Title: BIOLOGY
1BIOLOGY
2- Study Tips
- Refer to the review sheet.
- 2. Organize your assignments.
- Highlight learning targets.
- Focus your studies on learning targets you
struggled with. - 5. Make flash cards for vocab.
- 6. Review this ppt. on-line
- 7. Study longer then you want to.
- 8. Get a good nights sleep.
- 9. Eat healthy.
3EVOLUTION
- Unit Target Describe how evolution explains the
unity and diversity of species.
4Learning Target Define key terms associated with
evolution. (knowledge)
- True or False?
- Evolution is defined as change in a population of
organisms over time. - True
- Individual organisms can evolve.
- False. Individuals cannot change their genetic
information.
5Learning Target Define key terms associated with
evolution. (knowledge)
- the ability of an organism to survive and
reproduce in an environment. - the most recent ancestral form or species from
which two different species evolved - heritable characteristic that increases an
organisms ability to survive and reproduce in its
environment
- Adaptation
- Fitness
- Common ancestor
6Learning Target Summarize Charles Darwins key
ideas and contributions to the development of the
theory of evolution. (knowledge)
- What does each letter stand for?
- V I S T
- Variation
- Inheritance
- Selection
- Time
7Match each of Darwins key ideas with a
description.
- VARIATION
- INHERITANCE
- SELECTION
- TIME
- The passing down of genetic traits from one
generation to another. - The different characteristics found in a single
species. - A unit of measurement reflecting generations of
offspring. - More organisms are produced than can survive due
to limited resources so the most fit survive and
reproduce.
8Match each of Darwins key ideas with an example.
- One frog has a white belly and one frog has a
yellow belly. - After many years, the color of the frog
population changed from light to dark. - The dark colored frogs in the pond were
camouflaged so they survived and reproduced. - The dark colored frogs reproduced and passed
their genes to their offspring.
- VARIATION
- INHERITANCE
- SELECTION
- TIME
9Learning Target Given examples of anatomical
structures, determine the type homologous,
analogous or vestigial. (Reasoning)
- Fill in the blank with homologous, analogous or
vestigial. - Body parts that share a common function but not
structure are __________________. - Body parts in animals that are reduced in size
but resemble structures in other organisms are
_________. - Structures that show anatomical similarities and
are inherited by a common ancestor are
_____________________.
analogous
vestigial
homologous
10Match the anatomical structure to the correct
example.
- There are 7 vertebra in the neck of a giraffe and
the neck of a human. - (similar structures and common ancestor-mammals)
- The jointed leg of an insect and the jointed leg
of a cow. - (Insects and cows do not share a common ancestor)
- Pelvis and limb bones in a snake.
- (structures are not functional)
- Homologous structure
- Analogous structure
- Vestigial structure
11- How do anatomical structures provide evidence for
evolution? - They may show evidence of common ancestry.
- They may explain why a structure that is not
functional is present in an organism. - They show that all structures of all organisms
are basically the same. - Both A and B are correct.
- D.
12Learning Target Differentiate between artificial
and natural selection. (reasoning)
- Circle the word that best completes the sentence.
- Artificial selection is the process by which
(humans / nature ) select(s) which traits will be
passed down to offspring.
13- How did artificial selection help Darwin explain
evolution? - If species changed over time through artificial
selection than species could change over time in
the natural world. - Artificial selection proved that species do not
change over time. - Artificial selection showed that people should
not interfere with nature. - Artificial selection did not help Darwin explain
evolution. - A.
14Learning Target Determine the conditions under
which natural selection occurs and the results of
natural selection. (reasoning)
- Circle the word that best completes each
sentence. - In natural selection, ( humans / nature )
choose(s) which species will survive and
reproduce.
15- Circle the best answer.
- Natural selection acts on ( acquired / inherited
) traits. - Natural selection refers to the ability of an
organism to survive and reproduce- therefore,
offspring inherit the parents traits. - Acquired traits refer to a trait that is not
dependant upon inheritance but is usually
affected by the environment. We discussed this
during genetics. You may inherit the ability to
speak but you acquire the ability to speak
English because you live with a family that
speaks English.
16- Which of the following is not an example of
natural selection? - The birds with the beaks that were most suited to
eating beans survived and reproduced. - The beans that were most difficult for the birds
to eat survived and reproduced. - The puppies that were highly trainable and fast
were bred to produce offspring that would be able
to retrieve birds for hunting. - The dark colored pocket mouse which lives on the
dark colored lava flow is camouflaged from the
owl so dark colored pocket mice are more likely
to survive and reproduce than white colored
pocket mice. - C. This is an example of artificial selection.
17- Which of the following is a condition necessary
for natural selection to occur? - More offspring are born than can survive
- Fitness varies among individuals
- There is heritable variation among members of the
population. - All of the above
- D.
18Learning Target Analyze examples of fossil
evidence that support the theory of evolution by
natural selection. (reasoning)
- How are fossil records evidence for evolution?
- Fossils show changes in species over time.
- Fossils easily tell us if an organism made its
own food. - Fossils tell us how many offspring an
- organism had.
- All of the above.
- A. By creating evolutionary trees from fossils,
scientists can observe the changes that occur in
a species over time. Remember- we can determine
the age of a fossils through radiometric dating.
19Learning Target Interpret the information
conveyed in a model evolutionary tree. (skill)
- What letter represent the oldest common ancestor?
- F
- What letter represents the most recent common
ancestor of B and C? - E
20EVOLUTION- CLASSIFICATION
- Unit Target Biologists classify organisms based
upon similarities and differences.
21Learning Target Define the following key terms
associated with classification. (knowledge)
- Classification is
- a. the study of living things
- b. the grouping of organisms based on
similarities - c. the grouping of organisms based on
differences - d. the study of evolution
- b.
22- Organism that does not have a nucleus
- Organism that cannot make its own food
- Organism that is made of only one cell
- Organism that has a true nucleus.
- Organism that can use energy from the sun to make
its own food.
- unicellular
- prokaryote
- eukaryote
- autotroph
- heterotroph
23Learning Target Describe the advantage of using
a classification system.(knowledge)
- Scientists use a classification system to
- a. identify all organisms before they go
extinct. - b. assign the numerous and diverse amount of
organisms a name to improve communication. - c. show evolutionary relationships between
organisms. - Only b and c are correct
- d
24- True or False? The system used to name organisms
is called trinomial nomenclature. - False- Binomial nomenclature for the two names
(genus and species)
25Learning Target Distinguish between an
organisms scientific name and its common
name.(knowledge)
- Explain why common names like daisy and mountain
lion can cause problems for scientists. - Common names vary among languages and regions
26Learning Target Know the rules for writing an
organism's scientific name. (knowledge)
- Which of the following is NOT a characteristic of
Linnaeuss system of naming organisms? - Two-part name
- Multipart name describing several traits
- Name that identifies the organisms species
- Name that identifies the organisms genus
- B.
27Learning Target Know the rules for writing an
organism's scientific name. (knowledge)
- In the scientific system on naming organisms
- every organism is given a two word name
- the first word represents the genus
- the second word represents the species
- the genus is always capitalized
- All of the above
- E
28Learning Target Know the rules for writing an
organism's scientific name. (knowledge)
- Which of the following organisms names are
written correctly? - Camelus Bactrianus
- Lama glama
- Camelus dromedarius
- rhizopus nigricans
- C. A scientific name is always printed in
italics. The genus is capitalized and species
identifier is lower case.
29Learning Target Describe the advantage of using
a classification system.(knowledge)
- Today organisms are classified
- a. using DNA and RNA
- b. based on their evolutionary history
- c. based on their structures
- all of the above
- d
30Learning Target Know the rules for writing an
organism's scientific name. (knowledge)
- In the six-kingdom system of classifying living
things, which kingdom(s) contain unicellular
organisms? - Archaebacteria
- Eubacteria
- Protista
- Fungi
- All of the above
- E.
31Learning Target Distinguish between a prokaryote
and a eukaryote. (knowledge)
Label each diagram as prokaryote or eukaryote.
eukaryote
prokaryote
32Learning Target Distinguish between an autotroph
and a heterotroph. (knowledge)
Label each diagram as autotroph or heterotroph.
autotroph
heterotroph
33Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW
Classification of Living Things Classification of Living Things Classification of Living Things Classification of Living Things Classification of Living Things Classification of Living Things Classification of Living Things
DOMAIN DOMAIN Bacteria Archaea Eukarya Eukarya Eukarya Eukarya
KINGDOM KINGDOM Eubacteria Archaebacteria Protista Fungi Plantae Animalia
CELL TYPE CELL TYPE Prokaryote Prokaryote Eukaryote Eukaryote Eukaryote Eukaryote
CELL STRUCTURES CELL STRUCTURES Cell walls with peptidoglycan Cell walls without peptidoglycan Cell walls of cellulose in some some have chloroplasts Cell walls of chitin Cell walls of cellulose chloroplasts No cell walls or chloroplasts
NUMBER OF CELLS NUMBER OF CELLS Unicellular Unicellular Most unicellular some colonial some multicellular Most multicellular some unicellular Multicellular Multicellular
MODE OF NUTRITION MODE OF NUTRITION Autotroph or heterotroph Autotroph or heterotroph Autotroph or heterotroph Heterotroph Autotroph Heterotroph
EXAMPLES EXAMPLES Streptococcus, Escherichia coli Methanogens, halophiles Amoeba, Paramecium, slime molds, giant kelp Mushrooms, yeasts Mosses, ferns, flowering plants Sponges, worms, insects, fishes,
34Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW
- What do all members of the domain Eukarya have in
common? - They are all eukaryotes, meaning that they have a
true nucleus and membrane bound organelles.
35Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW
- How could you distinguish between a member of the
kingdom plantae and fungi? - Members of both these kingdoms have cell walls,
but the cell walls are made of different
chemicals. Fungi are heterotrophs while plants
are autotrophs.
36Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW
- Bacteria are classified into
- three kingdoms
- four families
- two domains
- All of the above
- C.
37Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW
- Which domains contain prokaryotes?
- Bacteria and Archaea
- Which domain contains bacteria that live in
extreme environments? - Archaea
38Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW
- In the six-kingdom system of classifying living
things, which kingdom(s) contain unicellular
organisms? - Archaebacteria
- Eubacteria
- Protista
- Fungi
- All of the above
- E.
39Learning Target Determine the characteristics of
domains and kingdoms by interpreting an
evolutionary tree. (reasoning) USE THE
EVOLUTIONARY TREE FOUND IN SEMESTER REVIEW
40Learning Target Determine the characteristics of
domains and kingdoms by interpreting an
evolutionary tree. (reasoning) USE THE
EVOLUTIONARY TREE FOUND IN SEMESTER REVIEW
- The three major branches of this evolutionary
tree are - Families
- Kingdoms
- Domains
- Species
- C
41Learning Target Determine the characteristics of
domains and kingdoms by interpreting an
evolutionary tree. (reasoning) USE THE
EVOLUTIONARY TREE FOUND IN SEMESTER REVIEW
- According to the diagram
- Animals evolved from slime molds
- Animals are more closely related to
Thermotrogales than they are to Thermococcus - Animals and slime molds share a common ancestor
- Fungi and Plants do not share a common ancestor.
- C
42 Learning Target Use a dichotomous key to
identify the scientific name of organisms.
(skill)
Who am I?
Dichotomous Key on Norns 1. Has pointed ears
.................................... go to 3
....Has rounded ears ............................
........go to 2 2. Has no tail
.............................................
Kentuckyus ....Has tail ....................
.............................. Dakotus 3. Ears
point upward ....................................
go to 5 ....Ears point downward
..............go to 4 4. Ears have no hair tufts
............................. Dallus
....Has hairy tufts on ears ......................
....................Californius 5. Ears have
stripes ............................. WalaWala
....Ears do not have stripes...................
.go to 6 6. Has hair on head ....................
......................... Beverlus ....Has
no hair on head (may have ear tufts) .......go to
7 7. Has a tail .................................
............ Yorkio ....Has no tail,
............................ Rajus
Californius
43EVOUTIONANTIBIOTIC RESISTANCE
- Unit Target Conduct a study on a 21st century
evolution problem.
44Learning Target Define the following key terms
associated with antibiotic resistance.
(knowledge)
- Antibiotic resistant bacteria
- a disease causing organism
- A drug that blocks the growth and reproduction of
bacteria - The ability of an organism to defend itself
against disease
- Pathogen
- Antibiotic
- Superbug
- Resistance
45Learning Target Interpret information
pertaining to antibiotic resistance. (reasoning)
- MRSA is a bacterium that can spread very quickly
in hospitals and nursing homes. It is difficult
to treat because it is resistant to methicillin
and other antibiotics. - What is the name of the pathogen?
- MRSA
- What antibiotic is MRSA resistant to?
- Methicillin
- Is MRSA a superbug?
- Yes- it is antibiotic resistant
46Learning Target Evaluate a controlled
experiment. (skill)
- A student wanted to test the effectiveness of 3
cleaning solutions in preventing the growth of
bacteria. The student cleaned a 1 foot square
with cleaner 1, another square with cleaner 2 and
so on. The 4th square was washed with water. He
then wiped each square with a clean swab and
smeared the swab onto an agar plate. The plates
were kept at a warm temperature and checked after
24 hours.
47- What is the purpose of this experiment?
- To study the affects of temperature on bacterial
growth - To determine the effectiveness of various
cleaning solutions in preventing bacterial growth - To test which type of bacteria is more resistant
to a cleaning solution - All of the above
- b.
48- Which of the following was NOT a factor held
constant? - Time
- Temperature
- Area
- Disinfectant
- d. Disinfectant- this was the independent
variable.
49- What was the control in the experiment?
- Cleaning one square with plain water.
50Results of the experiment.
Cleaning Solution 1 2 3 Water
Growth of bacteria (mm) 1mm 0mm 3mm 5mm
Which cleaning solution was best at controlling
bacterial growth? 2 If you were going to plot
this data on a graph, what axis would the growth
of bacteria be plotted on? Y axis- dependant
variable
51- True or False? People should be concerned about
the overuse of antibacterial products. - True.
- Why should people be concerned about the overuse
of antibacterial products? - It can result in an increase in viruses.
- It can result in superbugs that are resistant to
antibacterial products. - It can make it difficult to treat bacterial
diseases. - Both b and c are correct.
- d.
52ECOLOGY-FLOW OF ENERGY
- Unit Target Research ways in which organisms in
an ecosystem get the materials and energy they
need.
53Define terms related to energy flow in an
ecosystem. (Knowledge)
- Autotroph is to producer as
- heterotroph is to ___________________
- consumer
54- Autotrophs can convert the sunlight into
mechanical energy. - Baloney chemical
- The chemical energy made by autotrophs are
carbohydrates such as sugar and starch. - True
55Primary producer Breaks down organic matter
Herbivore Meat eating Omnivore Uses
solar energy to make its
own food Carnivore Plant and
meat eating Detritivore Eats dead
carcasses Scavenger Eats organic matter
Decomposer Plant eating
56Match components of a desert food web with
specific examples.
- Primary producer
- Herbivore
- Carnivore
- Scavenger
- Decomposer
- Jack Rabbit
- Bacteria
- Buzzard
- Cactus
- Coyote
57ATP
- Which is not a component of ATP?
- Adenine
- Glucose
- Ribose
- Phosphates
- b. Glucose
58- Energy is released from ATP when
- Ribose is converted to glucose
- Adenine undergoes enzyme activity
- A phosphate group is released
- All of the above
- c.
59- In a chemical equation the products are on the (
left / right ) side.
60True or False? The original source of energy for
most living things is water. Baloney Sun Name
the missing parts of the photosynthesis formula
from left to right.
light 6CO2 6H2O --------? 6O2
C6H12O6
61- True or False?
- Heterotrophs can carry out photosynthesis?
- False- Only autotrophs can convert sunlight into
usable energy. Heterotrophs carry out cellular
respiration. - Plants and animals carry out cellular
respiration. - True
62- Cellular respiration can best be defined as
- a. The movement of nutrients through a food
chain. - b. Using the suns energy to make chemical
energy - c. The building up of complex molecules.
- The process that releases energy from food in the
presence of oxygen. - d.
63- Aerobic cellular respiration
- Produces more energy than anaerobic respiration.
- Uses the products of photosynthesis to make ATP.
- Requires oxygen to release energy stored in food.
- All of the above
- d.
64- Which is true regarding energy?
- is recycled through an ecosystem
- is produced by all organisms in an ecosystem
- flows in one direction in an ecosystem
- an example is carbon
- c.
65- True or false?
- The levels of energy transfer in a food web are
called trophic levels. - True
- Organisms store 100 of their energy.
- False- they use most of their energy for life
processes and also release energy as heat.
66Learning Target Use a diagram to predict
changes that occur during photosynthesis
(reasoning)
67What are the reactants of photosynthesis? Water
and carbon dioxide What are the products? Oxygen
and glucose What form of energy is converted to
glucose? Light energy Can photosynthesis occur
in the dark? No- the light-dependent reactions
require light.
Photosynthesis take place in the ________of a
cell. Chloroplast
68Learning Target Use the diagram of the energy
pyramid to answer questions. (reasoning)
- Which letter represents the 3rd trophic level?
- C
- If 1000 energy units are available at Level A how
many are available at level B? - 100 (always reduced by 10)
- Which level contain organisms that are
herbivores? - B- the rabbits
69Learning Target Interpret a diagram of a food
web. (skill)
Name the primary producers. Berries, flowers,
grass, seeds Which organisms are the top of this
food chain? Bear and hawk. Is the chipmunk an
omnivore? No- an herbivore A food chain within
this food web would be berries, deer, bear,
decomposers. True
70Learning Target Interpret data from a simple
data presentation (Skill)
- What does this graph show?
- The effect of temperature on the rate of
photosynthesis. - As temperature increase.
- photosynthesis increases and then decreases.
- At what temperature is the rate of photosynthesis
the greatest? - 25 degrees Celcius
71ECOLOGY-INTERACTIONS
- Unit Target Organisms and populations of
organisms obtain necessary resources from their
environment, which includes other organisms and
physical factors.
72Learning Target Define key terms. (Knowledge)
- Is it abiotic or biotic?
- Water
- Abiotic
- Soil
- Abiotic
- Parrot
- Biotic
- Abiotic is non-living, Biotic is living
73- Matter can recycle through the biosphere because
- Matter is transformed, not used up
- Matter moves in one direction through an
ecosystem - Matter is a type of energy
- All of the above
- a.
74- True or False?
- A nutrient is a substance required by a living
thing to carry out essential functions. - True
75Learning Target Interpret a diagram of a
nutrient cycle. (Skill)
- Review the nutrient cycle diagrams on the next
pages. Be ready to answer questions. Refer to
homework, scrimmages and tests for practice.
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79Learning Target Define biodiversity.
(knowledge)
- Biodiversity is
- The variety of different species living in an
area. - All the members of the same species that live in
an area. - Is the correct answer
- Is the definition for a population.
80Learning Target Explain the value of
biodiversity in an ecosystem and how it can
impact species survival. (Reasoning)
- Which of the following is NOT a value of
biodiversity? - Foods
- Medicine
- Leads to a stable environment
- All are values of biodiversity
- d.
81Learning Target Identify the role of
biodiversity in species survival. (reasoning)
- You plant a garden of one type of tomato plant
and nothing else. Why might this lack of
biodiversity become a problem? - If a disease attacks the type of tomato you
planted, all your plants will die. - If all your plants die you will have nothing else
to eat. - If you have nothing to eat you will die.
- All of the above.
- d. However, you should be smart enough to go to
the store and get something else to eat.
82Define population. (knowledge)
- A population is
- the variety of different species living in an
area. - all the members of the same species that live in
an area. - b. Is the correct answer
- Is the definition for biodiversity. Remember?
83Learning Target Define types of population
growth (K)
Match the type of growth with the correct
definition.
- Linear growth
- Exponential growth
- Logistic growth
- When a population reproduces at a constant rate
(ex doubling) - Same increase in individuals for each time period
(ex. 2 per year) - A period in which growth slows after a period of
rapid growth
84Identify the features of this graph.
85Learning Target Investigate the effects of
biotic and abiotic factors on population growth.
- True or False?
- Populations grow exponentially when resources are
limited. - False, unlimited
- Limiting factors determine the carrying capacity
of an environment for a species. - True
86- Which of the following would NOT be a limiting
factor for you? - Water
- Carbohydrates
- Vitamins
- Tickets to a Brewers game
- d. You can live without going to the Brewers
game.
87Learning Target Interpret a graph of population
growth. (skill)
- What happens to the moose population as the wolf
population increases? - It decreases.
- Why?
- Predation
88Good Luck on the Final Exam
- Youve been a wonderful class.
- I will miss you.