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biology1033 1
| Question | Answer |
|---|---|
| is water living | no |
| the smallest unit of an element that has the chemical properties of an element | atoms |
| _______ that bond with each other to form molecules | atoms |
| simplest unit of life | cells |
| cells of the same type associate with each other to form tissues | true |
| composed of two or more types of tissue | organs |
| all living things are organisms classified as belonging to a species | true |
| organisms of the same species that occupy the same environment | population |
| populations of different species | community |
| formed by the interactions of a community of organisms with their environment | ecosystem |
| all the places on Earth where living organisms exist | biosphere |
| primitive cells underwent __________ to give rise to the species of today | evolutionary changes |
| Evolutionary history helps us understand the___________of an organism | structure and function |
| Evolutionary change involves _________ of pre- existing characteristics | modifications / to serve a new purpose |
| a heritable change in the genetic material | mutation |
| is composed of one or more polypeptides. | protein |
| play a key role in determining traits of an organism | protein |
| Most genes transcribed into | mRNA |
| mR N A which is then translated into a | polypeptide |
| are segments of D N A; govern the traits of organisms | genes |
| deoxyribonucleic acid | DNA |
| a blueprint for the organization, development, and function of living things | DNA |
| s heritable – offspring inherit _______ from their parents | DNA |
| the field of biology concerned with grouping and classification of species | taxonomy |
| three domains of life | bacteria archaea eukarya |
| eukarya | unicellular and multicellular eukaryotes |
| Archaea | unicellular prokaryote |
| Bacteria | unicellular prokaryote |
| However _________ do not form a single kingdom and instead are divided into broad categories called supergroups | protists |
| four kingdoms of eukaryotes (cells with a nucleus) | Protista, Plantae, Fungi, and Animalia |
| more than one protien | polypetide |
| Mostly unicellular prokaryotes that inhabit many diverse environments on Earth | Domain Bacteria |
| Unicellular prokaryotes that often live in extreme environments, such as hot springs | Domain Archaea |
| Unicellular and multicellular organisms having cells with internal compartments that serve various functions | Domain Eukarya |
| __________involves multiple levels in which particular species are placed into progressively smaller groups that are more closely related evolutionarily | taxonomy |
| Emphasizes the unity and diversity of different species | taxonomy |
| name capitalized | genus |
| descriptor is not capitalized | species |
| ________ has no nucleus | prokaryote |
| humans belong to ______ | animalia |
| _______ can be beneficial and harmful | mutations |
| is the observation, identification, experimental investigation, and theoretical explanation of natural phenomena | science |
| studied by many different researchers so they can compare their results | model organisms |
| E. coli | bacterium |
| S. cerevisiae | yeast |
| D. melanogaster | fruit fly |
| C. elegans | nematode worm |
| M. musculus | mouse |
| A. thaliana | flowering plant |
| is a standard approach used to test theories | The Scientific Method |
| aims to understand how emergent properties arise, at any level | Systems biology |
| _______must make predictions that can be shown to be correct or incorrect (must be testable) | hypotheses |
| Additional observations or experiments can ________a hypothesis | support or reject |
| A proposed explanation for a natural phenomenon Based on previous observations or experiments | hypothesis |
| Broad explanation of some aspect of the natural world that is substantiated by a large body of evidence | theory |
| can never be proved true, but due to overwhelming evidence, may be very likely to be true | theory |
| Two key attributes of a theory: | Consistent with a vast amount of known data Able to make many correct predictions |
| Two general approaches | Discovery-based science Hypothesis testing |
| collection and analysis of data without the need for a preconceived hypothesis Goal is to gather information | Discovery-based science |
| is a conceptual, mathematical, or physical depiction of a real-world phenomenon. | scientific model |
| Model-based learning allows students to evaluate or generate models to enhance understanding and improve critical thinking skills | scientific model |
| physical structures of components that make up living organisms | Structural models |
| workings of individual parts of a complex system | Mechanistic models |
| description of a process or system using mathematical concepts | Mathematical models |
| depicts a biological process over a long or short time period | Temporal models |
| organisms fall into nested levels | Hierarchical models |
| Ability to apply the process of science | Core Skills of Biology |
| Ability to use quantitative reasoning | Core Skills of Biology |
| Ability to use models and simulation | Core Skills of Biology |
| Ability to tap into the interdisciplinary nature of science | Core Skills of Biology |
| Ability to communicate and collaborate with professionals in other disciplines | Core Skills of Biology |
| Ability to communicate and collaborate with professionals in other disciplines | Core Skills of Biology |
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