Transcript CSET REVIEW
CSET REVIEW Biology 2.1 Structure of Living Organisms and Their Function (Physiology and Cell Biology). • Describe levels of organization and related functions in plants and animals, including, organ systems (e.g., the digestive system), organs, tissues (e.g., ovules in plants, heart chambers in humans), cells, and subcellular organelles (e.g., nucleus, chloroplast, mitochondrion). – Structural hierarchy – for all • Atoms molecules organelles cells tissues organs organ systems organisms – Examples: • Important organs of Circulatory system? • Functions of organelles in a cell? – Reductionism: • Explaining higher levels by reference to lower levels Sample Question • In what part of the subcellular organelle is genetic material stored? – A. vacuoles – B. chromosomes – C. cytoplasm – D. membranes • What do you need to know to answer the question? 2.1 Structure of Living Organisms and Their Function (Physiology and Cell Biology). • Know structures and related functions of systems in plants and animals, such as reproductive, respiratory, circulatory, and digestive. • Really just a repeat: Know the parts – More examples? • Angiosperms are flowering plants that bear their seeds within fruits. If a flower depends on bees to carry the pollen from one flower to another, the pollen would most likely be on the: – A. stamen. – B. pistil. – C. sepals. – D. petals. 2.1 Structure of Living Organisms and Their Function (Physiology and Cell Biology). • Understand principles of chemistry underlying the functioning of biological systems (e.g., carbon’s central role in living organisms, water and salt, DNA, and the energetics of photosynthesis). • Again, Reductionism: – More examples • Diffusion and Osmosis • Surface area to volume ratio • Thermodynamics and heat Pressure manipulated? Diffusion? Multiple Choice Question (From CSET website) • The stems of a bunch of just-cut white flowers are immersed in a container of water to which blue dye has been added. After 24 hours, 2 tablespoons of salt are added to the water. Twenty-four hours later the flowers will most likely appear: – – – – A. wilted and light blue. B. fresh and white. C. wilted and white. D. fresh and light blue. • What do you need to know to answer this? • Read the entire question!!! – multiple steps to arrive at the solution 2.2 Living and Nonliving Components in Environments (Ecology). – Know the characteristics of many living organisms (e.g., growth, reproduction, and stimulus response). • Properties of life: – 3 above +: • Homeostasis: maintaining conditions • Complexity • Take in and release energy and materials – (Metabolism) • Evolution: populations • All life forms have common characteristics. Which of the following properties is the best evidence for considering viruses a life form? – A. They have a crystalline structure. – B. They are found inside animals, plants, and one-celled organisms. – C. They produce nucleic acids to reproduce themselves. – D. They possess the ability to become larger. Sample Question • The process by which an organism’s internal environment is kept stable in spite of changes in the external environment is best described as: – A. respiration. – B. homeostasis. – C. an organ system. – D. the nervous system. 2.2 Living and Nonliving Components in Environments (Ecology). – Understand the basic needs of all living organisms (e.g., food, water, and space), and can distinguish between environmental adaptations and accommodations. • Some basic needs? Sample Question • A woman goes on a 2 year hiking trek in the mountains. By the end of the 2 years, her leg muscles have increased in size, her lung volume has increased, and her red blood cell count has increased. • Explain how each of these changes makes sense given what she has been doing • Is this an example of adaptation? why or why not? 2.2 Living and Nonliving Components in Environments (Ecology). • Describe the relationship between the number and types of organisms an ecosystem can support and relationships among members of a species and across species. • Illustrate the flow of energy and matter through an ecosystem from sunlight to food chains and food webs (including primary producers, consumers, and decomposers). A generic food web • Where does energy Originate? Available Energy decreases as it moves through the food chain Consumption efficiency = Energy captured *100 Energy Available What happens to the energy “lost” at each level? Carnivore production Herbivore Production Primary Production ~10-25% ~5-15% ~0.5-1.0 % • Certain species of acacia trees have long hollow thorns that house stinging ants. The ants feed on nectar produced by the tree and attack anything that touches the tree. The relationship between the ants and the acacias is an example of: • • • • A. mutualism. B. parasitism. C. commensalism. D. predation. 2.2 Living and Nonliving Components in Environments (Ecology). • Identify the resources available in an ecosystem, and describe the environmental factors that support the ecosystem, such as temperature, water, and soil composition. • Primary productivity 2.3 Life Cycle, Reproduction, and Evolution (Genetics and Evolution). • Diagram life cycles of familiar organisms (e.g., butterfly, frog, mouse). 2.3 Life Cycle, Reproduction, and Evolution (Genetics and Evolution). • Explain factors that affect the growth and development of plants, such as light, gravity, and stress. • Based on a response to an external stimuli, which of the following terms most accurately describes the pictures above? – A. phototropism – B. geotropism – C. photosynthesis – D. respiration • USE ROOTWORDS! 2.3 Life Cycle, Reproduction, and Evolution (Genetics and Evolution). • Distinguish between sexual and asexual reproduction, and understand the process of cell division (mitosis), the types of cells and their functions, and the replication of plants and animals. Short answer question – Gene expression for a particular trait is influenced by dominant and recessive alleles. In the following scenario, a blue-eyed individual married a browneyed individual who carries only the dominant brown eye-color gene and no recessives. • Using your knowledge of genetics: – Diagram a Punnett square showing the possible eye colors that can occur in the offspring of the above individuals; and • Explain why a baby with blue eyes can be born to two parents with brown eyes. 2.3 Life Cycle, Reproduction, and Evolution (Genetics and Evolution). • Distinguish between environmental and genetic sources of variation, and understand the principles of natural and artificial selection. • Understand the basis of Darwin’s theory, that species evolved by a process of natural selection. • A farmer notices that his walnuts come in a wide range of sizes. He wants to increase the average size of his walnuts, so he only allows trees which produce large walnuts to breed. He continues to breed the trees for 20 years, constantly destroying trees with small walnuts and breeding trees with large walnuts. After twenty years, he measures his walnuts and finds no change in the average walnut size. Which of the following is most likely missing, and would account for the farmer’s inability to increase the size of his walnuts? – – – – A) Differential survival based on walnut size B) Differential reproduction based on walnut size C) Variation in walnut size D) Heredity of walnut size 2.3 Life Cycle, Reproduction, and Evolution (Genetics and Evolution). • Know how evidence from the fossil record, comparative anatomy, and DNA sequences can be used to support the theory that life gradually evolved on earth over billions of years. A butterfly collector is studying a species of butterfly that has expanded its range into a new area over the last thirty years. The butterflies in the new area feed on a species of flower that has a deeper throat than the flowers exploited by the butterfly species in its original range. The average length of the proboscis that is used to suck nectar from flowers is also greater in butterflies that inhabit the new area. The collector hypothesizes that individual butterflies that moved into the area and exploited the new flower grew longer proboscises during their lifetimes in order to reach the nectar. The gene for the longer proboscis was then inherited by the offspring of these individuals until the entire population consisted of butterflies with longer proboscises than butterflies in the original population. Using your knowledge of evolutionary theory: • discuss the validity of the researcher's explanation for the increase in average proboscis length in butterflies inhabiting the new area; and • provide an alternative explanation that is consistent with accepted evolutionary theory for the change in proboscis length in butterflies inhabiting the new area. Insects of Bright Colors Eaten by Monkey 23 Insects of Dull Colors 83 Rejected by Monkey 120 18 • The chart above summarizes a study of 244 species of insects offered to a monkey as food • Which of the following is the most likely interpretation of the results of the study in terms of animals adapting to their environment? – A. Insects have adapted to have dull colors to avoid being eaten. – B. Some insects of bright colors have likely adapted to have bitter tastes. – C. Color as a variable is not sufficient in explaining the monkey’s behavior. – D. Monkeys have adapted to eat most species of insects.