Transcript TAKS

TAKS
Objective 1
Objective 1: The Student will demonstrate an
Understanding of Nature
The Student will:
• conduct field and laboratory activities using safe
environmentally appropriate, and ethical practices.
• use scientific methods during field and laboratory
investigations.
• use critical thinking and scientific problem solving to
make informed discussion.
Conduct field and laboratory activities using safe,
environmentally appropriate, and ethical practices.
Field activities are different from activities conducted in the lab.
Field activities include situations where students collect data
outside of a formal laboratory situation. They should include field trips
in and around the campus and should closely simulate real time situations.
Field work is no different than lab work in that certain safety and ethical
practices must be applied. The students must understand that there are
certain rules that must be applied in both cases.
A. Demonstrate safe practices during field and
laboratory investigations.
 1. If a glass beaker was accidentally broken into several sharp pieces, all of the following
procedures should be followed Except:
 *a). pick up the glass pieces and place them in the trash can
 b). immediately notify the teacher of the accident
 c). use a special brush and scoop to sweep up the pieces
 d). place the glass in a special receptacle for broken glass only
 2. When working with hot materials in the laboratory, all the following procedures are
correct Except:
 a). wearing protective eye cover
 *b). look directly into a test tube containing boiling material
 c). wear protective gloves
 d). hold the test tube with a test tube holder.
 3. In order to extract DNA from a cell ethyl alcohol must be used. When using toxic
chemicals such as ethyl alcohol, all the following procedures are correct Except:
 a). always use the fume hood when working with toxic chemicals
 b). protective gloves and eye ware should be worn when toxic chemical are used
 *c). If any chemical is left over dispose of it in the sink
 d). keep the toxic material away from any fire source
 4. When working with blood and other organic materials all of the following procedures must be
taken EXCEPT
 a). wear protective gloves
 b). use protective eye covers
 c). wear a lab coat
 *d). leave your used instruments on the lab table
 5. Not all bacteria are harmful, but it always important to take special precautions when working
with any type of microorganism in the laboratory. All of the following lab procedures are correct
in handling microorganisms Except:
 a). Wash your hand before and after working with microorganisms.
 b). Always use sterile instruments during the procedures.
 c). Dispose of all contaminated material is a biohazard container
 *d). It is important to carry on conversations with your partners while carrying out the lab
procedures.
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6. When conducting an ecological experiment in a wooded area,
all of the following procedures must be carried out at some point during the research Except:
a). Wear protective clothing
*b). Report any injury to your teacher before leaving for the evening.
c). Check periodically for ticks or other parasites.
d). Make sure all the equipment is accounted for and cleaned.
Use scientific methods during field and laboratory
investigations.
The scientific method is a series of steps used to help solve a problem.
The method is a logical approach to help determine if the data collected
is sufficient to answer the question.
Steps of the Scientific Method
1. Define the problem
2. Research the problem
3. Develop a hypothesis
4. Develop an appropriate controlled experiment
5. Collect and analyze the data
6. Form a conclusion
A. Plan and implement investigative procedures including
asking questions, formulating testable hypotheses, and
selecting equipment and technology
 1. All of the following procedures are correct in the development of a hypothesis
Except
 a). the problem must be stated clearly
 *b). the variables being tested must be divided into several groups
 c). the problem must be researched
 d). a working knowledge of the problem must be developed
 2. To properly prepare a slide of a human cheek cell all the following equipment is
needed Except
 a). a sterile probe
 b). slide and cover slip
 c). a chemical stain
 *d). a scalpel
3. Based on the above data, which of the
following hypotheses could be
correct?
a). Tadpoles enjoy a slightly basic
environment.
b). Frogs cannot reproduce well in an
acidic environment.
*c). Tadpoles prefer a slightly acidic
environment.
d). The larger the number of tadpoles the
higher the pH of the environment.
B. Collect data and make measurements with
precision
What is the Metric System?
• Measurement system based on the number 10
• The main categories are Meter, Liter, and Gram
Meter
• Meter measure distance.
• The English system measures distance in inches, feet, yards, and miles.
Liter
•Liter measures volume.
•The English System measures volume in ounces, pints, quarts, and gallons.
Gram
•Gram is a measurement of mass.
•The English System measures mass in ounces, pounds, and tons.
How the Values Change
•Prefixes are added to the measurement value to increase or decrease its value.
•Kilo increases the value by 1000.
•Hecto increases the value by 100.
•Deca increases the value by 10.
•deci decreases the value by 10. (0.1)
•centi decreases the value by 100. (0.01)
•milli decreases the value by 1000. (0.001)
How Do We Change the Values?
If one wants to change a large value to a lower value
move the decimal point to the right.
Example: Change 23 Kilograms to grams.
23 kilograms ---------------> 23,000 grams
23,000
3 decimal points ---------->
If one wants to change a small value to a larger value move the
decimal point to the left.
234 milligrams to grams.
234 milligrams ---------------> 0.23 grams
0.23
<----------- 3 decimal points
 1. If a precise
measurement of 0.3 mL
were needed, which of the
above pieces of equipment
would best apply?
 a). A
 b). B
 c). C
 *d). D
 2. What is the mean length
of the three shells?
 a). 2.1 mm.
 *b). 2.5 mm.
 c). 0.3 mm.
 d). 1.9 mm
Laboratory Apparatus
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1. Glass slide
2. Concave slide
3. Cover slip
4. Petri dish
5 and 6 Flasks
7. Funnel
8. Graduated cylinder
9. Beaker
10. Test tube
11. Test tube rack
12. Test tube holder
13. Pipette
14. Striker
15. Probe
16. Scalpel
17. Dropper
18. Inoculation loop
19. Forceps.
C. Organize, analyze, evaluate, make inferences, and
predict trends from data
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1. Based on the data which of the
following trends is most evident?
a). The weight of cell 1 increases in
relation to its external salt concentration.
*b). The weight of cell 2 consistently
decreases in relation to its external salt
content
c). Cell 2 weighs less than cell 1 at 6 mg/L
of salt.
d). Cell 2 prefers a salt water environment.
 2. What inference can be
made concerning the
graphed data?
 a). Patient A has diabetes
 b). Patient B can control
his glucose level.
 *c). Patient A does not
need to inject insulin to
bring his glucose level
back to normal
 d). Patient B does not have
diabetes.
D. Communicate valid conclusions
 1. Man and the hawk are
considered top carnivores
in this ecosystem. What is
the best evidence
supporting this
conclusion?
 *a). The arrows are
pointing toward them and
none are pointing away
from them.
 b). They are warm blooded
 c). They are large animals
 d). They are meat eaters.
 2. Which of the following sample
plants had the largest increase in their
average height?
 a). Q
 b). R
 *c). S
 d). T
 3. Which of the following statements
best explains the reason for the
accelerated growth of sample S?
 *a). The increase in photosynthesis
was larger than the increase in the
respiratory rate.
 b). The increase in the respiratory rate
was larger than the increase in its
photosynthetic rate.
 c). Both rates were equal in activity.
 d). This group received more nutrients
than the others.
 4. Muscle tissue is contractile tissue.
Their form is directly related to their
function. Of the three types of muscle
tissue, which one is responsible for the
complete digestion of food?
 *a). 1
 b). 2
 c). 3
 5. Muscle 2 and muscle 3 have a
similar appearance, yet they carry on
totally different functions. All of the
following are true concerning these
two muscles EXCEPT
 a). they are both striated
 b). they are under the control of
different parts of the brain.
 c). Muscle 2 is found only in the
heart.
 *d). Both muscles are voluntary.
The student uses critical thinking and scientific
problem solving to make informed decisions
Critical thinking skills are developed over a long period of time.
Students must be given the opportunity to develop these skills.
The best way to develop these skills is to allow the students to
gradually take control of the investigative process in the class.
They must use the scientific method to plan, investigate, and
analyze the data collected. Open ended questions requiring critical
thinking will allow the student to explore their answers in a way
That is non threatening.
A. Analyze, review, and critique scientific
explanations
 1. Many of the animals can be
classified into one of three body types
based on the development of the three
layers of tissues they posses. What
evidence best supports body style 1?
 *a). The planarian is an acoelomate,
lacking a body cavity.
 b). The starfish has its body cavity
completely lined with mesoderm.
 c). The pinworm does not have its
body cavity completely lined with
mesoderm.
 d). The human is a coelomate.
 2. What evidence support the idea that
organism 1 cannot move its digestive
tract independently of its body wall?
 a). It is not in contact with the
mesoderm
 b). There is too much ectoderm
 c). The intestinal cavity is part of the
endoderm.
 *d). There is no coelom
 3. Based on this model of the earth’s
development, what is the age of the
earth?
 a). 2500 million years
 b). 1.5 billion years
 c). 3500 million years
 *d). 4.5 billion years
 4. Evidence of the development of
animal life is indicated by
 a). the appearance of anaerobic
bacteria
 *b). the appearance of the first
multicellular organisms
 c). the appearance of the first
heterotrophs
 d). the development of photosynthesis
B. Evaluate promotional claims that relate to
biological issues
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Microbiologists frequently culture bacteria from a person
ill with an infection to determine which antibiotic will be
most effective in combating the bacteria. 5 antibiotic
discs and one control disc were placed on the surface of
a sterile agar plate containing the bacteria in question.
The plate is shown below after 48 hours of incubation.
Examine the key and the diagram before answering the
questions below.
 1. Many bacteria have developed a
resistance to certain antibiotics over a
period of years. All of the following
antibiotics have some effect on
bacterial growth EXCEPT
 a). 1, 3, and 4
 *b). 2 and 5
 c). 2 and 3
 d). 3 and 4
2. Many individuals self medicate themselves before going to a doctor for
their illness. Many times this self-medication is the left over antibiotics
from a previous illness. Research has shown that all of the following
impacts of this practice are true EXCEPT:
*a). This is a good practice since it will save money.
b). Bacteria contain plasmids, which can mutate and make the bacteria
resistant to the drug.
c). Antibiotics lose their potency as they age, losing their effectiveness
in killing bacteria.
d). The body builds up a tolerance to antibiotics over time.
TAKS
Objective 2
Objective 2: The student will demonstrate an understanding
of the organization of living systems.
Students will:
• Investigate and identify cellular processes
• Describe components of deoxyribonucleic acid (DNA)
• Explain replication, transcription, and translation
• Identify and illustrate how changes in DNA cause mutations
• Compare genetic variations observed in plants and animals
• Identify characteristics of kingdoms
• Interpret the functions of systems in organisms
• Compare the interrelationships of organ systems to each other and
to the body as a whole
1. Investigate and Identify Cellular Processes
 Osmosis
 Enzyme Action
 Cellular respiration (aerobic and anaerobic)
 Photosynthesis
Osmosis
• Osmosis is the diffusion of water
through a biological membrane.
• Water will move from a higher
concentration to a lower
concentration.
• The solute(dissolved materials)
does not move across the
membrane.
• Picture 1. The cell is hypotonic to
the environment.
• Picture 2. The cell is hypertonic to
the environment.
Enzyme Action
• Enzymes are chemicals that speed up the rate of a chemical
reaction.
• In living organisms enzymes are proteins.
• The enzyme contains a hole called the active site.
• This site will allow the substance it will work on to exactly fit.
• The structure the enzyme works on is called the substrate.
• The enzyme lowers the activation energy (energy needed to start
the reaction). This will allow the substrate to be split into its parts.
Cellular Respiration
• Cellular respiration is a process by which energy is released from
organic materials.
• It may occur with (aerobic) or without (anaerobic) oxygen.
• The chemical formula for aerobic respiration is:
• C6H12O6 + 6O2 --------- 6CO2 + 6H2O + Energy
• The process is divided into three parts: Glycolysis, Krebs cycle, and
the Electron Transport System (ETS).
• Energy is stored in the form of high energy molecules called ATP
• Most of cellular respiration occurs in the mitochondrion of the cell.
• Glycolysis is anaerobic, and along with fermentation occur in
the cell’s cytoplasm.
Photosynthesis
• Photosynthesis is a series of chemical reactions storing the sun’s
energy in organic compounds like sugar.
• Photosynthesis occurs in autotrophic organisms (plants,
protists, and some bacteria).
• It requires a green pigment called chlorophyll.
• The suns energy is usually stored in a six carbon compound
called glucose.
• Oxygen is a by product of the reaction.
• The formula is:
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Chlorophyll
6CO2 + 6H2O ------C6H12O6 + 6O2
Sunlight
2. Describe the Components of Deoxyribonucleic
acid (DNA)
• Nucleotides are the building blocks of nucleic acids.
• Nucleotides contain: a sugar (deoxyribose or ribose), phosphate, and one of 5
bases.
• The bases are A (adenine), T (Thymine), C (Cytosine), and G (Guanine) which
are found in DNA. RNA contains A, G, C, and U (Uracil), which replaces
Thymine.
• The bases combine in a specific manner: A combines with T or U, and C with
G.
3. Explain replication, transcription, and translation
Replication: The process by which a molecule of DNA will make
an exact copy of itself.
Steps:
1. The DNA will unwind and unzip splitting apart
2. Each exposed side of the DNA will pick up their
complementary bases.
3. Each DNA will rewind.
Transcription
• Transcription is the process by which the DNA will produce a m-RNA
molecule.
• This occurs inside the nucleus of the cell.
• The m-RNA contains the code for a protein that will be produced on
the cell’s ribosome.
• Example:
• DNA bases: ATGGGCTAG
• m-RNA:
UACCCGAUC
• Notice the U replaces the T when RNA is produced.
• The m-RNA is subdivided into units of 3 bases called codons.
• Each codon codes for 1 amino acid.
• UAC CCG AUC = 3 codons.
Translation
• Translation is the process by which the cell will
produce a protein from the m-RNA code produced
by the DNA.
• The m-RNA will attach itself to the ribosome.
• Special RNA molecules called t-RNA (transfer)
will bring the correct amino acid to the ribosome.
• This t-RNA will complement the codon on the
ribosome.
• The next slide shows the completed processes of
transcription and translation.
Protein Synthesis
Codon Chart
• The codon chart is used to
translate the code found in
each codon.
• Let’s use AUG as an example.
• A is the first base. It is located
at the top of the column on the
left.
• U is the second base. It is
located under the 3rd column
from the left.
• Locate the box where A and U
intersect.
• G is the third base. The
answer Methionine.
4. Identify and illustrate how changes in DNA cause
mutations
 Point mutation: Changing a base ATCGGG
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ATGGGG
 Insertion: Adding a base AAGGTC
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AAGGGTC
 Deletion: Removing a base AAGGCG
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AAGCG
 Inversion: Flipping a section of DNA AGCTTA
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ATCGTA
5. Compare genetic variations observed in plants and
animals
Genetic problems are worked out using a structure called the
Punnett Square. The square is used to determine the chances
an offspring will receive a particular trait.
Example: B = Brown hair, b= blonde hair
Parents: Bb x Bb
B
b
B
b
BB
Bb
Bb
bb
This is considered a monohybrid cross, since it deals with one
trait.
Karyotypes
• A karyotype is a spread of an organisms chromosomes.
• All the homologous chromosomes are paired.
• The paired chromosomes are then placed in descending order from the
largest to smallest.
• Chromosomes come in pairs.
• If there are any abnormalities in this a serious condition may develop.
• Examine the karyotype below and determine if there is an abnormality.
•There is an abnormality. There are too many X chromosomes. This
person has Kleinfelter's Syndrome.
Pedigree
• A pedigree is a family tree showing the inheritance of a particular trait.
• The symbols are easy to follow. Squares represent males and circles
represent females.
• A horizontal line connecting a male and female represents the marriage
line. The colored shape represents a recessive phenotype (bb).
• The vertical line connects the offspring to the parents.
6. Identify the Characteristics of the 6 Kingdoms
• Eubacteria and Archaebacteria: single celled, cell wall, no nucleus
(prokaryotic), mostly heterotrophic (cannot make their own food), some autotrophic
(can make their own food).
• Protista: single celled, no cell wall, eukaryotic, flagella, cilia,
• Fungi: cell wall, eukaryotic (contains a nucleus), heterotrophic, no cilia or
flagella.
• Animal: multicelled, heterotrophic, no cell wall.
• Plant: multicelled, autotrophic, cell wall.
7. Interpret the functions of systems in
organisms
 Circulatory: Transports
materials throughout the
organism.
 Digestive: Digests and
absorbs food.
 Respiratory: Exchanges
oxygen and carbon dioxide
with the environment.
 Excretory: Rids the body of
metabolic wastes and
maintains the organism’s
water balance.
 Endocrine: Controls the
chemical process of the
organism.
 Reproductive: Propagates the
species
 Skeletal: Supports and
gives form to the organism
 Muscle: Produces
movement and helps
maintain body temperature
 Integumentary: Protection
and regulation.
 Nervous: Controls and
coordinates the organism.
Senses and reacts to the
environment.
 Immune: Protects the
organism from foreign
invaders.
8. Compare the interrelationships of organ systems to
each other and to the body as a whole
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Circulatory system carries oxygen, food, wastes, and hormones, to and from the
organism’s cells. The circulatory system is central, acting as the passage way for the
others to use.
The digestive system breaks down complex foods for all cells. (C, M, N, E, & R)
Respiratory system exchanges oxygen and carbon dioxide with the blood. (N, M, S,
C, & E)
The Excretory system maintains water balance within the body and removes its
cellular wastes.
The skin protects the body from pathogens and water loss. It also helps regulate the
body’s temperature.
The Immune system protects the body from foreign invaders (antigens).
The Muscular system allows the movement of the body and materials within it. It
also helps in regulating the body’s temperature.
The Skeletal system forms the body’s foundation and serves as an attachment point
for its muscles.
The Nervous system coordinates the body’s systems by sending and receiving
messages.
TAKS
Objective 3
Objective 3: The student will demonstrate an understanding
of the interdependence of organisms and the environment.
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Compare the structure and functions of viruses to cells
Identify and describe the role of bacteria in maintaining health
Identify evidence in change in species using fossils
Illustrate the results of natural selection in speciation
Analyze the flow of matter and energy through different trophic
levels
 Interpret interactions among organisms exhibiting predation,
parasitism, commensalism, and mutualism
 Investigate and explain the interactions in an ecosystem
including food chains, food webs, and food pyramids
 Evaluate the significance of structural and physiological
adaptations of plants to their environments
1. Compare the structure and functions of viruses to cells
 The virus contains a protein
coat and a nucleic acid core.
 The cell contains a membrane
and specific organelles.
 Viruses must reproduce inside
a cell.
 Cells reproduce by
themselves.
 All viruses are pathogenic.
 Most cells are not pathogenic.
 Both the cell and the virus
contain nucleic acids.
 Both the cell and the virus use
ATP.
2. Identify and describe the role of bacteria in
maintaining health
• Some bacteria are
pathogenic (disease
causing).
• If they find their way into
other organisms, diseases
such as: Diphtheria, Strep
throat, Botulism, and scarlet
fever can develop.
• Not all bacteria are
pathogenic.
• Many are useful in decaying
dead material helping to
recycle valuable materials.
• Bacteria are also used to
make many foods taste
better. Yogurt is produced
due to bacterial action.
• They also help certain plants
(legumes) produce fertilizer
from atmospheric nitrogen.
• Bacteria found on the skin
helps keep pathogenic fungi
from harming the body.
3. Identify evidence in change in species using fossils
 Evolution refers to change.
 These changes can be seen is
examining fossils (remains of
organisms since long gone),
 Similarities in fossil DNA also
show change over a period of
time
 Structural similarities can be
compared
 Similarities in the origin of
their limbs (homologous
organs) will show the progress
of change in speciation.
4. Illustrate the results of natural selection in
speciation
• Changes in the frequencies
of a population’s genes is
evidence for evolution.
• Evolution can only occur in
a population of organisms
and not in an individual
organism.
• Natural selection relies on
the population’s ability to
reproduce successfully.
5. Analyze the flow of matter and energy through
different trophic levels
• Useable energy is
transferred from one trophic
level to another at a rate of
10%.
• 90% of the energy is given
off of as heat.
• This is a main reason why
there are fewer consumers at
the top of the pyramid than
on the lower levels.
6. Interpret interactions among organisms exhibiting
predation, parasitism, commensalism, and mutualism
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The predator’s population depends
upon how many prey are available.
The graph shows how each
population changes in relations to
each other.
Symbiotic relationships can be other
than a prey-predator situation.
Parasitism occurs when one organism
takes from the other without giving
anything back.
Mutualism occurs when both
organisms in the relationship benefit.
Commensalism occurs when one
benefits and the other is not harmed
or helped.
7. Investigate and explain the interactions in an ecosystem
including food chains, food webs, and food pyramids
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In reading a food web the arrows
show the direction in which the
energy is flowing.
The arrow always points to the
organism eating the organism.
If more than one arrow is leaving an
organism, that organism is a food
source for multiple organisms.
The producers are always at the base
of the web.
The producers are also found at the
lowest level of a food pyramid.
The second level contains the primary
consumers (herbivores).
The rest of the levels contain
carnivores.
8. Evaluate the significance of structural and physiological
adaptations of plants to their environments
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Most land plants need roots, stems, and leaves to survive.
Each part of the plant contains adaptations to help with survival.
Leaves contain a waxy layer (cuticle) to prevent water loss.
Their stomata (holes in the leaf) allow water and gases to enter and leave
the leaf.
The stem and roots contain vascular tissue to transport water and food to
each of its cells.
The xylem transports water and the phloem food.
The flower allows the plants to reproduce forming fruit.
The fruit is designed in a way to help spread the seeds through out the
environment.