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Strands for BIO EOC
Strands from the AR curriculum covered on the Biology EOC test in April
| Question | Answer |
|---|---|
| Describe the relationship between an enzyme and its substrate molecule(s) | The substrate has a shape that coincides with the active site on the enzyme, providing a place for the reactants (substrates) maintain maximum collision and create product much more quickly than the reaction would have been able to on it's own. |
| Investigate the properties and importance of water and its significance for life: • surface tension • cohesion | Cohesion: water sticks to itself, which allows for phenonmenon such as surface tension. Surface Tension: 1. Allows for beading of water over the top of the container it is in. 2. Enables insects to walk on the surfa |
| Investigate the properties and importance of water and its significance for life: • adhesion | The ability of water to stick to other substances. |
| Investigate the properties and importance of water and its significance for life: • polarity | Polarity exists when the ends of a molecule (such as water) as charged differently. This allows for the cohesiveness of water, and adds in homeostasis of the human system by temperature control. Molecules bond to each other, pulling out of the pores. |
| Explain the role of energy in chemical reactions of living systems: • activation energy | Activation energy is the energy that is required for reactants involved in a chemical equation to bond or break down to produce product... |
| Explain the role of energy in chemical reactions of living systems: • exergonic reactions | exergonic ehemical reactions produce heat Calcium chloride, when thrown on icey sidewalks melt the ice, as they react with it. These reactions would feel warm to the touch if contained in a test tube. |
| Explain the role of energy in chemical reactions of living systems: • endergonic reactions | Endergonic reactions require heat to proceed, These reactions feel cool to the touch. |
| Construct a hierarchy of life from cells to ecosystems | cells tissue organ organ system organism population community ecosystem |
| Compare and contrast prokaryotes and eukaryotes | Prokaryotes are more primitive cells, lacking a nucleus or membrane bound cell parts. Eukaryotes are cells that have a nucleus and/or membrane bound cell parts. |
| Describe the role of sub-cellular structures in the life of a cell: ** organelles | organelles-small cell parts that do specific jobs, found in the cytoplasm of a cell. EX: Mitochondria, Endoplasmic Reticulum, Lysosome |
| Describe the role of sub-cellular structures in the life of a cell: ** ribosomes | Sites of protein production within a cells. Can float free in the cytoplasm or attach to other organelles, such as the Rough Endoplasmic Reticulum |
| Describe the role of sub-cellular structures in the life of a cell: ** cytoskeleton | A fibrous framework found within the cell that helps determine shape and structure. |
| Relate the function of the plasma (cell) membrane to its structure | A bimolecular membrane that has phophorus (hydrophyllic) heads and lipid tails (hydrophobic) These components will orient themselves in relation to cytoplasm found within the cell and the watery environment outside the cell (olive oil consistency) |
| Compare and contrast the structures of an animal cell to a plant cell | Animal cells have centriole, not found in plant cells, and plant cells have chlorophyll, used in Photosynthesis Cell Wall, which surround the the cellular membrane giving a plant cell rigidity (does not interfere in cellular transport) and a vacuole. |
| Compare and contrast the functions of autotrophs and heterotrophs | Autotrophs make their own food, heterotrophs do not...they must eat an autotroph, or a heterotroph that did. |
| Compare and contrast active transport and passive transport mechanisms: ** diffusion | Diffusion is the movement of particles along a concentration gradient from areas of higher concentration to areas of lower concentration. This is natural movement, This is passive transport. |
| Compare and contrast active transport and passive transport mechanisms: ** osmosis | Osmosis Movement of water molecules along a concentration gradient from areas of higher concentration to areas of lower concentration. Classified as passive transport |
| Compare and contrast active transport and passive transport mechanisms: ** endocytosis | Endocytosis is formation of a vesicle to pull food particles through the cell memebrane that are too large to come through by simple diffusion. This is a form of active transport. |
| Compare and contrast active transport and passive transport mechanisms: *** exocytosis | Exocytosis occurs when a vesicle is formed within the cell that encases a solid particle and expels it from the cell A form of active transport. |
| Compare and contrast active transport and passive transport mechanisms: Compare and contrast active transport and passive transport mechanisms: ***Phagocytosis | Cell eating, ingestion of solid particles A form of active transport |
| Compare and contrast active transport and passive transport mechanisms: ** pinocytosis | Pinocytosis is cellular drinking or ingesion of liquids by vesicle Form of Active transport. |
| Describe the main events in the cell cycle, including the differences in plant and animal cell division: ** interphase | Interphase consists of 3 stages: G1 G2 and Synthesis (S) In G1 the cell if growing and maturing, getting ready for the next division S is the stage in which DNA duplication occurs. G2 is the stage in which organelles duplicate, division is inclement. |
| Describe the main events in the cell cycle, including the differences in plant and animal cell division: ** mitosis | Mitosis consists of 4 phases: Prophase P packaging: condensing of chromosomes, formation of spindle Metaphase: M Middle: Chromosomes move to the equator of the cell |
| Describe the main events in the cell cycle, including the differences in plant and animal cell division: ** mitosis, con'd | Anaphase A Away Chromosomes move toward the opposite ends of the cell. Telophase T two The cell has now formed 2 new cells completely dividing. |
| Describe the main events in the cell cycle, including the differences in plant and animal cell division: cytokinesis | Division of the cytoplasm of of a cell that has undergone recent cell division or is in the act of dividing. This does NOT have to occur during division. |
| List in order and describe the stages of mitosis: | prophase metaphase anaphase telophase. |
| Describe the Prophase stage of cellular division | Packaging Phase (P-Prophase): Chromosomes condense, coil and become visible Spindle Fibers Form Nuclear Envelope Breaks Down |
| Describe Metaphase stage of cellular division | Middle (M-Metphase): Chromosomes move to the middle of the cell and align along the cellular equator. |
| Describe Anaphase stage of cellular division | Away (A-Anaphase): Centromere holding chromotids together breaks down Chromosomes move to opposite poles of the cell Anaphase is over as soon as chromosomes cease movement at the poles. |
| Describe Telophase stage of cellular division | Two (T-Telophase): Two 2n daughter cells are formed. Chromosomes unwind and are no longer visible, The nuclear envelope reforms The spindle fibers break down. NOTE**telophase and anaphase are exact opposites of each other. |
| Analyze the meiotic maintenance of a constant chromosome number from one generation to the next | Meiotic division is known as reductional Division. This is gamete production and must yield cells with haploid (N) numbers of chromosomes. Most of the events are like Mitosis, but the cell goes through 2 division processes in meiosis, rather than one. |
| Discuss homeostasis using thermoregulation as an example | Homeostasis is maintained by keeping body temp is in a given range. When temp rises we will sweat. Polarity of the molecule allows for the moecules to bond take 540 Kcals of heat with them when they exit the pores. |
| Compare and contrast the structure and function of mitochondria and chloroplasts Mitochondria | Rod shaped organelles that contain cristae which are the stie of ATP production in cells. Contain a cytochrome system. |
| Compare and contrast the structure and function of mitochondria and chloroplasts Chloroplasts | Contain the pigment Chlorophyll A and B, used by plants to photosynthesize, creating food used by the plant for survival. REACTION: Carbon Dioxide + Water -----> Glucose + Oxygen |
| Summarize the outcomes of Gregor Mendel’s experimental procedures | Using Garden Peas, Mendel used mathematic ratios to predict the passing of traits from parent to offspring in Parent, F1 and F2 Generations. |
| Differentiate among the laws and principles of inheritance: ** dominance | Occurs when an allele is expressed; the trait it represents is visible. The masked trait is known as the recessive trait |
| Differentiate among the laws and principles of inheritance: ** segregation | Chromosomes separate during division, going to separate gametes |
| Differentiate among the laws and principles of inheritance: ** independent assortment | Chromosomes separate and enter gametes independently of each other and each gamete has much probability of receiving one chromosome of the pair as it does the other. This means that traits are transmitted to offspring independently of one another. |
| Compare and contrast cellular respiration and photosynthesis as energy conversion pathways Cellular Respiration | During Respiration, Glucose, is broken down to produce energy. NADP is the carrier that escorts the electron through the cychrome system in the Mitochondria where it takes place. NADPH is the carrier in the choloroplast where P/S takes place. |
| Compare and contrast cellular respiration and photosynthesis as energy conversion pathways Photosynthesis | NADPH is the carrier photosynthesis. The pigment chlorophyll is contained within the chlorplast and Glucose is produced as the electon travels down the cytochrome system. |
| Evaluate karyotypes for abnormalities: • monosomy | Monosomy occurs when there is a single allele present instead of a diploid set. Turners Syndrome is an example of this. A female has only one X in the gamete instead of the typical XX. There one copy of a chromosome, while the rest have two copies. |
| Evaluate karyotypes for abnormalities: ] ** Trisomy | A common trisomy found in human diploid sets is Down's Syndrome. This occurs when there is a non disjunction between one of the sets of chromosomes from the parents and 3 chromosomes exist on the 21st pair. EX: DDD instead of DD |
| Examine different modes of inheritance: ** sex linkage | Traits are passed by attachment to the sex chromosomes, from mother to son. EX XHXh would be a carrier of hemophilia XhY: would be a son that has the disease. Note the gene for hemophilia is associated with the X chromosome, the Y is not involved |
| Examine different modes of inheritance: ** codominance | Codominance occurs when neither trait masks the other, both are present and shown, for example AB blood type. Neither A nor B is dominant to the other. |
| Examine different modes of inheritance: ** incomplete dominance | Incomplete dominance occurs when there is a blending of traits as in 4 o'clock flowers. A cross between a white flower and a red flower will result in a pink flower in the heterozygous individual. |
| Examine different modes of inheritance: e ** multiple alleles | Alleles are multiple alleles when there are more than 2 forms of a gene, EX: Bloodtypes A, B, O |
| Examine different modes of inheritance: crossing over | Chromosomal crossoveris the exchange of genetic material between homologous chromosomes during prophase 1 of meiosis. Meiotic recombination allows a more independent selection between the two alleles that occupy the positions of single genes |
| Model the components of a DNA nucleotide and an RNA nucleotide | A nucleotide is a chemical compound with three components: a nitrogen-containing base, a pentose (five-carbon) sugar (relatively simple carbohydrates), and one or more phosphate groups. DNA: Adenine guanine cytosine thymine RNA: A G C Uracil, not T |
| Describe the Watson-Crick double helix model of DNA, using the base-pairing rule (adenine-thymine, cytosine-guanine) | DNA resembles a ladder, the sugar and phosphates composiing rails, and the Nucleotides composing rungs. Alpha Helix: Right turning Spiral Straight line letters (mucleotides) A, T pair and Curved letters, C, G pair Adenine pairs with Uracil in RNA |
| Compare and contrast the structure and function of DNA and RNA | DNA carries instructions for proteins and genetic material, and RNA carries instructions for the replication of our DNA. DNA is double stranded, RNA single stranded. DNA has nucleotides ACTG, RNA has ACGU (Uracil replaces Thymine in RNA.) |
| Compare and contrast the different types of mutation events point mutation | A point mutation is a type of mutation that causes the replacement of a single base nucleotide with another nucleotide of the genetic material, DNA or RNA. Often the term includes insertions or deletions of a single base pair. |
| Compare and contrast the different types of mutation events ** frameshift mutation, | where a nucleotide is inserted into a genetic sequence and therefore alters the chain thereafter. Original Normal coding: The fat cat ate the wee rat. Frame Shift The fat caa tet hew eer at. |
| Compare and contrast the different types of mutation events ** deletion | Certain nucleotides are deleted, which affects the coding of proteins that use this DNA sequence. Original Normal Coding The fat cat ate the wee rat. Deletion The fat ate the wee rat |
| Compare and contrast the different types of mutation events ** inversion | In an inversion mutation, an entire section of DNA is reversed. , and is not as serious as the above mutations Original Normal Coding: The fat cat ate the wee rat. Insertion The fat tar eew eht eta tac. |
| Compare and contrast the different types of mutation events ** Insertion | Original Mutations that result in the addition of extra DNA are called insertions. Insertions can cause frameshift mutations, and in a nonfunctional protein. Normal Coding: The fat cat ate the wee rat. Insertion The fat cat xld ate the wee rat. |
| Compare and contrast Lamarck’s explanation of evolution with Darwin’s theory of evolution by natural selection | LaMarck:Inheritance of Acquired Characteristics; If you utilize a trait or build it up it will be passed on--Theory of Use and Disuse Darwin: Pssing of traits is determined over time by the traits that enable us to survive in our habitats. |
| Recognize that evolution involves a change in allele frequencies in a population across successive generations | As frequencies go up as a gene becomes more common in a population, it is passed more often through that population. Frequency alludes to how many have the gene in this case. |
| Compare the processes of relative dating and radioactive dating to determine the age of fossils | Relative dating judges the age of something by other artifacts found in the same strata or area. Radioactive uses half life to measure amount of that element and then matematically determine a date. EX C 18 |
| Analyze the effects of mutations and the resulting variations within a population in terms of natural selection | The sickle cell gene prevalent in areas of Africa hard-hit by malaria. In some regions, as much as 40 percent of the population carries at least one gene. If hetrozygous the subject has protection against malaria, if homozygous recessive, they have SS. |
| Differentiate among the different domains: • Bacteria • Archaea | Archaea--Protists, unicellular Ancient/primitive in form, and live in extremes hostile/harsh environments: Saline, No O2, Temp high/low Archaea/Bacteria Prokaryotes--most unicellular and microscopic Eu |
| Identify the seven major taxonomic categories: | • kingdom • phylum • class • order • family • genus • species |
| Classify and name organisms based on their similarities and differences applying taxonomic nomenclature using dichotomous keys | Dichotomus Key: Written in couplets, and uses a lab sample for verification. You discover the identity based on movement through the key, as to how the specimen actually looks. |
| Compare and contrast the structures and characteristics of viruses with non-living and living things Lytic cycle | 1. Virus attaches to host cell, injecting DNA 2. Viral DNA forms a circle and commands cell to make new viruses. 3. Lysis occurs (cell breaks) new viruses released and invade other cells. |
| Compare and contrast the structures and characteristics of viruses with non-living and living things Lysogenic cycle | 1. Virus injects DNA to bacterial cell, inserting itself into a host chromosome. 2. Host cell divides, replicates DNA, along with it's own DNA. 3. A stimulus allows for separation from the cell's chromosome, and lytic cycle begins. |
| Evaluate the economic and medical importance of a virus. | Medical--Vaccines that prevent viruses from causing life threatening disease Economical--Used to control pests that destroy food crops,eliminating harmful insects without creating pollution. |
| Compare and contrast life cycles of familiar organisms.... **Sexual Reproduction | Produces offspring that have a combination of genetic material from both parents, passed to them through Haploid (half) sets of DNA in the sperm and egg. |
| Compare and contrast life cycles of familiar organisms.... **Asexual Reproduction | Occurs when an offspring is produced by only one parent: Can include binary fission (Bacteria), regeneration (starfish), budding ( yeasts and some plants) |
| Compare and contrast life cycles of familiar organisms.... **Metamorphosis | A series of changes that an organism undergoes as it develops into an adult. Stages include: Larvae--hatched from eggs which then form cocoons (pupa)then an adult emerges. Some go through only Nymph and adult, Nymph--lack wings and reproductive organs |
| Compare and contrast life cycles of familiar organisms... **Alternation of generations | Alternation of a spore producing stage called the sporophyte generation and a gamete production stage called the Gametophyte generation. |
| Differentiate among the different domains: • Bacteria | Prokaryotes, oldest group of organisms, microscopic, reproduce through binary fission. Can't be seen without a microscope, can survive in bad conditions with production of endospores, which can lay dormant (inactive)for years, until conditions improve. |
| Differentiate among the different domains: ** Eukarya | Prokaryotic, Unicellular, lack nucleus, most primitive form of life. Existed for 2 billion years before protists appeared. |
| Identify the 7 major taxonomic categories ** Eubacteria | Prokaryotic, Unicellular, lack nucleus, most primitive form of life. Existed for 2 billion years before protists appeared. |
| Identify the 7 major taxonomic categories ** Archaea | Archaea--Protists, unicellular Ancient/primitive in form, and live in extremes hostile/harsh Saline, No O2, Temp high/low environments: |
| Identify the 7 major taxonomic categories ** Protista | Eukaryotic, unicellular with the exception of algae, aquatic, most have cell wall, most diverse Kingdom, all have nucleus and internal compartmentalization. Many have choloroplast and mitochondria. EX: paramecium, red algae |
| Identify the 7 major taxonomic categories ** Fungi | Eukaryotic, multicellular, cell walls of chitin, nonmotile cells, heterotrophic--absorb nutrition, mitosis in nuclear envelope EX: Mushrooms, yeasts |
| Identify the 7 major taxonomic categories ** Plantae | Eukayotic, multicellular, terrestrial, cell walls of cellulose, photosynthetic, have cholorplasts, nonmotile EX: oak trees, mosses, roses ferns |
| Identify the 7 major taxonomic categories **Animalia | Eukaryotic, multicellular, aquatic and terretrial groups, no cell walls or cholorplasts, heterotrophic--ingest nutrition, reproduction is predominately sexual. |
| Describe the characteristics used to classify protists: ** plant-like | Called Algae:photosynthetic--produce their own food, contain chlorophyll, Unicellular, EX: diatoms, dinoflagellates, euglenoids (euglena) |
| Describe the characteristics used to classify protists: ** animal like | Known as protozoans, these are unicellular, heterotrophic, no specialized tissures, organs, or organ systems to carry out life functions. EX: 1. amoeba (pseudopod--false foot, so called because of movement 2. Parmecium-has cilia, hair like projections |
| Describe the characteristics used to classify protists: ** fungi-like protists | Small, live in damp or watery places, decomposers(break down dead organic matter) EX: Molds Water molds, slime molds, plasmodial slime molds |
| Evaluate the medical and economic importance of protists | Economic: Food source EX: Carrageenan,and agar: thickens soups, puddings, and cake frostings used in fertilizers, cosmetics, and pharmeceutical Medical--Bioindicators, presence or absence incates health of an ecosystem (algae abundance in the ocean) |
| Compare and contrast fungi with other eukaryotic organisms | Both are multicellular, Fungi has chitin cell walls, while plants have cellulose. Fungi absorb nutrition, and are saprophytes (eat dead organisms. Fungi produce asexually in 4 different manners |
| Evaluate the medical and economic importance of fungi | Medical--development of the antibiotic Penicillen, world's most widely used. One fungus suppresses, (lessens) the immune system response to transplanted organs. 90% of all kidney transplants are successful due to this fungus. |
| Evaluate the medical and economic importance of fungi | Economic-- Fungi destroys millions of dollars of crops and trees due to mildews, root rot, sooty molds, rusts,and smuts. Fruits, vegetables, and grains cause producers to spend a great deal of money, shipping in airtight and refrigerated conditions. |
| Differentiate between vascular and non vascular plants: | Vascular plants have an internal system of tubes (xylem and phloem) that conducts water and other nutrients Nonvascular Plants--transport materials by osmosis and diffusion, and need large amounts of water to survive. |
| Differentiate among cycads, gymnosperms, and angiosperms | Angiosperms: flowering plants--Sexual reproduction: Pollen is the equivalent to the male sperm. insects, birds or other animals that carry the pollen. Successful land plants. All of our food is derived directly or indirectly from angiosperms. |
| Differentiate among cycads, gymnosperms, and angiosperms | Cycads: these are Gymnosperms Ex Palmlike tropical plants and ginkgo trees. All have vascular tissue, and do NOT produce seeds in cones. |
| Differentiate among cycads, gymnosperms, and angiosperms | Gymnosperms: Gymno- naked sperm- seed These are plants and trees with seeds that do NOT develop within a fruit. Usually formed in cones. EX: firs, pines Spruces, Redwoods, Cypresses sequoia ( some of the world's LARGEST Trees) Sexually reproduce. |
| Describe the structure and function of the major parts of a plant: ** roots | First part of a seedling to grow. Underground part of plant. Anchor the plant and absorb water and minerals. Store nutrients in the form of carbohydrates such as starch. EX: Corn carrots potatoes |
| Describe the structure and function of the major parts of a plant: ** stems | Stems support a flowering plants leaves, flowers adn fruits. They contain vascular tissue that transports substances between the root and leaves. They are a connector between the root and leaves. |
| Describe the structure and function of the major parts of a plant: ** leaves | Primary site of photosynthesis and transpiration--process icluded in the water cycle (release of water from the plant back into the cycle) Packed with chloroplasts containing chlorophyll and stomata-- exit sites for water and oxygen entrance for CO2. |
| Describe the structure and function of the major parts of a plant: ** flowers | Contain 4 whorls-- outermost whorl--protect the flower bud inner whorls--produce the male and female flower 1. Stamens male 2. Pistil female 3. base of pistil called the ovary. 4. Tip of pistil-- stigma ( pollen sticks here) |
| Relate the structure of plant tissue to its function ** epidermal | Tissue covering a plants body, consists of a layer of flattened cells. Secrete waxy cuticle |
| Relate the structure of plant tissue to its function ** ground | Composes most of the plant, surrounds the vascular tissue. Some lend support to the plant while some ground tissue store water or carbohydrates. |
| Relate the structure of plant tissue to its function ** vascular | Consists of 2 types of tissue... 1. Xylem--conducts water and minerals 2. Phloem--Sugars and other organic molecules (food) (f-ph= food/phloem) |
| Evaluate the medical and economic importance of plants | One quarter of the medicines we use today come from plants. Economic-- all the foods we eat other than proteins obtained from animals come from plants, from bread to fruits to vegetables, even nuts and seaweed are consumed. |
| Identify the symmetry of organisms: ** radial | Body parts will radiate from a central point. Might remind us of the spokes of a wheel...EX: Jelly fish, Star fish |
| Identify the symmetry of organisms: ** asymmetrical | Random shape---Lack any notable body symmetry |
| Identify the symmetry of organisms: ** bilateral | A mirror image as seen when divided in half, from side to side as in the face, the human body, Lateral=to the side, Bi= two so a two sided image that is the same on both sides |
| Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems | |
| Identify effects of changes brought about by mutations: ** beneficial | occurs when a mutation increases the chances of an organisms survival. |
| Identify effects of changes brought about by mutations: ** harmful | Occurs when a mutation causes harm to an organism, such as disease or inhibits the function of the organism. EX: CANCER-- |
| Identify effects of changes brought about by mutations: ** neutral | Occurs when mutations of a gene have little or no effect on an organisms function or survival. |
| Cite examples of abiotic and biotic factors of ecosystems | Abiotic factors include: soil types, temperature, water pH, amount of rainfall, etc...anything affecting it that is not alive Biotic: Fish in a pond, insects, worms, etc...anything that is living found in an ecosystem. |
| Compare and contrast the characteristics of biomes ** List of Biomes | List of Biomes: 1. Tundra 2. Taiga 3. Temperate forest 4. Chapperal 5. Tropical Rainforest 6. Desert 7. Temperate Grassland 8. Savannah (African wildlife live there) 9. Polar Regions--High Mountain Ice |
| Compare and contrast the characteristics of biomes ** Tundra | Cold, treeless, Sol is permanently frozen. Thin soil layer thaws briefly during short cool summer. Winter is long, dark and VERY cold. |
| Compare and contrast the characteristics of biomes ** Tiaga | South of the tundra at the northern edge of the temperate zone. Winter is long and cold, summer is relatively mild. many coniferous forests found in this region. |
| Compare and contrast the characteristics of biomes ** Temperate forest | Summer is pleasantly warm with frequent rains. Winter is somewhat cold. Top layer of soil here is rich in minerals and humus. Has a diverse speciation, due to availability of niches--trees, leaf litter, etc. |
| Compare and contrast the characteristics of biomes ** Chaparral | A warm region with a rainy winter season followed by a long dry summer.Stunted plants grow here and animals must adapt to extremes in precipitation. |
| Compare and contrast the characteristics of biomes **Tropical Rain Forest | Most diverse of all biomes. Warm wet weather, lush plant life. found along the equator. though soil is poor, vegetation provides the nutrients. Decomposition rates are very quick. |
| Compare and contrast the characteristics of biomes ** Desert | Very little precipitation, sparse plant life. Extremely hot and dry. Plants and animals must have adaptations for reserving water as there is little rainfall. Animals are largely nocturnal. Deserts can also be icey,Rainfall that determines desert areas |
| Compare and contrast the characteristics of biomes **Grasslands | Types of grasslands are determined by amount of rainfall and plant diversity.Temperate Grasslands have winter and summer, while Savannahs have alternating wet and dry seasons, with animal life following the rainfall. They are warm year round. Lack trees. |
| Summarize the symbiotic ways in which individuals within a community interact with each other: ** mutualism | Both species or organisms involved benefit from this arrangement. EX: Ant and the Acacia tree: Ants get their food, the leaves of the tree; the tree gets protection from other predators, and destroy plants that shade acacias from the sun. |
| Summarize the symbiotic ways in which individuals within a community interact with each other: ** parasitism | One individual is harmed, while the other benefits. The parasite lives on a host organism and uses it for food. EX: Tick and dog The Ticks get blood from the dog and the dog suffers that loss and any disesase carried by the tick. |
| Summarize the symbiotic ways in which individuals within a community interact with each other: ** commensalism | A relationship where one individual is benefited but the other is neither helped nor harmed. EX: Barnacles and Whale: the barnacles filter for food so the whale helps them by moving them along through the ocean,the whale is not harmed |
| Compare and contrast primary succession with secondary succession **Primary Succession | Occurs when communities begin to form where none existed before This generally begins with the growth of mosses. Pioneer species are the first organisms to occupythese areas Ex: Barren slopes where a volcano has erupted or area exposed by landslide |
| Compare and contrast primary succession with secondary succession ** Secondary succession | Occurs where a disturbance that did not destroy the soil. EX: vacant city lot, forest area where trees have been cleared, abandoned farmland |
| Identify the properties of each of the five levels of ecology: ** biosphere | Life supporting region of the earth. Includes all land, water and atmosphere (air) |
| Identify the properties of each of the five levels of ecology: ** ecosystem | All populations and abiotic (non-living) factors make up an ecosystem--can be a large area: forest desert, or a small area sand dune, pond, or garden. |
| Identify the properties of each of the five levels of ecology: ** community | all populations of organisms found in an area make up a community |
| Identify the properties of each of the five levels of ecology: ** population | A group of one single species that inhabits an area. grass in a field can be a population, as can whitetail deer in an area, or domesticated dogs found in a community |
| Identify the properties of each of the five levels of ecology: ** organism | s single living thing |
| Compare and contrast hypotheses, theories, and laws ** Hypothesis | an observation that can be tested. Long defined as an educated guess. Can be observed with measurements, or one of the 5 senses. |
| Compare and contrast hypotheses, theories, and laws **Theory | Theories are arrived at after extensive tesing with obtaining the same test results every time the experiment is performed. Theories can be modified or changed as informaiton and technology change, allowing us to know more detailed information over time. |
| Compare and contrast hypotheses, theories, and laws ** Laws | Laws define an event that occurs in the world each time a given scenario happens, but do not explain WHY it happens. EX: Law of Thermodynamics: Matter is neither created nor destroyed Matter goes through conversions, "losing" heat to the atmospher |
| Distinguish between a scientific theory and the term “theory” used in general conversation | Scientistsu use theory to mean that you get the same results over an over after thousands of experiments with little to no variation in the results. People mean that they "think" somethings happens, they have not tested this nor have any data to show |
| Summarize the guidelines of science: ** explanations are based on observations, evidence, and testing | Scientific findings are based on thousands of controlled experiments and the data gathered from those experiments. |
| Summarize the guidelines of science: ** hypotheses must be testable | Moral issues, or beliefs, events considered supernatural, are not testable. |
| Summarize the guidelines of science: ** understandings and/or conclusions may change with additional empirical data | Theories have been modified or adjusted with the advent of new information. EX: Dalton's Atomic Theory: One postulate (statement) said that atoms were indivisible which was correct for the time era. Later information changed and it was adjusted. |
| Summarize the guidelines of science: ** Scientific knowledge must have peer review and verification before acceptance | Results of proposed hypthosis are published and tested by others in the field. |
| Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation | Variable: a factor in an experiment control: Does not change. Experimental group has a variable tested. Dependent Variable: Values may change as the variable is changed. Independent Variable `oes not experience change when variables change |
| Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations | Refer back to basic safety rules given in the first couple of weeks of school. Mostly common sense. |
| Identify sources of bias that could affect experimental outcome | Bias is a preformed opinion. EX: Hating animals because you were bitten by a dog might influence the interpretation of experimental results. Anything that you have experienced with something that may influence you to either like or dislike would be bias |
| Formulate valid conclusions without bias | Bias is a preformed opinion. EX: Hating animals because you were bitten by a dog might influence the interpretation of experimental results. Anything that you have experienced with something that may influence you to either like or dislike would be bias |
| Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review | If someone makes a breakthrough on a hypothesis discovering a different result due to knowledge of more information. EX: Daltons Cell Theory Adjusted due to more technical info. |
| Summarize biological evolution | Based on changes in the allele frequency due to events, mutations, or environmental changes. |
| Relate the development of the cell theory to current trends in cellular biology | developed by a collaboration between 3 different scientists, investigating a different aspects of the same concept. **LOOK UP: Virchow, Schlieden and Schwann |
| Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of infectious diseases | Some diesease is caused by a relationship between a certain microbe and illness. we have developed many antibiotics to combat bacterial diseases, and vaccines to aid in the contraction of viruses. Pathogen: virus or organism that causes disease. |
| Collect and analyze scientific data using appropriate mathematical calculations, figures, and tables | will be accomplished through hands on performance while completing activities and laboratory assignnments. |
| Use appropriate equipment and technology as tools for solving problems (e.g., microscopes, centrifuges, flexible arm cameras, computer software and hardware) | will be accomplished through hands on performance while completing activities and laboratory assignnments. |
| Compare and contrast biological concepts in pure science and applied science | |
| Discuss why scientists should work within ethical parameters | Scientists know how to obtain and interpret knowledge in ways that others are not trained to do. using gene therapy for example to dictate a child's sex or looks. Trying to produce a human from cloning of cells is percieved as playing God, for another EX |
| Research and evaluate science careers using the following criteria: educational requirements, salary,availability of jobs, working conditions | Class discussion will ensue to consider this strand |
| Evaluate long-range plans concerning resource use and by-product disposal for environmental, economic, and political impact | |
| Explain how the cyclical relationship between science and technology results in reciprocal advancements in science and technology | |
| Research current events and topics in biology | |
| Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP, chromosome therapy) | |
| Relate the development of the cell theory to current trends in cellular biology | |
| Explain why science is limited to natural explanations of how the world works | |
| Assess current world issues applying scientific themes (e.g., global changes in climate, epidemics, pandemics, ozone depletion, UV radiation, natural resources, use of technology, and public policy) | |
| Analyze the effects of human population growth and technology on the environment/biosphere | |
| Identify and predict the factors that control population, including predation, competition, crowding, water, nutrients, and shelter | |
| Diagram the carbon, nitrogen, phosphate, and water cycles in an ecosystem | |
| Analyze an ecosystem’s energy flow through food chains, food webs, and energy pyramids | |
| Identify and predict the factors that control population, including predation, competition, crowding, water, nutrients, and shelter | |
| Compare and contrast the major vertebrate classes according to their nervous, respiratory, excretory, circulatory, digestive, reproductive and integumentary systems | |
| Analyze the historically significant work of prominent geneticists | |
| Use the laws of probability and Punnett squares to predict genotypic and phenotypic ratios | |
| Describe and model the conversion of light energy to chemical energy by photosynthetic organisms: light dependent reactions light independent reactions | |
| Describe and model the conversion of stored energy in organic molecules into usable cellular energy (ATP): glycolysis citric acid cycle electron transport chain | |
| Compare and contrast aerobic and anaerobic respiration: lactic acid fermentation alcoholic fermentation | |
| Describe and model the conversion of stored energy in organic molecules into usable cellular energy (ATP): glycolysis citric acid cycle electron transport chain | |
| MC.1.B.1 Describe the structure and function of the major organic molecules found in living systems: • carbohydrates • proteins • enzymes • lipids • nucleic acids | |
| Compare and contrast cellular respiration and photosynthesis as energy conversion pathways | |
| Use the laws of probability and Punnett squares to predict genotypic and phenotypic ratios | |
| Analyze the historically significant work of prominent geneticists | |
| Describe and model the processes of replication, transcription, and translation ** replication | |
| Describe and model the processes of replication, transcription, and translation ** transcription | |
| Describe and model the processes of replication, transcription, and translation ** translation | |
| Illustrate mass extinction events using a time line | |
| Recognize that evolution involves a change in allele frequencies in a population across successive generations | |
| Analyze the effects of mutations and the resulting variations within a population in terms of natural selection | |
| Interpret a Cladogram |
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CherFish
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