1

Hypothesis

Students will formulate hypotheses based on cause-and-effect relationships.

Definition –

Standard Format –

Sample Exercises – Write a hypothesis for each of the following research problems.

EXAMPLE:

What effect does high temperature have on radish germination?

If radish seed are exposed to temperatures above 70o, they will germinate in three days.

What effect does studying with music have on student test scores?

What effect does food color have on the amount of food fish eat?

What effect does light have on plant growth?

What effect does smiling have on teacher giving no homework?

What effect will removing leaves from a tree have on where birds build their nests?
 2

Variables – IV & DV

Students will identify the independent variable (IV) and the values of the IV that will be used
in the experiment.

Independent Variable –

Dependent Variable –

Sample Exercises – For the following scenarios, identify the independent and dependent variables.

EXAMPLE:

Susie wondered if the height of a hole punched in the size of a quart-size milk carton would affect how far from the
container a liquid would spurt when the carton was full of the liquid. She used 4 identical cartons and punched the same
size hole in each. The hole was placed at a different height on one side of each of the containers. The height of the
holes varied in increments of 5cm, ranging from 5cm to 20cm from the base of the carton. She put her finger over the
holes and filled the cartons to a height of 25cm with a liquid. When each carton was filled to the proper level, she placed
it in the sink and removed her finger. Susie measured how far away from the carton’s base the liquid had squirted when it
hit the bottom of the sink.

IV = Height on container for punched hole DV = Distance liquid squirted

Ten seeds were planted in each of 5 pots found around the house that contained 500g of “Peat’s Potting Soil.” The pots
were given the following amounts of distilled water each day for 40 days: Pot1, 50ml; Pot 2, 100ml; Pot 3, 150ml, Pot 4,
200ml; Pot 5, 250ml. Because Pot 3 received the recommended amount of water, it was used as a control. The height of
each plant was measured at the end of the experiment.

IV = DV =
Sandy wanted to find out if the color of a food would affect whether or not kindergarten children would select it for
lunch. She put food coloring into 4 identical bowls of mashed potatoes. The colors were red, green, yellow, and blue. Each
child chose a scoop of potatoes of the color of their choice. Sandy did this experiment using 100 students. She recorded
the number of students that chose each color on five successive days.

IV = DV =
Sandy heard that plants compete for space. She decided to test this idea. She bought a mixture of flower seeds and
some potting soil. Into each of 5 plastic cups she put the same amount of soil. In the first cup she planted 2 seeds, in the
second cup she planted 4 seeds, in the third cup 8 seeds, and in the fourth cup she planted 16 seeds. In the last cup she
planted 32 seeds. After 25 days, she determined which set of plants looked best.

IV = DV =
Ester became interested in insulation while her parent’s new house was being built. She decided to determine which
insulation was best. She filled each of 5 jars half-full with water. She sealed each jar with a plastic lid. Then she
wrapped each jar with a different kind of insulation. She put the jars outside in the direct sunlight. Later, she measured
the temperature of the water in each jar.

IV = DV =
 3

Control vs. Constants

Students will identify variables that must be held constant and establish controls as appropriate.

Control -

Constant(s) -

Sample Exercises – For the following scenarios, identify the control and any constants.

EXAMPLE:

Susie wondered if the height of a hole punched in the size of a quart-size milk carton would affect how far from the
container a liquid would spurt when the carton was full of the liquid. She used 4 identical cartons and punched the same
size hole in each. The hole was placed at a different height on one side of each of the containers. The height of the
holes varied in increments of 5cm, ranging from 5cm to 20cm from the base of the carton. She put her finger over the
holes and filled the cartons to a height of 25cm with a liquid. When each carton was filled to the proper level, she placed
it in the sink and removed her finger. Susie measured how far away from the carton’s base the liquid had squirted when it
hit the bottom of the sink.

Control = No hole in the container Constants = Cartons, size of hole, amount of liquid used
Ten seeds were planted in each of 5 pots found around the house that contained 500g of “Peat’s Potting Soil.” The pots
were given the following amounts of distilled water each day for 40 days: Pot1, 50ml; Pot 2, 100ml; Pot 3, 150ml, Pot 4,
200ml; Pot 5, 250ml. Because Pot 3 received the recommended amount of water, it was used as a control. The height of
each plant was measured at the end of the experiment.

Control = Constants =
Sandy wanted to find out if the color of a food would affect whether or not kindergarten children would select it for
lunch. She put food coloring into 4 identical bowls of mashed potatoes. The colors were red, green, yellow, and blue. Each
child chose a scoop of potatoes of the color of their choice. Sandy did this experiment using 100 students. She recorded
the number of students that chose each color on five successive days.

Control = Constants =
Sandy heard that plants compete for space. She decided to test this idea. She bought a mixture of flower seeds and
some potting soil. Into each of 5 plastic cups she put the same amount of soil. In the first cup she planted 2 seeds, in the
second cup she planted 4 seeds, in the third cup 8 seeds, and in the fourth cup she planted 16 seeds. In the last cup she
planted 32 seeds. After 25 days, she determined which set of plants looked best.

Control = Constants =
Ester became interested in insulation while her parent’s new house was being built. She decided to determine which
insulation was best. She filled each of 5 jars half-full with water. She sealed each jar with a plastic lid. Then she
wrapped each jar with a different kind of insulation. She put the jars outside in the direct sunlight. Later, she measured
the temperature of the water in each jar.

Control = Constants =
 4

Graphing Rules
(types, axis, labels, numbering, title)

Students will plot data graphically, showing independent and dependent variables.

Two most common types -

IV on _____ axis (x or y) DV on _____ axis (x or y)

Title format -

Equal Increments – 2, 4, 6, 8 or 5, 10, 15, 20; number sets must be equal

Label each axis; must include units if they are available

Graphing Practice:

Create a line graph based on the following

data.

Height of Oak
Age (years)
Tree (meters)

2 12
4 17
6 27
8 35
10 56
12 66

IV –

DV –

Possible Conclusion -
 5

Quantitative vs. Qualitative

Students will record quantitative data in clearly labeled tables with units.

Quantitative -

Qualitative -

Sample problems – Identify each statement below as a quantitative observation or a qualitative

observation.

Observation Quantitative or Qualitative

The sky is blue.

Blair is 172 centimeters tall.

The mass of the turtle is twenty-seven kilograms.

The beaker is clear.

The Frisbee is round.

The desk is 2 meters long.

The satin dress is smooth.

The volume of the marble is 2.4 mL.

The air smells salty at the beach.

The classroom is hot.

The butterfly is spotted.

The classroom is 35o Celsius.

The tree is spotted.

The tree is tall.

The sandpaper is rough.

The road between Richmond & Norfolk is 125 km long.

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Error & Data Validity

Students will recognize and discuss contradictory or unusual data as well as discuss the
validity of results as related to accuracy, confidence, and sources of experimental error based
on number of trials and variance in the data.

Find the sources of error (if any) and determine if the data is valid for the questions below.

Tim sets up an experiment with 3 groups of

runners. Tim does a study to determine whether or
Group 1 smokes 1 pack per day. not cigarette smoking decreases speed in
Group 2 smokes 2 packs per day. track runners.
Group 3 smokes 3 packs per day.
After 1 month, Tim measures the average 40 yard dash time for each group and finds that
group 3 was the slowest, 2 was in the middle, and 1 was the fastest. He concludes that
cigarette smoking decreases speed, but this is not necessarily correct. What was wrong with
his experiment?
A) Tim measured more than one independent variable.
B) Tim did not have a dependent variable.
C) Tim did not use a control group.
D) Tim did not have a hypothesis.

What steps should you take when the results of an experiment do NOT support your
hypothesis?
A) Accept the converse of your hypothesis.
B) Ignore the results and conduct the experiment again.
C) Consider your experiment a failure and start from scratch.
D) Use the new information to alter your hypothesis, develop a new experiment, & then test
the new hypothesis

Which of the following is NOT a way to reduce How could the probability that an error occurred be
tested?
experimental errors in science?
A There probably was no error. Strange data just
A calibrate lab equipment properly
happens.
B read instruments with greater accuracy B All data values at the suspected error age for the
C decrease the sample size adolescent boys should be re-examined to
D use an unbiased sampling method determine if any values were entered incorrectly.
C The value of height for at the suspected error age
Results are validated through repetitions of an
boys should be raised to to reflect the proper
experiment. Which of the following terms curve.
describes a repetition? D Possibly the data point for at the suspected error
A a trial C a hypothesis age represents data for girls instead of boys
B a control D a constant
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Hypothesis vs. Theory vs. Law

Students will compare and contrast hypotheses, theories and laws.

Hypothesis -

Theory -

Law -

1. The difference between a hypothesis and a 2. A widely accepted explanation that is

theory can be summarized as — broad in scope and supported by a large
body of evidence is called a/an —
A A hypothesis is an educated guess, a
theory is not. A hypothesis.
B A theory is a hypothesis that has been B investigation.
tested more than once. C experiment.
C A hypothesis has been proven while a D theory.
theory has not.
D A theory is always true, a hypothesis has
exceptions.
3. Compared to a hypothesis, a theory — 4. In science, a hypothesis gives rise to —

A is more narrow and specific. A many hypothesis that can be tested.

B is a suggested answer to an observation. B only one hypothesis.
C is tested just once. C two hypotheses.
D gives rise to many hypotheses that can be D the theory of evolution.
tested.
5. Adhering to the rules of the scientific
method, theories and hypotheses —

A are always correct.

B can be modified or discarded if proven
false.
C may only be added to existing rules.
D are mathematical representations of our
environment.
 8

Water Properties & Polarity

Students will explain the importance of the chemical and physical properties of water that
make it vital to life

Properties of water –
• Cohesion –
• Adhesion –
• Vaporization –
• Less Dense –
• Temperature Change -
Polarity – (defined) Diagram Polarity – (draw here)

Match the property of water with the examples provided

Property Examples of water effects Answer

Allows bugs to walk across
A. Adhesion Creeps up thin tubes
B. Cohesion Skipping rocks
Maintains stable climate
C. Less Dense Traps heat into ponds during winter
D. Temp. Change Stable environment for organisms
Prevents dehydration
E. Vaporization Regulates body temperature
Capillary Action
 9

Water – pH

Students will be able to explain the importance of the chemical and physical properties of
water that make it vital to life.

1 2 3 4 5 6 7 8 9 10 11 12 13 14
Strong acids neutral solution strong bases

Solution pH Base Acid Neutral

+ -
HBr  H + Br -----
NaCl  Na+ + Cl - -----
KOH  K+ + OH - -----
NH4OH  NH4+ + OH -
-----
HCl  H+ + Cl- -----
Aspirin 5.1
Borax 9.4
Tonic Water 4.2
Tap Water 7.0
Sea Water 8.7
Human Blood 7.2
Sweet Potatoes 5.6
Milk of Magnesia 11.0
Peaches 3.5
Apples 2.9
Bread 6.0
Milk 7.5
Tomatoes 4.4

A mathematical scale used to determine the Solutions with a pH between Solutions with a pH between
concentration of H+ to OH- is the 8 and 14 are known as 0 and 6 are known as
a. pH scale b. weightwatcher's scale a. acids b. neutral solns a. bases b. neutral solns
c. hydrogen scale d. hydroxide scale c. bases d. fats and oils c. acids d. lipids

According to the diagram below, According to the diagram below, According to the diagram below,
which has a pH closest to neutral? which is the weakest base? which is the strongest acid?
a. vinegar b. urine a. vinegar b. urine a. vinegar b. urine
c. Maalox d. ammonia c. Maalox d. ammonia c. Maalox d. ammonia

vinegar urine maalox ammonia

pH scale: 1 2 3 4 5 6 7 8 9 10 11 12 13 14
 10

Macromolecules - CHONPS

Students will recognize that the main components of a living cell are carbon, hydrogen, nitrogen, oxygen,
phosphorus, and sulfur. Carbon atoms can easily bond to several other carbon atoms in chains and rings to form
large complex molecules.

Complete the following table with characteristics of macromolecules

Macromolecule

Proteins

Common Name Sugars

Long-term E
Quick Job
storage

Example DNA & RNA

Elements CHONS

Monomer Fatty Acids

Structure & Diagrams – Write the name of the macromolecule that each monomer represents

Sample Questions: Match the correct macromolecule with the correct statement

A. Carbohydrates B. Lipids C. Nucleic Acids D. Proteins

Enzymes are examples of this type of
C,H,O – 1:2:1
macromolecule
This type of macromolecule serves as long- This type of macromolecule does not dissolve
term energy storage. in water.
The monomer of this macromolecule is a Testosterone is an example of this type of
nucleotide. macromolecule.
This type of macromolecule is made up of The monomer of this macromolecule is a
chains of amino acids. monosaccharide.
Sugars and starches are examples of this type Ear wax is an example of this type of
of macromolecule. macromolecule.
 11

Enzymes

Students will describe the structure of enzymes and explain their role in acting as catalysts
to control the rate of metabolic reactions.

Most life processes are a series of chemical reactions influenced by environmental and genetic
factors. The chemical reactions that occur inside cells are directly controlled by a large set of
protein molecules called enzymes, whose functions depend on their specific shapes. Each
enzyme has a definite three-dimensional shape that allows it to recognize and bind with its
substrate. In living cells, enzymes control the rate of metabolic reaction by acting as
catalysts.

Definition -

Special ending -

How enzymes work –

• Hold _____________________ (reactants) in position with each other
• The place on the enzyme where the substrate binds is called the _________________.

Are enzymes recyclable? Yes – explain:

Lock – and – Key Model –

Enzymes are ___________________________ for the substrates that they change.
Wrong “key”… -

Enzymes often break down sugars (-ase’s eat –ose’s)

Examples of enzymes – what do they break down?

Lactase –
Amylase –
Sucrase -
 12

Photosynthesis & Cell Respiration Equations

Students will recognize the equations for photosynthesis and respiration and identify the
reactants and products.

Photosynthesis - sunlight is converted into chemical energy (glucose), which is stored in food

CO2 + H2O + SUNLIGHT  C6H12O6 + O2

Reactants (in) Products (out) Location

Light Reactions

Calvin Cycle
(dark reactions)

Cell Respiration – breaking glucose using oxygen to make ATP and release carbon dioxide and
water
C6H12O6 + O2  CO2 + H2O + ENERGY (ATP)

# of ATP Is Oxygen
Location Products
produced Required?
In cytoplasm
Glycolysis outside 2 pyruvates
mitochondria

Krebs Cycle 4 ATP

Electron
ATP & H20
Transport Chain

When no oxygen is available…ways of temporarily making ATP until oxygen becomes available

Similarities Differences
Alcoholic Fermentation
Produces CO2 & ethyl alcohol
(Bacteria & Plant Cells)
Requires NO oxygen
Lactic Acid Fermentation
Causes muscle fatigue
(Humans – muscles)
 13

Photosynthesis & Cell Respiration Diagrams

Students will explain the interrelatedness of photosynthesis and cell respiration.

Comparing Photosynthesis & Cell Respiration

Photosynthesis Cell respiration
Food is accumulated (made) Food is broken down
E from sun is stored in glucose E from glucose is released
CO2 taken in; O2 given off CO2 given off; O2 taken in
Produces glucose from PGAL Produces CO2 & H2O
Occurs only in daylight Goes on day & night
Occurs only in presence of chlorophyll Occurs in all living cells

The raw materials used by green plants for To obtain energy from the bonds of food
photosynthesis are – molecules, living things use a process known as –
Oxygen & water Carbon dioxide & water Photosynthesis Biogenesis
Oxygen & glucose Carbon dioxide & glucose Cellular respiration Diffusion
The breakdown of glucose in the absence of The process of photosynthesis takes light E
oxygen is known as – & converts it into what other type of E?
Aerobic respiration NADH Heat E Kinetic E
Anaerobic respiration ATP Solar E Chemical E
 14

ATP Cycle

Students will describe the role of ATP in the storage & release of chemical energy in the cell.

ATP

All life activities require ____________________________________________________

ATP is the most common_____________________ _______________________

ATP stands for ____ _______________________

The energy in ATP is stored in its_______________________ ______________

Which of the following is a product of cell When ATP is converted to ADP, energy is __
respiration? Stored Destroyed
Glucose ATP Oxygen Water Released Made
Because there is the ATP-ADT cycle, energy is What type of bond is found within a molecule of
always ___ ATP?
Stored Made Ionic Bond Phosphate Bond
Destroyed Recycled Hydrogen Bond Covalent Bond
 15

Cell Theory

Students will describe the key events leading to the development of the cell theory.

The use of hand lens (magnifying glasses) and development of microscopes made observing and
describing microscopic organisms and living cells possible.

SCIENTIST YEAR CONTRIBUTION

Leeuwenhoek 1653

Hooke 1665

Redi 1668

Brown 1833

Schleiden 1838

Schwann 1839

Virchow 1855

Pasteur 1862

Traditional Cell Theory –

1. Living things are composed of one or more cells that come from other cells by cell
reproduction.
2. Cells are the basic unit of structure & function of all living things.
3. Cells contain specialized structures to perform functions necessary for life.

Modern Cell Theory – traditional ideas + the following:

1. Energy flow (metabolism & biochemistry) occurs within cells.
2. Cells contain hereditary information (DNA) that is passed from cell to cell during cell division.
3. All cells are basically the same in chemical composition in organisms of similar species.
 16

Prokaryotic vs. Eukaryotic

Students will compare and contrast characteristics of prokaryotic and eukaryotic cells.

Word Bank: Cell Membrane, Centrioles, Cytoplasm, Golgi Apparatus, Lysosomes, Microvilli,
Mitochondria, Nucleolus, Nucleus, RER, Ribosomes, SER, Vacuole,

Prokaryote Eukaryote
Complexity (uni/multi)
Nucleus
Organelles
Size
 17

Eukaryotic Organelles

Students will describe the essential cell structures and their functions.

Write the major function of each of the following organelles –

Nucleus Ribosome

Mitochondria Chloroplast

Endoplasmic Reticulum Golgi

Lysosome Cell Membrane

Cell Wall Vacuole

Cytoplasm Centriole

Cytoskeleton Microvilli
 18

Plasma Membrane

Students will describe how the selective permeability of the cell membrane affects the life of a cell.
Students will describe processes associated with movement across the membrane for diffusion, facilitated
diffusion, osmosis, and active transport.

Rank the following diagrams in order of occurrence (movement into a cell)

Place the letters that represent Diffusion & Osmosis into the correct boxes –

Examples Diffusion Osmosis

A. Apple Pie baking in the Movement of particles from a higher Movement of water from a higher
oven concentration to a lower concentration concentration to a lower concentration
B. Dried beans left to soak
over night
C. Using fingernail polish in
class
D. Air freshener
E. Plants drawing up water
by their roots
F. Dehydration of fruits to
make trail mix
G. Trying to “sneak eat” in
Fulcher’s class

Students will describe the relationship between a cell’s external solute concentration and its effect on the cell’s
internal solute concentration.

100% 7% salt 4% salt

98% 8% 2% salt
water salt

Hypotonic
Hypertonic
Isotonic
What happens
to the size of
the cell?
 19

Surface Area to Volume Ratio

Students will compare the efficiency of the ability of a cell to transport material based on
surface area to volume ratios.

SURFACE area (l x w x # of sides) to VOLUME (l x w x h) ratio.

Cell A Cell B Cell C

Rank the following from the smallest SA to Volume ratio to the largest –

Cell Size Models

A. B. C. D.

Smallest Ratio Largest Ratio

When comparing a single cell to a whole organism, what structure in a cell is comparable to the brain in a
multicellular organism?
Mitochondria Cell Membrane Ribosome Nucleus
How are a single cell and a complex multicellular organism similar?
They both carry on the same processes acquiring energy, reproduction, & homeostasis.
They both carry on the process of reproduction only.
They both carry on the same processes: photosynthesis, active transport, & locomotion.
They both use just the processes of adaptation and the maintenance of homeostasis.
 20

Domains vs. Kingdoms

Students will categorize and compare the Eukarya kingdoms based on cell structure,
locomotion, reproduction, response to the environment and metabolism.

Archae-
Eubacteria Protista Fungi Plantae Animalia
bacteria

Domain Archaea

Cell Type Prokaryotic

Cell CW of
Structure peptido-glycan

Body Type Unicellular

Auto- &
Nutrition Hetero-
trophic

Cilia
Locomotion Flagellum Flagellum Flagellum None None Mobile
Spores
(A) Binary (A) Binary Sexual &
Repro- Fission & Fission & Sexual & Asexual; Sexual &
Sexual
duction (S) (S) Asexual Fragmen- Asexual
Conjugation Conjugation tation

What does not identify an organism as an animal? This kingdom has complex, single celled organisms
that are found everywhere –
Sexual reproduction Heterotrophic
Unicellular eukaryote Locomotion capable Archaebacteria Eubacteria
Protista Fungi
The bark of woody plant stems – In order to reproduce, amphibians must –
Prevents insect damage and water loss Grow tails
Falls off during the winter Have moist skin
Is made of xylem Return to water
Covers the leaves Have lungs
 21

Metabolism & Homeostasis

Students will compare and contrast the metabolic activities of all domains of life.

Students will identify the proper response an organism would exhibit in response to changes in
the environment to maintain homeostasis.

Which of the following activities is not a way in which Aqueous homeostasis is maintained in all organisms
some animals maintain their bodies within a certain through the action of which cell structure?
temperature range?
Endoplasmic reticulum Cytoplasm
Basking in the sun Shivering Cell Wall Cell Membrane
Sweating Vomiting
The ability of the human body to maintain a constant Vitamins are used by the body to –
body temperature is an example of –
Provide energy Supply building materials
Transport Synthesis Digest proteins Regulate body processes
Metabolism Homeostasis
Metabolic waste of animals most likely includes – A red blood cell that is placed in distilled water will
swell and burst because of the diffusion of –
Water, carbon dioxide, oxygen, & salts Salt from the red blood cell into the water
CO2, nitrogenous cpds, H2O, salts Water into the red blood cell
Hormones, water, salts, & carbon Water from the blood cell into its environment
Glucose, CO2, nitrogenous cpds & H2O Salt from the water into the red blood cell
Which of the following is never a function of plant The ability or tendency of an organism or cell to
roots? maintain internal equilibrium by adjusting its
physiological processes is called –
Absorbs water Performs Photosynthesis
Anchors the plant Stores Food Homeopathy Homogeny
Equilibrium Homeostasis
How does the circulatory system maintain homeostasis How does the urinary system maintain homeostasis in
in the body? the body?

It rids the body of waste products. It removes solid waste.

It increases or decreases  rate/blood flow. It digests food into molecules that can be absorbed &
It burns food for fuel. transported.
It increases or decreases the breathing rate. It disposes of dissolved waste molecules.
It increases the body’s temperature.
The human body makes every effort to maintain many The human body has various methods by which it can
types of balance. Which of the following would be cool itself. The evaporation of moisture from the
most likely to help maintain body homeostasis? surface of the skin is the primary method. Which
structure would be responsible for this cooling
A person chewing food 35 times before swallowing. effect?
Contraction of the eye pupil when exposed to bright
light. Fat Cells Dermis
A jerking reflex after touching a hot object. Hair Follicles Sweat Glands
A person producing sweat while mowing the lawn.
 22

Viruses

Students will comp/contrast a virus & a cell in relation to genetic material & reproduction

Characteristics (2) -

Reproduction Cycles

Viral Shapes

Lytic Cycle

Arrange the following diagrams in order from entry into a cell to cycle completion.

Lysogenic Cycle
Viruses reproduce themselves by –

Causing cells to transform into copies of them.

Dividing into two identical copies.
Making cells produce copies of them.
Planting eggs in host organisms.

Viruses are – What enzyme changes viral RNA into DNA

Herbivores Parasites when injected into a host cell?
Producers Decomposers Lipase Pepsin
ATP Reverse transcriptase
 23

Cell Cycle (Mitosis)

Students will create a diagram to model the stages of mitosis and explain the processes occurring at each stage.

Definition -

Types of cells -

In the box above each picture below, name the stage each cell is in within the cell cycle.

Place the following stage diagrams into the correct sequence from the beginning to the end.

Cell Cycle

Using the word bank, identify the stage of the cell cycle that best fits the description.
Stage Characteristic Answer
Chromosomes align at equator; Spindle fibers attach to centromere
A. Anaphase Spindle fibers shorten & start pulling chromosomes apart; Cytokinesis
B. Cytokinesis begins here
C. Interphase Chromosomes complete migration; Nuclear materials reappear;
D. Metaphase Chromosomes & spindle fibers disappear
E. Prophase Longest; DNA replication; Cell grows; Organelles multiply
F. Telophase Chromosomes appear; Spindle fibers form; Nuclear materials disappear
Division of the cytoplasm; Cell components are split to each cell
 24

Meiosis

Students will create a diagram to model the stages of meiosis and explain the processes
occurring at each stage. Students will compare and contrast the process of mitosis and
meiosis and determine under which conditions each process will occur.

chromosomes diploid gametes haploid meiosis offspring sexually

Many organisms are capable of combining genetic information from two parents to produce

__________________. Sex cells are produced through ________________. This allows

__________________reproducing organisms to produce genetically differing offspring, and

maintain their number of __________________. Meiosis occurs in sexual reproduction when

a __________________ germ cell produces four _____________________daughter cells

that can mature to become __________________(sperm or egg).

Which is an ex. of two-parent reproduction? If the body cell of an organism has 28

Asexual Binary Fission chromosomes, its diploid (2N) number is –
Diploidity Sexual Reproduction 7 14 28 56
The sex chromosomes for a normal female Normal humans have how many chromosomes
fruit fly or human is – in the nucleus of their body cells?
YY XY XX Xy 12 23 46 92
 25

Mendel’s Laws

Students will explain how the Mendelian laws of heredity apply to the patterns of inheritance.

Mendel’s laws of heredity are based on his mathematical analysis of observations of patterns
of inheritance of traits. Geneticists apply mathematical principles of probability to Mendel’s
laws of heredity in order to predict the results of simple genetic crosses. The laws of
probability govern simple genetic recombination’s.

Mendel’s Law of Basic Dominance -

Mendel’s Law of Segregation -

Mendel’s Law of Independent

Assortment -

Traits that are determined by genes on the X What is a tool used by geneticists to trace
chromosomes are said to be – alleles through families?
Phenotypes Offspring Punnett square Pedigree
Autosomes Sex-linked Dihybrid Cross Test Cross
Which is not a Mendelian Law? What is the chance that the child of parents
Law of Segregation [Heterozygous A & Heterozygous B] will have
Law of Independent Assortment blood type O?
Law of Conservation of Mass 0% 25% 50% 100%
Law of Dominance
A genetic counselor has a pair of clients who are both Which of the following methods can be used to
heterozygous for a rare recessive allele. The diagnose chromosomes abnormalities such as Down’s
homozygous recessive condition is lethal. What would syndrome, Turner syndrome, & Fragile X syndrome?
be the probability that a child of these parents would
inherit the Homozygous recessive condition? Punnett square Pedigree
25% 50% 75% 100% Karyotype Nucleic acid test
 26

Genetics Vocabulary

Genotype describes the genetic make-up of

an organism.

Phenotype describes the organism’s

appearance based on its genes.

Homozygous individuals have

Heterozygous individuals
two identical alleles for a
have contrasting alleles.
particular trait.

When one allele masks the effect of

another, that allele is called dominant and
the other recessive.

When an intermediate phenotype occurs and

none of the alleles dominate, incomplete
dominance will result.

Many other patterns of inheritance exist

including multiple alleles, polygenic
inheritance, and sex-linked inheritance.
Any hybrid individual organism is – Forms of the same gene with different
Recessive Dominant phenotypic expressions are called –
Heterozygous Homozygous Homologous Tetrads Mutants Alleles
A gene that expresses its trait and masks or In which case are the effects of a recessive
stops another gene of a pair is said to be- allele seen?
Dominant Recessive GG Gg gG gg
Polyploid Recombinant
 27

Gel Electrophoresis

DNA technologies allow scientists to identify, study, and modify genes. Forensic identification
is an example of the application of DNA technology.

dad dad Lt. Russ is investigating a murder scene. felon S1 S2 S3

baby mom
1 2 The felon was scratched by his victim &
some of his skin cells were found under
the victim’s fingernails. A DNA test was
performed. Which of the suspects is the
murderer?

felon S1 S2 S3

Mrs. Smith has a baby

named Jessica. She Suzy was assaulted in an alley and is a
believes one of two men can victim of rape. The police collected a
be the father of her child. sample of sperm that was left at the
A paternity test is done crime scene and now have 3 suspects in
and the results are shown custody. Which of the suspects raped
above. Which of the 2 men Suzy?
are baby Jessica’s father?

Gel Electrophoresis of five different species of fish

Which two species most likely gave rise to the new

species?
 28

DNA

Word Bank: amounts; complementary; double helix; genetic material; model; shape; structure;
X-ray photographs
Once DNA was shown to be the ____________________, a race among scientists took place to work
out its _______________. Studies of the _______________ of each DNA base in different
organisms led to the concept of _______________ base-paring. Interpretations of
_______________ of DNA were used to describe the __________ and dimensions of the molecule.
An analysis of this and other available data led to a structural __________for the DNA
____________________.

Word Bank: base; complementary; double helix; double-stranded; nucleotides; phosphate;

polymer; sugar; twists
DNA is a _______________ consisting of _______________. A DNA nucleotide is
identified by the __________ it contains: adenine (A), guanine (G), cytosine (C) or thymine
(T). DNA is a ____________________ molecule. The strands are composed of covalently
bonded __________ & _______________ molecules & are connected by _______________
nucleotide pairs (A-T and C-G) like rungs on a ladder. The ladder ____________to form a
________________.

What were their contributions?

Watson & Crick-

Rosalind Franklin-

Complete the following complementary DNA strand

G T A G A C T G A A G T A T C G C G C T T G A A G A C A

A T A G C C C G T A T T T T A G C G T T A G C A T A A A
 29

Transcription & Translation

In order for cells to make proteins, the DNA code must be transcribed (copied) to messenger
RNA (mRNA). The mRNA carries the code from the nucleus to the ribosomes in the cytoplasm.
RNA is a single-stranded polymer of four nucleotide monomers. A RNA nucleotide is identified
by the base it contains: adenine (A), guanine (G), and cytosine (C) or uracil (U).

At the ribosome, amino acids are linked together to form specific proteins. The amino acid
sequence is determined by the mRNA molecule.

AA molecules, bound into chains, form – Anticodons are a part of molecules of —

Protein Fat Sugar Starch mRNA. tRNA. DNA. mTRP.
Is it necessary for a molecule of mRNA to The process by which proteins are actually
attach to a ribosome for a protein built is called –
production?
- Yes, always Crossing over
- No, protein is usually produced without a Transcription
ribosome Translation
- Sometimes, protein can be produced Replication
without a ribosome
- mRNA does not actually produce protein
Place the steps of transcription in the correct order.
_____ mRNA leaves the nucleus.
_____ DNA unwinds and unzips.
_____ Bases combine to form mRNA strand. DNA reassembles.
_____ Free RNA nucleotides attach to exposed bases.
-Genetic disease that may result from a mistake in the
mRNA molecule & how a protein is made.
Word Bank –
_______________________________
Nitrogen
- The instructions transferred from DNA to RNA depend
Ribonucleic Acid
on the sequence of the _____________________ bases.
Transcription
- RNA stands for _______________________________.
Sickle Cell Anemia
- The passing of the secret code from DNA to mRNA is
known as ____________________________________.
Use the strand of DNA provided to make RNA

A T A C C C G G T C T A T G A G G A T A T G C T T A A A
 30

Structural Similarities & Differences

Students will construct and utilize dichotomous keys to classify groups of objects and organisms.

Students will describe relationships based on homologous structures.

What classification to each of these share? Who is most closely related to the Bristletails?

Two species that share similar homologous structures

probably -
evolved from a common ancestor that also had the
structure
have adapted to similar environments, and this process
Two structures with common ancestry are called – accounts for the similarity of the structure
investigial structures heterologous structures by chance had similar mutations in the past
homologous structures vestigial structures have a common ancestor at some point in their
evolutionary history
A modified structure seen among different groups of Which living organism is not correctly matched with its
descendants is called a(n)– kingdom?
Analogous structure Embryological structure paramecia  Protista maple tree  Plantae
Homologous structure Vestigial structure bacteria  Fungi lizard  Animalia
 Which of these are autotrophic?

 Which of these is a decomposer?

Corn Ferns Mushroom Tree Chimpanzee

 Which of these is a heterotroph?

The science of classifying living things is called – The scientific name for corn is Zea mays. Zea is the —
Botany Zoology Classology Taxonomy Class Name Species Name
Phyla Name Genus Name
 31

Fossil Record Interpretation

Students will compare structural characteristics of an extinct organism, as evidenced by its

fossil record, with present, familiar organisms.

1. Which statement describes the diagram?

A Fossils found in layer one are older than fossils

found in layers three and four.
B Fossils found in layer three are younger than layer
four but older than layer one.
C Layer four includes the youngest fossils of the
entire geologic column.
D The largest quantity of fossils are found in layer
two of the geologic column.

2. Which layer is 3. Which layer is the 4. Using the diagram provided, what process can be used to date the
the oldest? youngest? fossils?

A1 B2 A2 B4 A Radioactive dating B Relative dating

C3 D4 C3 D1 C Diagram dating D Absolute dating
5. Determine the relative age of the 6. Any evidence of an organism
fossil in the picture below. (“mya” = that lived long ago is called a/an
millions of years ago)
A strata.
595 mya B isotope.
C fossil.
D archive

7. Which of the following is a method by which geologists and

fossil paleontologists determine the actual age of rocks and fossils?

670 mya A radiometric dating

B study of rock layer succession
C direct observation
D DNA examination
8. A fossil of an ancient fish's fin shows a bone structure that is quite
740 mya similar to a human hand. This similarity might suggest that —

A the fin and the hand are homologous structures.

B the fin and the hand are analogous structures.
C humans are descended from that fish (or that fish is descended
from a human).
A about 700 million years old D humans once used their hands to swim underwater.
B about 760 million years old
C about 650 million years old
D about 590 million years old
 32

Biochemical Differences & Similarities

Students will recognize similarities in embryonic stages in diverse organisms in the animal
kingdom, from zygote through embryo and infer relationships.

Students will compare biochemical evidence (DNA sequences, amino acid sequences) and
describe relationships.

Can you identify the organisms

that are most related based on
embryology?

Group 1 –

Group 2 –

Group 3 -

The most direct way to determine how closely For grasshoppers & locusts to be in the same
two species are relater is by comparing their – family, they must also be in the same –
Fossil Record Nucleic Acids Order Group
Physical Structures Homologous Struct. Genus Species
 Based on amino acid sequences, which pair
Hemoglobin Comparison
is the most distantly related?
Amino acid differences from Hagfish – Mouse
Species
human hemoglobin Gorilla – Baboon
Gorilla 1 Mouse – Chicken
Baboon 8
Salamander – Chicken

Mouse 27
 Which species is most closely related to a
Chicken 45
human?
Salamander 67
Hagfish 125
 33

Cladograms & Taxonomic Trees

Students will interpret a cladogram or phylogenic tree showing evolutionary relationships among organisms.

 Which letter  Which two genus are most closely related in the
 According to the cladogram,
represents the common Carnivora order?
which two organisms are most
ancestor of organisms Felidae and Mustelidae
closely related?
F and H? Canis familiaris and Canis lupus
B and C --- G and H
Mephitis and Lutra
B and E --- D and F
A B C D Panthera and Mephitis
Which organisms lack tissues?

Which organisms possess radial

symmetry?

List the organism(s) having

deuterostomic devel.

According to the diagram above, which two organisms According to the diagram above, which two organisms
are most closely related? are most distantly related?
 34

Genetic Variations & Selective Pressures

Students will recognize that adaptations may occur in populations of organisms over a period of time.
Students will describe the impact of reproductive strategies and rates on a population’s survival.
Students will describe how genetic variation can lead to gradual changes in populations and the
emergence of new species over time.
Students will predict the impact of environmental pressures on populations

1. Which of the following examples is a behavioral adaptation?

The blubber on a whale provides insulation so that the whale can survive cold temperatures.
Two adult African elephants of the same age differ by 100 kilograms in weight.
A monarch butterfly migrates from eastern Connecticut to the mountains of Mexico.
A skunk has the ability to use its anal scent glands as a defense mechanism
2. Members of the same species that 3. Which answer best shows an animal’s adaptation to life in a tropical
live in the same area and compete for rain forest?
resources is referred to as a camouflage in a tree frog an elephant’s long trunk
population community the long neck of a giraffe the length of a puma’s tail
pack genus

4. This squirrel is a member of the species Sciurus

caroliniensis, which is found throughout Virginia. The normal
fur color phenotype for this species is a grey-rusty red color.
Which of the following gives a plausible reason for the above
squirrel’s albinism?
The white fur allele dominant.
Both of the squirrel’s parents carried a white allele for fur
color. 7. If the year-round snow covered forest
The allele for white fur has masked the normal allele. environment changed into only a forest
This squirrel is a transient hybrid. environment without any snow each year, which fox
5. The absence of skin and fur pigmentation as exhibited by color or colors would eventually not exist?
this squirrel is referred to by geneticists as — White Black
multiple alleles. incomplete dominance. Gray Gray and Black
albinism. adaptation
6. Because of its color, which of the following is a factor 8. Darwin observed that populations that have
that may affect this individual squirrel’s survival? greater ______________ are more likely to
finding food survive and reproduce.
being easily spotted by predators mutation rates genetic variation
defending territory mortality rates geographic isolation
finding mates
 35

Types of Selections

Diversifying/Disruptive Selection
- Natural selection “selects against” average
individuals in the population
- In other words…It’s better to be on the
edges/extremes
- Example: Small rabbits can scurry down
holes and escape from predators; Large
rabbits can fight off predators; Only
medium-sized rabbits die
Directional Selection
- The phenotype of the population moves in
one direction or another
- Example: Giraffes with short necks cannot
reach the trees; Short giraffes die; Over
time, the giraffe population becomes taller

Stabilizing Selection
- Selects against the extremes in the
Population
- In other words…“it’s better to be in the
middle”
- Example: Small babies are less healthy and
less likely to survive; Big babies have
difficulty being born; Medium-sized babies
are favored
On the Galapagos Islands, it has been observed that the The ___________ ability of individuals to survive and
beak size of ground finches changes over time in reproduce leads to the gradual change in populations
accordance to the availability of certain sized seeds. over many generations.
For example, when small seeds are in short supply, birds
must eat larger seeds and therefore, birds with larger Equal unequal
beaks have greater survival and reproductive rates. This Combined random
phenomenon is an example of — Over the long term, this evolutionary force is vital,
because it creates random change in an organism’s DNA
Homologous structures Artificial selection and is the only way that new alleles are generated.
Neutral variation Natural selection
Genetic drift The Bottleneck Effect
Mutation The Founder Effect
Which of the following is NOT a way in which genetic What mechanism is the basis of how natural selection
mutations are created? causes populations to change over successive
generations?
- in response to factors in the environment
- because of spontaneous errors during DNA - change in gene frequencies in populations
replication or recombination - individual physical changes in each generation
- by physical agents or chemical agents - genetic drift
- through inheritance from the parents’ DNA - mutation
 36

Speciation

Students will describe how genetic variation can lead to gradual changes in populations and the
emergence of new species over time.

A major public health concern today involves how Which of the following statements best describes
bacteria populations develop antibiotic drug resistance. Stephen Jay Gould’s evolutionary theory of Punctuated
How have bacteria been so able to survive and persist, Equilibrium?
even though effective antibiotics were introduced the
1940’s? - Species only evolve through long, slow periods of
- Completely new bacterial populations have arisen speciation.
from nature. - Species may evolve through equal time periods
- Certain antibiotic resistant bacteria strains of both speciation and no change.
have survived & passed their genes to their - Species may go through long periods of
offspring. speciation, followed by short bursts of time
- Bacterial populations have experienced an remaining unchanged.
unusual number of mutations over time. - Species may undergo periods of rapid bursts of
- Bacterial populations have remained the same speciation, followed by long periods of time
since the 1940’s. remaining unchanged.
Which of the following is a key event in the origin of Which of the following is the best way to define species
many new species? according to the biological species concept?
- Species are distinct life forms that all look
- gene pool isolation from other populations of the alike.
same species - Species are populations that can interbreed and
- random gene mutations that lead to new species produce fertile offspring.
- reproductive failures that result in sterile - Species are populations that share the same
offspring genes.
- different species reproducing in the same - Species are organisms that occupy the same
ecological niche ecological niches
A major public health concern today involves how bacteria populations develop antibiotic drug resistance have
bacteria been so able to survive and persist, even though effective antibiotics were introduced the 1940’s?
- Completely new bacterial populations have arisen from nature.
- Certain antibiotic resistant bacteria strains have survived and passed their genes to their offspring.
- Bacterial populations have experienced an unusual number of mutations over time.
- Bacterial populations have remained the same since the 1940’s
Scientists once classified the myrtle warbler and Audubon’s warbler as two distinct bird species. However, these
two birds have recently been reclassified as Eastern and Western forms of a single species called the
yellow−rumped warbler. Which piece of evidence would justify this reclassification?
- The two forms are observed eating the same type of dietary requirements.
- The two forms are observed to interbreed successfully where their habitats overlap.
- The two forms live in similar habitats with the same type of nest.
- The two forms have coloration that is comparable to one another.
Darwin reasoned that if natural selection operates over The Galapagos finch species are an excellent ex. of -
vast spans of time, then heritable changes would
gradually accumulate and would evolve. genetic equilibrium genetic drift
a new community new populations polygenics speciation
new species a new ecosystem
 37

Abiotic vs. Biotic Factors

As any population of organisms grows, it is held in check by interactions among a variety of

biotic and abiotic factors.

Abiotic factors are the nonliving elements in an ecosystem, such as temperature, moisture, air,
salinity, and pH. Biotic factors are all the living organisms that inhabit the environment,
including predators, food sources, and competitors.

A student measured some abiotic factors In an ecosystem, the non-living elements such
present in an aquarium in a biology laboratory. as temperature, air, and water, are classified
Which data did the student most likely as —
collect? - biotic factors.
- the weight and color of each scavenger - abiotic factors.
- the number and type of green plant and - environmental factors.
each type of snail - population factors.
- the size and # of each species of fish
- the temp. & O2 content of the H2O
_____ The biological influences on an organism w/in an
A. Abiotic factor
ecosystem (living parts of ecosystem)
B. Biotic factor
_____ Organism’s role in an ecosystem
C. Community
_____ The area where an organism lives; biotic & abiotic
D. Ecosystem
_____ Physical or nonliving factor that shapes an ecosystem
E. Habitat
_____ Biotic & abiotic factors in an area
F. Niche
_____ Groups of populations living together in a given area
_____ A tick feeds on your cat 
_____ A bacteria causes your throat to be sore
_____ An orchid attaches itself to a tree branch without doing the A. Commensalism
tree any harm
B. Competition
_____ A poisonous sea anemone gives protection to a fish, but feeds
C. Mutualism
on the predators that come after the fish
_____ A mountain lion stalks a young deer
D. Predator-Prey
_____ Weeds choke out the young corn plants in your garden E. Parasitism
_____ A spider traps a fly in her web
_____ Male birds colors or songs attract female mates 
What information belongs in areas X & Y?
- X-biotic; Y-abiotic factors
- X – ecological relationships:
Y – biotic relationships
- X – abiotic factors:
Y – interacting populations
- X – energy flow; Y – Biotic factors
 38

Limiting Factors & Carrying Capacity

Population growth curves exhibit many characteristics, such as initial growth stage, exponential
growth, steady state, decline, and extinction. Limiting factors are the components of the
environment that restrict the growth of populations. Carrying capacity is the number of
organisms that can be supported by the resources in an ecosystem.

Exponential Growth

In a certain ecosystem, snakes and owls prey A certain plant requires moisture, oxygen,
upon moles and field mice. The appearance of carbon dioxide, light and minerals in order to
hawks in the system would add another survive. This statement shows that a living
predator. The most likely short-term result organism depends on
would be - biotic factors.
- an increase in the owl population - abiotic factors.
- an increase in the snake population - symbiotic relationships
- a decrease in the mouse population - carnivore-herbivore relationships.
- the extinction of the owls
_____ The amount of energy that is passed to the next highest
A. Biomass trophic level
B. Competition _____ No two species can occupy the same niche & the same habitat
C. Competitive at the same time
exclusion principle _____ Struggle among individual organisms for a limited supply of
D. Predation food, water, space, etc.
E. Sunlight _____ Total amount of living tissue within a given trophic level
F. Ten percent rule _____ Main energy source for life on Earth
_____ Interaction where one organism captures & feeds on another
The maximum population size that an Environmental factors that restrict population
environment can support is called its — growth are called —

carrying capacity. growth capacity. growth factors. capacity factors.

limiting factor. limiting capacity. controlling factors. limiting factors.
 39

Symbiosis

Symbiosis is a close and permanent relationship between organisms of two different species.
Examples include mutualism, commensalism, and parasitism.

The diagram to the right Using the diagram to the left,

shows a milkweed plant and describe the type of
some of the insects that live relationship present among
on it or visit it. Which term these organisms.
best describes the group of
organisms in the diagram? - Commensalism
- Mutualism
biosphere community - Parasitism
habitat biome - Symbiosis

_____ Relationship in which two species live closely together

A. Commensalism _____ One organism lives in or on another organism (the host)
B. Mutualism and consequently harms it
C. Parasitism _____ One member of the association benefits and the other
D. Symbiosis is neither helped nor harmed
_____ Both species benefit from the relationship

_____Although termites can physically chew and ingest wood, they are
incapable of chemically digesting the wood. Inside of the termite is an
intestinal flagellates that secretes the enzymes necessary for the termite
to digest the wood. The flagellates live only inside in the hindgut of
termites.
_____ Barnacles create home sites by attaching themselves to whale. This
A. Commensalism
relationship neither harms nor benefits the whale.
B. Competition _____ Tapeworms, for example, live inside the intestines of humans and
C. Mutualism farm animals. They obtain digested food and shelter from their hosts.
D. Parasitism Hence, the hosts are likely to suffer from malnutrition.
E. Predation _____ Honey guide birds alert and direct badgers to bee hives. The
badgers then expose the hives and feed on the honey first, and then honey
F. Symbiosis
guide birds eat.
_____ Two students in the cafeteria fighting over one plate of French
fries.
_____ The clown fish lives among the deadly tentacles of a sea anemone
and eats food left by the sea anemone. The tentacles are only deadly to the
predators of the clown fish.
 40

Nutrient Cycling

Students will illustrate and/or model the key processes in the water, carbon, and nitrogen
cycle and explain the role of living things in each of the cycles.

The continuous mvmt of nutrients and other Plants absorb nitrogen in the form of -
chemicals throughout an ecosystem is called - amino acids free nitrogen
restructuring cycling nitrates ammonia
rebuilding succession
Atmospheric nitrogen is converted to usable As water cycles through an ecosystem, which
nitrates by - process returns it to the atmosphere?
nitrogen fixing bacteria nitrifying bacteria transpiration nitrogen-fixation
denitrifying bacteria decay bacteria photosynthesis condensation
The nitrogen cycle is carried out primarily by -
humans. bacteria.
termites. the water cycle.
In the diagram to the right, which processes
are most closely associated with the arrows
labeled A?
- runoff and respiration
- photosynthesis and respiration
- respiration and transpiration
- nitrogen fixation and synthesis
Which statement is BEST supported by the
diagram of the carbon-oxygen cycle?
- Combustion adds O2 to the atmosphere
and removes CO2
- Decomposers add O2 to the atmosphere
and remove CO2
- Producers generate O2 and utilize CO2
- Consumers generate O2 and utilize CO2
If many of the soil bacteria in a forest were
Nitrogen is released to the abiotic parts of the
destroyed, which of the following substances would
biosphere from the processes of death and —
be less available for tree growth?
A decay by bacteria.
A glucose and carbon dioxide
B runoff.
B phosphates and nitrates
C lightning in storm clouds.
C monosaccharides and sulfides
D habitat.
D carbonates and oxides
Identify the correct list of the most common nutrients that cycle through an ecosystem.
A carbon, oxygen, nitrogen, and water C carbon, nitrogen, hydrogen and phosphorous
B carbon, water, phosphorous, and hydrogen D oxygen, nitrogen, hydrogen, and zinc
 41

Succession

Students will identify the similarities and differences between primary and secondary succession. Students will
describe the characteristics of a climax community. Ecological succession is a predictable change in the sequence
of species that establish in a particular area over time. A climax community occurs when succession slows down
and a stable community is established. The climax community in most of Virginia is a deciduous oak-hickory
(hardwood) forest.

Ecological Succession -
Primary Succession -
Secondary Succession -

The following picture is showing succession from a pond to a forest. Put the letters in order.

What is one difference between primary and secondary succession?

a. secondary succession begins on soil and primary succession begins on newly exposed surfaces
b. primary succession is rapid and secondary succession is slower
c. primary succession modifies the environment and secondary succession does not
d. secondary succession begins with lichens and primary succession begins with trees
Succession is The stable stage that is established in an area is a
a. an organism’s ability to survive in its environment. result of the process of ecological succession –
b. the number of species living in an ecosystem.
c. the regular progression of species replacement in an heterotroph community pioneer stage
environment. biotic stage climax community
d. the transfer of energy through a food chain.
An organism’s niche includes - The dominant plant species in the climax community –
what it eats. where it eats. Coniferous trees Deciduous trees
how it reproduces. all of the above Shrubs Grasses
The diagram to the right () represents the stages of
ecological succession in Virginia. The stages are not in
order. Which sequence represents a correct order of
succession that would involve these stages?
a. 2  3  1  4  5
b. 2  1  3  5  4
c. 3  1  2  4  5
d. 3  2  1  5  4
 42

Energy Flow

Students when given an illustration of a food chain and a food web, identify each organism as a producer
(autotroph), consumer (primary/second order), or decomposer and describe their role in the ecosystem.
Students will interpret how the flow of energy occurs between trophic levels in all ecosystems in each of the
following: food chain, food web, pyramid of energy, pyramid of biomass, & pyramid of numbers. Students will
differentiate between a food chain and a food web. Students will give three examples of autotrophs and three
examples of heterotrophs.

Complete the food chain below using the following terms: trout, mountain lion, algae, fungus, bear

Nutritional relationships between At the beginning of every

organisms are shown in the food chain in an ecosystem
diagram to the right. Which are the -
organisms are primary consumers?
producers
mouse, snake, and hawk herbivores
snake, hawk, and frog decomposers
cricket, frog, and deer first level consumers
mouse, deer, and cricket

The 10-percent law states that only 10 The amounts of energy and biomass in an
percent of ecosystem can be shown in the shape of a
- a species can be hunted during a given pyramid because
season. - the amount of energy available decreases at
- the total stored energy is passed on at each higher food level
each trophic level. - the amount of energy available increases at
- the nitrogen in the atmosphere enters each higher food level
- the greatest amount of biomass is found in
the nitrogen cycle.
higher-level consumers
- the oxygen an animal breathes is
- the first-level consumers absorb all the
absorbed into the blood
energy of the producers
In a food chain involving green plants, insects, Which sequence illustrates a generalized food
birds, and mammals, the original source on chain in a natural community?
energy is - autotroph to herbivore to secondary consumer
autotroph to herbivore to autotrophy
glucose and oxygen chlorophyll heterotroph to herbivore to secondary consumer
water and carbon dioxide sunlight secondary consumer to autotroph to carnivore
 43

Biomes

Terrestrial
Temperature Rainfall Plants Animals
Biome

Tropical Rain
Forest

Desert

Temperate
Grassland

Temperate
Forest

Taiga

Tundra

Land Biome Climate Conditions Climax Flora Climax Fauna

Broad-leafed
A Heavy rain; constant warmth Snakes, monkeys
trees
Lizards, kangaroo
Desert B Succulent Plants
rats
Long, severe winters; thawing of
Taiga C Moose, black bear
subsoil in summer
Which biome is represented by A?
tundra tropical rainforest temperate deciduous grassland

Which info should be included in box B?

extreme daily temperature fluctuations constant rainfall; high temp fluctuations
strong prevailing winds; small variations in temp. permanently frozen subsoil; no precipitation