If a woman with type A blood has a child with a man with type B blood and their first child has type O blood, give the genotypes of the woman and the man and do the cross. (Alleles are IA, IB, and i)

Parents are IAi and IBi because that is the only way to get an ii child (type O)

What are the odds that they will have a child with type O blood again?

25%

What are the odds that they will have a child with homozygous type A blood?

0% Their children will be IAIB, IAi, IBi, and ii

What are the odds that they will have a child with type AB blood? 25%

A blood test is done to see if one of three men is the father of a child. The child has type O blood, the mother has type A blood. Man #1 has type AB blood, Man #2 has type A blood, Man #3 has type O blood. Are there any men that can be ruled out as the father. Explain. Man #1 is ruled out; child needs to get “i” from each parent.

Polygenic traits

Some traits are considered to be polygenic. What does this mean?

Traits that are controlled by more than one gene.

Using 3 genes (A,a and B,b and C,c) explain hair color in terms of these genes. How many phenotypes are possible? AABBCC would be darker hair than AaBbCC; the lightest hair would be aabbcc. And there would be all shades in between.

Sex Chromosomes

What are the male sex chromosomes in humans? XY

What are the female sex chromosomes in humans? XX

Colorblindness and hemophilia are sex-linked traits. What chromosome are these genes found on? X

Cross a female who is a carrier for hemophilia with a normal male. XHXh x XHY

What are the odds that they will have a child with hemophilia.

25%

What are the odds that they will have a daughter with hemophilia?

0%

What are the odds that they will have a daughter who is a carrier for hemophilia?

25%

Why are males more likely to show a sex-linked disorder? They only need to get the disorder allele from their mother not from both parents.

Karyotype

What is the gender of the person whose karyotype is shown to the left?

female

What is the disorder that this person has? What is your evidence?

Trisomy 21 (Down Syndrome); there are 3 # 21 chromosomes

What are some of the characteristics of this disorder? Mental retardation; shorter stature; simian palm crease; low set ears; thick tongue; some heart defects sometimes.

Pedigrees

What is the inheritance pattern shown by this pedigree?

Autosomal recessive

How do you know?

Both males and females; parents don’t have it; kids do.

Using A,a, what is the genotype of person II4?

aa

What is the genotype of person I3?

Aa

Test Cross

Describe the test cross that a farmer would use to determine the genotype of an animal that shows a dominant trait. Use the following Punnett squares and the letters A and a to explain your answer.

cross the animal with a recessive; if the animal is Aa crossed with aa – then ½ of the offspring will be recessive; if the animal is AA crossed with aa – all offspring will show the dominant trait.

Mendel’s Laws

Explain each of Mendel’s Laws and explain the experiments he used to determine these laws.

1) Law of segregation of characters (alleles)

When meiosis occurs, each of the pairs of alleles is separated and end up in different cells. Each gamete only receives one copy.

2) Law of independent assortment (of alleles) Each pair of alleles separate randomly. As long as alleles are on different chromosomes they will assort into the gametes independently of each other. Where one allele ends up does not affect where an allele from a different gene ends up.

How does meiosis lead to segregation and independent assortment? In meiosis, during the first division, the alleles separate with one allele of each pair going to one cell and the other one to a different cell. Each chromosome assorts independently of the others.

A problem to solve:

A brown mink crossed with a silverblue mink produced all brown offspring. When these F1 mink were crossed among themselves they produced 47 brown animals and 15 silverblue animals (F2 generation). Determine all the genotypes and phenotypes, and their relative ratios, in the F1 and F2 generations.

B = Brown; b = silverblue Parents of F1 are BB and bb. Offspring are Bb – all brown

Parents of F2 are Bb and Bb – offspring are ¼ BB, 2/4 Bb, and ¼ bb – or 3 brown to 1 silverblue

3.04 Assess the impacts of genomics on individuals and society (Human genome project and applications of biotechnology)

What are the goals of the human genome project and when were they established? Started in 1990; completed in 2003; to sequence the entire human genome; store info in data bases; discover genes that code for traits,

How will the human genome project be useful in determining whether individuals may carry genes for genetic conditions? The sequenced genome can be compared to individual genomes to see if there are differences that might be indicative of a genetic condition.

How will the human genome project be useful in developing gene therapies? Once the effects of genes are determined, therapies can be developed.

To the left is an electrophoresis gel, showing evidence from a rape case.

Could the defendant be the rapist? Explain your answer.

No – the bands do note match the male DNA found in the vagina.

Which fragments of DNA are the longest? Explain.

The fragments that are furthest from the source or top. Agarose is fibrous, smaller fragments can travel quicker through the gel.

What other ways can DNA fingerprinting be useful?

Forensics, anthropology (dead sea scrolls – goat versus sheep skin – can help in aging them), wildlife management (amount of genetic variation is species – migration patterns, etc), paternity

Transgenic organisms:

Describe the process that is shown in the diagram to the left. A human gene is inserted into a bacterial plasmid and the protein product of the gene will be made by the bacteria.

What is the value of this technology?

Pure human proteins can be produced in mass and relatively cheaply. Pure insulin – so much better for person than horse or pig.

What are some other applications of this type of technology?

(Transgenic organisms) To have plants produce their own pesticide; produce better yield food crops; to produce model organisms for research

This process can be used to make GMO’s –genetically modified organisms. What are some of the ethical issues surrounding this technology? Release into the environment? Human health?

Stem Cells

The diagram to the right shows how stem cells can develop into many types of different cells. What are some of the potential benefits that could come from the growing of stem cells in a laboratory?

New organs could be grown (no rejection); cancerous cells replaced with good cells; genetic disorders replaced by new cells

What are some of the ethical issues surrounding the collection and use of stem cells? Embryonic stem cells come from embryos and how those embryos are collected is problematic;

3.05 Examine the development of the theory of evolution by natural selection including: development of the theory, the origin and history of life, fossil and biochemical evidence, mechanisms of evolution, and applications (pesticide and antibiotic resistance).

In the following chart, describe the role of each of the following in developing the current theory of evolution.

| |Discussion of importance to evolutionary theory |

|Understanding of geology |Understand earth changes explains why organisms might change to fit the new environments. |

|(Changes in the earth) | |

|Malthus’ ideas about population |Organisms reproduce exponentially but the world is not overcrowed by organisms – because |

|Growth |they compete to survive |

|Anatomical comparisons |Similar anatomy suggests similar ancestry |

|Patterns in fossil evidence |Following the patterns and aging the fossils suggests evolutionary trees. |

|Lamarck’s ideas about inheritance |Acquired characteristics are not inherited because the genes have not been affected. |

|Of acquired characteristics | |

|Biochemical comparisons |Similar DNA and/or proteins suggests similar ancestry |

|(DNA and proteins) | |

|The role of variations |Variations provide the fuel for natural selection. Those variations that are advantageous |

| |are selected for; survive and are passed on |

|The role of sexual reproduction |Sexual reproduction is a source of variation. |

|The role of geographic isolation |Geographic isolation can lead to speciation – when organisms are evolving in two different |

| |enevironment. |

|The importance of the |Environments select for the adaptations that best suit the organisms for survival in that |

|environment |environment. |

Discuss the steps in Darwin’s theory of evolution by natural selection.

1) populations of organisms have many genetic variations. Where do these come from?

Mutations and sexual reproduction

2) organisms could reproduce exponentially but they don’t. Why not?

Competition for resources – only the hardiest survive

3) Genetic variations lead to different adaptations. What are adaptations?

Characteristics that fit the organism to the environment

4) Some adaptations have better survival value in certain environments. What does this mean?

Some adaptations help the organisms survive better than other adaptations.

5) Those organisms with adaptations that better fit them to an environment will survive, reproduce and pass on their genes. What does it mean to be “fit” to an environment? “Fit” in an environment means the organisms is more likely to survive, reproduce and pass on those genes.

6) The next population will have a high frequency of the genes that have been selected for. Why will the frequency of selected genes increase? Because organisms with those alleles have survived to reproduce; the organisms with other alleles did not survive to reproduce (as frequently).

7) When this process continues over millions of years, it can lead to speciation. What is speciation?

The appearance of a group of organisms that are different enough from their ancestors that they could no longer interbreed and produce fertile offspring with those ancestors.

Describe how a population of bacteria can become resistant to an antibiotic (or an insect to a pesticide) using the steps listed above.

Bacteria are exposed to antibiotic; a few of the bacteria have a variation that makes them resistant to the antibiotic; those bacteria survive in the antibiotic environment; they are the bacteria that reproduce and their genes are passed on; the new generation has a much high frequency of the resistance genes. If this happens over millions or year, speciation could occur.

What are the differences between abiogenesis and biogenesis?

Abiogenesis is life arising from non-living things; biogenesis is life arising from living things

What did Louis Pasteur contribute to our understanding of the origins of life? Using “S” shaped flask, Pasteur showed that living things could only arise from other living things.

Explain Miller and Urey’s hypothesis.

Organic molecules could be synthesis from the inorganic molecules in the early environment (water vapor, methane, ammonia, hydrogen gas)

Why did Miller and Urey put those particular gases into their experiment? They were hypothesized to be the gases of the early environment.

What type of organic molecules did they find?

Amino acids, sugars, lipids, nucleotides

What is the significance of their experiments?

It helps explain how living things might first have evolved.

Most hypotheses state that prokaryotic anaerobes probably evolved first. Why? They are the simplest; there was no oxygen in the environment; living things would have needed to get energy.

The hypotheses then suggest that prokaryotic autotrophs probably evolved. Why? More complex than anaerobes, but still there was no oxygen in environment.

What would enter the atmosphere as a result of these autotrophs appearing? Oxygen gas

Then prokaryotic aerobic heterotrophs could evolve. What can these cells do that others before them cannot? These organisms can use oxygen to get maximum energy from their nutrients.

What is the hypothesis explaining how eukaryotic cells evolved? Endosymbiotic hypothesis – bacteria began living inside other bacteria mutualistically. Over time, these bacteria became mitochondria and chloroplasts.

|Goal 4: Learner will develop an understanding of the unity and diversity of life. |

4.01 Analyze the classification of organisms according to their evolutionary relationships. (Historical development and changing nature of classification systems, similarities and differences between eukaryotic and prokaryotic organisms, similarities and differences among the eukaryotic kingdoms, classifying organisms using a key)

Explain how the organization of the kingdoms and domains have changed over time.

From 2 kingdoms to 3 to 4 to 5 and then 6 with 3 domains.

What is the current accepted kingdom-domain system?

3 domains – 2 domains of prokaryotes (each with 1 kingdom) and 1 of eukaryotes (with 4 kingdoms).

What is the current seven-level classification system?

Kingdom, Phylum, Class, Order, Family, Genus, Species

What is binomial nomenclature? The Genus species name of each type of organism

How are DNA and biochemical analysis, embryology, and morphology used to classify organisms? All of these are used to determine relatedness which is a key factor in classification.

To the left is a phylogenetic tree of some organisms. According to this tree, which pairs of organisms are most closely related?

Salamanders and frogs; lizards and snakes; crocs and birds

Which organism is most closely related to the rayfinned fish? lungfish

Which organisms are the mammals most closely related to? Reptiles and birds

Fill in the following chart with the characteristics of the various kingdoms.

| |Bacteria |Archaea |Protista |Fungi |Plantae |Animalia |

|Eukaryotic or |Prokaryotic |Prokaryotic |Eukaryotic |Eukaryotic |Eukaryotic |Eukaryotic |

|prokaryotic | | | | | | |

|Multicellular or |Single |Single |Single (mainly) |Multi |Multi |Multi |

|single-celled | | | | | | |

|Sexual or asexual |Asexual |Asexual |Both |Both |Sexual |Sexual |

|reproduction | | | | | | |

|Autotrophic or |Both |Both but not |Both |Hetero |Auto |Hetero |

|heterotrophic | |photosynthe-sis | | | | |

|Aerobic or anaerobic|Both |Both |Both |Both |Aerobic |Aerobic |

|Cell walls or no |peptidoglycan |Glycoprotein |Algae YES |chitin |cellulose |none |

|cell walls | |Polysacch. |Protozoa NO | | | |

What are some differences between the bacteria and the archaea? Archaea can chemosynthesis but don’t use chlorophyll; some archaea are methanogens, halophiles, thermophiles; cell walls are different; only bacteria can do nitrification. Archaeans have some genes similar to eukaryotes. Archaeans not affected by many drugs that kill bacteria. Archaeans more like eukaryotes than bacteria.

Use the following key to identify the tree branch to the left.

1. a. leaf is needle-like….go to 2

b. leaf is broad……… go to 5

2. a. needles are short ....go to 3

b. needles are long…...go to 4

3. a. underside of needles green…hemlock

b. underside of needles silver ..balsam

4. a. 3 needles in bundle….pitch pine

b. 5 needles in bundle….white pine

5. a. edge of leaf round.go to 6

b. edge of leaf serrated…go to 7

6. a. minty odor…… wintergreen

b. no minty odor…..laurel

needle-like, long needles, in bundle of 3 = pitch pine

4.02 Analyze the processes by which organisms representative of the following groups accomplish essential life functions including………….

Fill in the charts below showing how various groups of organisms accomplish the life functions listed.

| |Protists |Annelids |Insects |

|Transport of materials |Diffusion |5 contractile “hearts”; mostly |Dorsal heart; open circulation |

| | |closed system | |

|Excretion |Diffusion |Paired nephridia – each segments |Malpighian tubules; empty into |

| | | |digestive |

|Respiration |Diffusion |Mainly diffusion |Spiracles along side of body |

|Regulation |Contractile vacuoles, etc. |Small brain; ventral nerve cord; |Brain;ventral nerve cord; eyes, |

| | |sense organs |antennae |

|Nutrition |Diffusion and digestion in cell |Two opening digestive system |Two openings; different sections of|

| | | |system |

|Reproduction |Sexual and asexual |Some have both sexes in each org. |Separate – ovaries, testes, |

| | |testes/ovaries |ovipositors |

|Growth and development |Just cell growth |Eggs in cocoons – hatch as small |Metamorphosis (egg, larva, pupa, |

| | |worms |adult) |

| |Amphibians |Mammals |

|Transport of materials |3 chambered heart; closed system |4 chambered heart; closed system – veins, |

| | |arteries, capillaries |

|Excretion |Kidneys – empty into cloaca |Kidneys with ureter, urethra, bladder |

|Respiration |Lungs or gills, also through skin |Lungs with trachea, bronchiole tubes; air sacs |

|Regulation |Internal ears, vocal sac; some poison glands |Glands and complex nervous system with brain |

|Nutrition |Two opening; complex organs, |Two opening system with organs – stomach, |

| | |intestines, etc. |

|Reproduction |Separate sexes, external fertilization |Separate sexes; placentas; baby grows in mother|

|Growth and development |Egg, tadpole, adult |Baby continues to develop after birth; varies |

| | |with species |

| |Non-vascular Plants |Gymnosperms |Angiosperms |

|Transport of materials |Diffusion through rhizoids and |Phloem (food) and Xylem (water) - |Phloem (food) and Xylem (water) - |

| |leaflets |tubes |tubes |

|Excretion |Diffusion |Diffusion into needles and tubes |Diffusion into needles and tubes |

|Respiration |Diffusion |Diffusion through needles |Diffusion through needles |

|Regulation |Diffusion |Hormones for growth, etc. |Hormones for growth, etc. |

|Nutrition |Photosynthesis |Photosynthesis |Photosynthesis |

|Reproduction |Spores – alternation of generations|Seeds; male & female cones; |Seeds – flowers – pollen - |

| |1N to 2N |fertilization |fertilization |

|Growth and development |Spores form gametophytes |Seed growth into new sporophyte |Seed growth into new sporophyte |

| | |(tree) |(plant) |

Compare the following two types of cells.

| |Prokaryotic |Eukaryotic |

|Membrane-bound organelles |NO |YES |

|Ribosomes |YES |YES |

|Types of chromosomes |Strand and plasmid |Strands |

|size |small |large |

Explain what the following systems do:

| |Function of system |

|Transport of materials |Circulation of food, oxygen, hormones, etc. throughout organism. |

|Excretion |Elimination of waste (urea, carbon dioxide, excess water, etc.) from organism. |

|Respiration |To bring in oxygen and eliminate carbon dioxide so organism can carry out cellular respiration. |

|Regulation |Glands and hormones to regulate body functions; nervous system for communication and response to |

| |environment |

|Nutrition |System for taking in and digesting nutrients into subunits that can be absorbed into the circulatory |

| |system. |

|Reproduction |System that allows for reproduction and continuation of the species; often separate male and female. |

| |Meiosis and fertilization ensure variation. |

|Growth and development |Changes in organism from fertilized egg to adult form. Can vary – sometimes involves metamorphosis. |

|Synthesis |This is the building of materials that the organism needs. Digesting cow protein and building it into |

| |human protein, for example. |

03. Assess, describe and explain adaptations affecting survival and reproductive success (structural adaptations in plants and animals, disease-causing viruses and microorganisms, co-evolution)

Label the following parts on the flower and give their functions:

Stigma, style, ovary, petal, sepal, anther, filament

Top left: petals

Bottom left under stamen: anther and then filament

Under Pistil on right: stigma, style, ovary

Fill in the following charts with the information required.

| |Feeding Adaptations |

|Protists |Gullets and cilia to get foot into gullet; or pseudopods to surround the food; flagellae - movement for catching |

| |food; trichocysts to subdue food. Also diffusion |

|Annelid worms |Muscles to move around; tentacles; engulf soil; filter feeding; predators |

|Insects |Specialized appendages for eating and palpating; sucking, lapping, etc. Wings and legs for hopping and flying |

| |after food. |

|Amphibians |Tongue that flings out to traps insects; hopping legs, fast swimmers |

|Mammals |Claws, large teeth or teeth for grinding; |

| |Reproduction Adaptations |Adaptations to life on Land |

|Protists |Asexual and sexual; join together to mate – swimming | |

| |forms of cells | |

|Annelid worms |In some both sexes in one organism; clitellum for |Setae for moving; eating soil – filtering to get nutrients; |

| |mating; hard cover - egg |muscles to move |

|Insects |Ovipositors; internal fertilization (and external); |Hopping legs; spiracles to get oxygen from air; |

| |eat male after mating | |

|Amphibians |External fertilization in water; amplexus; |Legs to hop; live near water; lungs to breathe air; |

|Mammals |Uterus for baby to grow – internal fertilization |Legs, wings, for getting around; fur to keep warm; skin that |

| | |won’t lose water. |

|Non-vascular plants |Gametophytes, sperm that swim in water when it rains. |Rhizoids to absorb water, live where it is moist and close to |

| | |ground |

|Gymnosperms |Cones, seeds, pollen, seeds that can travel in the |Phloem/xylem, roots, cuticle to prevent water loss |

| |wind. | |

|Angiosperms |Flowers, buds, petals, pollen, nectar to attract |Phloem/xylem, roots, cuticle to prevent water loss |

| |pollinators | |

Viruses:

Describe the basic structure of a virus.

Protein capsid with RNA or DNA inside.

What is the relationship between disease and mutations in the agents that cause disease?

Disease agent mutations that help them live in a host survive and are passed on. When an organism develops antibodies to a disease agent, the agent may develop mutations that help it be infectious again.

For the following diseases, give the agent and the symptoms.

| |Type of pathogen |Symptoms of Disease |

|HIV |Virus |Attack immune system T-4 cells; person gets sick from opportunistic diseases |

|Influenza |Virus |Headache, congestion, fever, stomach upset, body aches |

|Smallpox |Virus |Pustules all over body, fever, aches |

|Streptococcus |bacterium |Very sore throat, fever, aches; can go systemic and affect other organs |

|(Strep Throat) | | |

What is meant by coevolution? Each organism exerts selective pressure on traits in the other organism it is in relationship with. So as a flower evolves a longer style, the pollinator evolves a longer proboscis; in response to the longer proboscis, the flower evolves a longer style…….etc.

Give an example of a flowering plant and a pollinator and describe how coevolution works? See above

4.04 Analyze and explain the interactive role of internal and external factors in health and disease (genetics, immune response, nutrition, parasites, and toxins)

Explain the relationship between sickle cell anemia and malaria. People who are heterozygous for sickle cell have some immunity to malaria. This favors the heterozygote and increases recessive allele frequency.

Explain the relationship between lung and mouth cancer and tobacco use. Use of tobacco products increases these cancers – chewing tobacco and mouth cancer; smoking cigarettes and lung cancer.

Explain the relationship between skin cancer, vitamin D, folic acid and sun exposure. Sun is necessary to make vitamin D, but UV radiation causes skin cancer and has been associated with reduced folic acid in pregnant women; reduced folic acid is related to spinal cord defects in fetuses; balance is needed.

Explain the relationship between diabetes, diet/exercise, and genetics. A healthy diet and regular exercise keep weight at acceptable levels and reduce diabetes. People with a genetic predisposition to diabetes are particularly susceptible to weight gain and lack of exercise.

Explain the relationship between PKU and diet. People with PKU have to avoid foods with phenylalanine – which they are unable to break down.

Immune Response

Label each of the following letters: Disposal C , Mobilization B, Recognition A, Immunity D

What is the function of helper T-cells? Activate and direct other immune cells

What is the function of killer T-cells? Destroy disease agents with antibodies on them

What is the function of cytotoxic T-cells? Destroy body cells infected with a virus

What do B cells produce? antibodies

What is happening at letter C? antibodies are attaching to disease agent

What kind of cells are produced at letter D that keep you from becoming reinfected? Memory B cells

What is the difference between active immunity and passive immunity? Active immunity happens when the immune system responds to an antigen by producing antibodies; passive immunity is when antibodies are put directly into a person.

Explain what vaccines do to the immune system.

Health and Nutrition

What type of diet contributes to optimal health? Balanced (protein, carbohydrate, lipid); lots of fruits and vegetables; low in saturated fats and refined sugars.

What type of diet contributes to obesity? High fat and refined sugars; too many calories.

What type of diet contributes to malnutrition? The wrong type of calories – not enough of certain foods and too much of others.

What happens when someone is deficient in Vitamin C? scurvy Vitamin D? ricketts

Vitamin A? night blindness – vision problems.

Parasites (Malaria)

Describe the life cycle of the malarial parasite. What is the vector? What are the symptoms? What are the treatments? Protozoan plasmodium injected by Anopheles mosquito (vector); go to liver then red blood cells as adult; gametes produced; taken in by mosquito; fertilization; hatching in mosquito – and continues; causes fever outbursts and chills; can kill mosquitos or use drugs that are quinine based.

Environmental Toxins

Explain the effects on human health of:

Lead: vomiting, diarrhea, convulsions, coma or even death; mental effects in young

Mercury: nerve system poison; possible cancer trigger;

4.05 Analyze the broad patterns of animal behavior as adaptations to the environment.

|Type of Behavior |Explanation of Behavior |Survival Value of Behavior |

|Suckling |Used to get nutrients from mother |Need food to survive |

|Insects moving away or toward|Phototaxis |Away – to hide |

|light | |Toward – to get food |

|Migration |Movement to another location |Warmer climate better at some times of year |

|Estivation |Hiding in ground during hot summer |Avoid too warm temperatures |

|Hibernation |Hiding in ground during cold winter |Avoid freezing weather |

|Habituation |Getting used to a stimulus and not responding to it |If there is a continuous noise, an organism may not |

| |any more |startle any more |

|Imprinting |Following the first organism seen after hatching |Mother is usually the one – will protect the young |

|Classical conditioning |Two stimuli provided – example bell and food. Animal|If bell means food, it is a good adaptive response |

| |will respond to bell only after a while | |

|Trial and error |Keep trying out possibilities until one works |Eventually one will work – like finding food or |

| | |something. |

|Communication using |Termites leave trails of pheromones so other termites |Keeps species alive |

|pheromones |can find food | |

|Courtship dances |Male and/or female dance before they mate |Organisms of the same species find each other for |

| | |mating |

|Territoriality |Protecting territory |Preserves space for a particular species to live |

| | |without threats |

Which of the above behaviors are innate (or instinct)? Suckling, phototaxis, migration, estivation, hibernation,

Which of the above behaviors are learned? Habituation, imprinting, conditioned response, territoriality, courtship dances, communication (pheromones)

Which of the above behaviors are social? Suckling, migration, imprinting, territoriality, courtship, communication

|Goal 5: Learner will develop an understanding of the ecological relationships among organisms. |

5.01 Investigate and analyze the interrelationships among organisms, populations, communities, and ecosystems (techniques of field ecology, abiotic and biotic factors, carrying capacity)

In the following chart, explain the symbiotic relationships

|Relationship |Definition |Example |

|Mutualism |Both organisms benefit |Bee pollinates flower – flower reproduces; bee gets nectar |

|Commensalism |One benefits; the other is not |Barnacles living on whale tail – barnacles get a place to live; |

| |affected |whale is unaffected |

|Parasitism |One benefits the other is harmed |Tick gets food; dog loses blood and may become anemic |

Predator-Prey

In the graph below, which organism is the prey? hare Which is the predator? fox

Which population increases (or falls) first and why? Hare; prey needs to increase before predator has enough food to increase.

Which population increases (or falls) second and why? Once fox has enough food, it can increase

[pic]

Sampling techniques

Assume that the diagram to the left shows populations of pine trees in an area. The area is too large for a scientist to count every tree.

How can the scientist use sampling to get a good estimate of the number of pine trees per 10,000 square meters. Count the number just in the small plots. And then assume it is the same all over.

Assume that each small plot (square) is 10 m x 10 m. Estimate the population size of the whole area. 11/12 = x/100 x = 91-92

How could the same process (above) be used to estimate species diversity? You could sample the diversity (count how many of each kind of organism) in each plot and then assume it is the same all over.

How could the same process be used to discover changes in the environment over time? Measure variables at different times of year – but only in the defined plots.

Biotic and Abiotic Factors

List at least 3 biotic factors in an environment. Food, trees (shelter), nesting sites (plants), waste

List at least 3 abiotic factors in an environment. Temperature, slope, pH, sunlight/shade,

Give an example of how biotic and abiotic factors act together to limit population growth and affect carrying capacity. Cold weather may reduce food supply and keep population from growing very large because the environment cannot support very many organisms.

|Graph 1: Rabbits Over Time | |

|What kind of growth curve is shown by the graph to the right?| |

|“J” curve | |

| | |

|What is the carrying capacity for rabbits? | |

|About 65 | |

|During what month were rabbits in exponential growth? | |

|June and July | |

| | |

|Graph 2: Mexico and US |[pic] |

|In Mexico, what percentage of the population is between 0-4 | |

|years of age? | |

|16% | |

|In the US? | |

|7% | |

|Which population is growing the fastest? | |

|Mexico | |

|Which age group has the smallest number in both countries? | |

|75-80 plus | |

|  | |

Chart 3: Trapping Geese

|Year |Geese |Number with | |

| |Trapped |Mark | |

| 1980 |10 |1 |(10 x 10)/ 1 = 100 |

|1981 |15 |1 |(15 x 10)/ 1 = 150 |

|1982 |12 |1 |(12 x 10)/ 1 = 120 |

|1983 |8 |0 | |

|1984 |5 |2 |(5 x 10)/2 = 25 |

|1985 |10 |1 |(10 x 10)/ 1 = 100 |

In order to estimate the population of geese in Northern Wisconsin, ecologists marked 10 geese and then released them back into the population. Over a 6 year period, geese were trapped and their numbers recorded.

Use the formula to calculate the estimated number of geese in the area studied?

This technique is called __capture ____ & _release_____________

Supposing more of the geese found in the trap had the mark, would the estimated number of geese in the area be greater or lesser? fewer

|The graph to the left shows the growth of the human population from 1 A.D. to 2000 A.D. Describe what you see has happened. Slow | |

|growth and then exponential | |

|Predict what will happen to population growth in the future and explain your reasoning. It will be huge if we extrapolate. | |

|What factors influence birth and death rate disease, food, weather, competition | |

|5.02 Analyze the flow of energy and the cycling of matter in the ecosystem (relationship of the carbon cycle to photosynthesis and | |

|respiration and trophic levels – direction and efficiency of energy transfer). | |

|Carbon cycle Diagram | |

Which process(es) put carbon dioxide into the atmosphere? Burning, cellular respiration

Which process(es) take carbon dioxide out of the atmosphere? photosynthesis

Explain the Greenhouse Effect in relationship to carbon dioxide in the atmosphere. The more gas, the more the heat is held into the surface of the earth. This causes too much warming; melting ice, etc.

What effect might increased atmospheric carbon dioxide have on the environment? See above

Food Webs

[pic]

What are the producers in this food web? Blossoms, nuts, bark, leaves,

What are the primary consumers (herbivores) in this food web? Bees, deer, mice, rabbit, insects

What are the secondary consumers in this food web? Bear, wolf, toad, bird

What are the highest level consumers in this food web? Fox, bear, wolf

Create an energy pyramid from the food chain: leaves(insects(birds(redfox(bear bottom to top: leaves, insects, birds, redfox, and bear

[pic]

Where is the most energy in this pyramid? bottom Where is the least energy? top

What happens to energy as it moves through the food chain/web? Some is lost as heat

Assume there are 10,000 kcal of energy in the leaves? Estimate the amount of energy in each of the other levels of the energy pyramid. 10,000, 1,000, 100, 10, 1

What happens to matter as it moves through the food chain/web? It is recycled

What is the ultimate source of energy for this food web? sun

5.03 Assess human population and its impact on local ecosystems and global environments (historic and potential changes in population, factors associated with those changes, climate change, resource use, sustainable practices/stewardship).

Explain the effect each of the following may have on the environment.

|Factor |Effect on Environment |

|Population Size |Not enough resources for populations that are too big; also waste and pollution collect more |

|Population Density |Certain areas are more polluted; or have too little food compared to other areas |

|Resource Use |Some populations use many more resources per capita |

|Acid Rain |Produced by sulfur wastes; kill trees and other environments; reduce food and upset ecology |

|Habitat Destruction |Loss of species through habitat destruction to build homes and roads |

|Introduced non-native species |These frequently take over (cane toads, kudzu); native species have a hard time surviving |

|Pesticide use |Kill other species besides the pest; also can cause health problems in farmers and others. |

|Deforestation |Less space for other species to live; less photosynthesis; more carbon dioxide in environment |

How do changes in human populations affect populations of other organisms? Increases in human population can decrease other populations or kill them with pesticides (bioaccumulation),

What effect do volcanoes have on the atmosphere? Produce carbon dioxide

What are some examples of sustainable practices and stewardship that can protect the environment?

Answers will vary. Reduce, reuse, recycle; drive less; use hybrid cars; or alternative energies; change type of light bulb; crop rotation, etc. etc.

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