Name: _Ms. Dang’s Answer Key___________________________ Period: ____________ Bio EOC is May 14th OPEN NOTES QUIZ – Biology EOC Review 2012-2013 Interdependence in Ecosystems: (TEKS 11C,12A,12C,12E) 1.) Use the food web below to answer the Questions to the left. (pg. 4-5) 1.) List one food chain in this food web. Grass Rabbit Fox 2.) List two produces in this food web. Grass, Tree 3.) List 2 secondary consumers. Fox, Mouse, Owl 4.) List 2 top consumers. Owl, Hawk 5.) Which would contain more of the sun’s energy, the Fox or the squirrel? Explain your answer. Squirrel, because it it lower in the food chain and closer to plants, which is where the sunlight is used, than the Fox is. 6.) What do the arrows show us? Flow of energy 7.) If we had to include a decomposer in our food web what are 2 things we could draw? Bacteria, Fungi like mushrooms and molds 8.) Using the grasshopper, the grass, the bird and the owl, draw them where they would go on this pyramid. (pg. 5) 9.) On the lines beside the pyramid, label how much energy would be available at each level. 10.) Match the relationship with its term. (pg. 6) A). COMMENSALISM B.) PARASITISM C.)MUTUALISM __A__ barnacle/whale Barnacles create home sites by attaching themselves to whales. This neither harms nor benefits the whales. __B___ mistletoe/spruce tree Mistletoe extracts water and nutrients from the spruce tree to the tree’s detriment. __C_ yucca plant/yucca moth Yucca flowers are pollinated by yucca moths. The moths lay their eggs in the flowers where the larvae hatch and eat some of the developing seeds. Both species benefit. __A__ hermit crab/snail shell Hermit crabs live in shells made and then abandoned by snails. This neither harms nor benefits the snails. Grass Grasshopper Bird Ow 10% 10% 10% 0.7 Cal 7 Cal 70 Cal 700 Cal
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Name: _Ms. Dang’s Answer Key___________________________ Period: ____________ Bio EOC is May 14th
OPEN NOTES QUIZ – Biology EOC Review 2012-2013
Interdependence in Ecosystems:
(TEKS 11C,12A,12C,12E)
1.) Use the food web below to answer the
Questions to the left. (pg. 4-5)
1.) List one food chain in this food web.
Grass Rabbit Fox
2.) List two produces in this food web. Grass, Tree
3.) List 2 secondary consumers. Fox, Mouse, Owl
4.) List 2 top consumers. Owl, Hawk
5.) Which would contain more of the sun’s energy, the Fox or the
squirrel? Explain your answer.
Squirrel, because it it lower in the food chain and closer to
plants, which is where the sunlight is used, than the Fox is.
6.) What do the arrows show us?
Flow of energy
7.) If we had to include a decomposer in our food web what are 2
things we could draw?
Bacteria, Fungi like mushrooms and molds
8.) Using the grasshopper, the grass, the bird and the
owl, draw them where they would go on this
pyramid. (pg. 5)
9.) On the lines beside the pyramid, label how much
energy would be available at each level.
10.) Match the relationship with its term. (pg. 6)
A). COMMENSALISM B.) PARASITISM C.)MUTUALISM
__A__ barnacle/whale Barnacles create home sites by attaching themselves to
whales. This neither harms nor benefits the whales.
__B___ mistletoe/spruce tree Mistletoe extracts water and nutrients from the spruce tree
to the tree’s detriment.
__C_ yucca plant/yucca moth Yucca flowers are pollinated by yucca moths. The moths
lay their eggs in the flowers where the larvae hatch and eat
some of the developing seeds. Both species benefit.
__A__ hermit crab/snail shell Hermit crabs live in shells made and then abandoned by
snails. This neither harms nor benefits the snails.
Grass
Grasshopper
Bird
Ow
l
10%
10%
10% 0.7 Cal
7 Cal
70 Cal
700 Cal
Ms. Dang’s Answer Key
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Ecosystems Part 2: (TEKS 11B,11D,12D,12F) (pg. 12-14)
1. What type of relationship, between the moose and wolf, is shown in the graph above? Predator-prey
2. What is the limiting factor in the wolf population(what keeps it in check)? Amount of predatory( food), shelter,
water, territory
3. Describe how the 2011 Texas drought caused
environmental change.
Burned plants causing many animals without food
and water
4. Explain how the drought impacted ecosystem
stability. Ecosystem is not unstable because
there’s not enough producers; Caused Secondary
Succession to occur
constant
Slows down
max
Carrying capacity
limiting
2
3
4
1
Ms. Dang’s Answer Key
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Nutrient Cycles (pg. 9-10)
1. What are three ways in which carbon dioxide enters the atmosphere? Burning, wood and fossil fuels, aquatic bacteria, plant & animal respiration
2. How is carbon dioxide removed from the atmosphere? Dissolved in the ocean, plants (photosynthesis)
3. In what process do plants use carbon dioxide to make carbohydrates? Photosynthesis
4. What would happen to the level of CO2 if trees were
removed from the environment?
The CO2 level would increase in the atmosphere since
there is nothing else using it (global warming)
1. How is nitrogen used in plants and animals? Nitrogen makes up part of living organisms DNA
2. What are four forms of nitrogen found in the biosphere and where are they found? N2 gas, NH4 ammonium, NO3 Nitrates, NO2 Nitrites
3. What kinds of bacteria live in the soil? Nitrogen Fixing Bacteria, Nitrifying Bacteria,
Denitrifying Bacteria, Decomposers
4. What is nitrogen fixation? Fixing nitrogen from the air to compounds in the soil
so plants can use them.
5. What is denitrification? Converting nitrates into nitrogen gas
1. T or F Phosphate is released as rocks and sediments wear down.
2. T or F Plants absorb phosphate from the soil or from water.
3. T or F Phosphorous is abundant in the atmosphere.
4. T or F Organic phosphate cannot move through food webs.
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Biomolecules: (TEKS 9A) Compare the following biomolecules (element & function) in the venn diagrams: (pg. 18)
Carbohydrates & Lipids Nucleic Acids & Proteins
Carbohydrates & Proteins Nucleic Acids & Lipids
Identify the structures of following Biomolecules: (pg. 18-23)
Which compounds present in
insects are composed of the amino
acids that provide the Venus
flytrap and sundew with much of
their nitrogen?
a. Proteins c. Sugars
b. Carbohydrates d. fats
A. Carbohydrate B. Amino Acid C. Nucleotide D. Lipid
Label the enzyme & substrate.
Make sure you understand the graph.
Stores
Energy for
later
3 Fatty Acid
Chains &
Glycerol
Ex: Oil,
Butter
Energy is used now.
Monosaccharide/
Polysaccharide
Ex: Sugary and
Starchy Foods
C, H, O
C, H, O, N
C, H, O
C, H, O,
Stores
genetic
information.
Also has “P.”
Nucleotide/
DNA
Ex: DNA,
RNA
Makes
enzymes,
bones,
muscles….
Amino Acid/
Polypeptide
Ex: Muscle,
Enzymes
Stores genetic
information.
Also has “N
and P.”
Nucleotide/
DNA
Ex: DNA, RNA
Stores
Energy for
later
3 Fatty Acid
Chains &
Glycerol
Ex: Oil,
Butter
Makes
enzymes,
bones,
muscles….; Also
has “N”
Amino Acid/
Polypeptide
Ex: Muscle,
Enzymes
Energy is used now.
Monosaccharide/
Polysaccharide
Ex: Sugary and
Starchy Foods
A. Substrate D. Enzyme-Substrate Complex
B. Active Site of Enzyme C. Enzyme
Ms. Dang’s Answer Key
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Cell Structures and Cell Organelles: (TEKS 4A, 5B)
1.) In the chart below, compare a prokaryotic cell to a eukaryotic cell. (pg. 25, 27)
Prokaryotic Cells In Common with Both Eukaryotic Cells
Smaller, Less
Complex, Older than Euk Cells,
Bacteria
Genetic Material
Ribosomes
Cell Membrane
Cytoplasm
Cell Wall (Pro and Plant Cells)
Larger, More
Complex, Animal and Plant Cells
2.) Label the cell organelles in the eukaryotic cell diagrams below. (pg. 26-27)
Photosynthesis & Respiration: (TEKS 9B)
1. In cellular respiration energy can be released by breaking down which molecule? (pg. 33-34) A ATP B carbon dioxide C glucose D water 2. Which equation belongs with diagram A to the right? (pg. 33-34)
A 602+C6H12O6+energy -> 6CO2+6H2O B 6CO2+6H2O+energy->6O2+C6H12O6 C 6O2+C6H12O6->6CO2+6H2O+energy D 6O2+C6H12O6+energy->6CO2+6H2O
3. The process described in description B occurs in (pg. 33-34)
A plant cells only B animal cells only C both plants and animal cells D all but plant cells
Ms. Dang’s Answer Key
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Cell Transport: (TEKS 4B)
1. What type of solution each cell is in? (pg. 30)
2. Why do molecules move across the cell membrane when cells are in each solution? (pg. 30)
Achieve equilibrium/homeostasis between the cell and the cell’s environment
3. Describe the type of transport across the cell membrane below. (pg. 30, 35)
Passive Transport: requires no energy
1. Diffusion: small molecules moving from HL, ex:
gases oxygen and carbon dioxide
2. Facilitated Diffusion: larger molecules moving from
H L and requires protein channels, ex: glucose
3. Osmosis: water moving from HL; ex: hypotonic,
isotonic, hypertonic
Active Transport: requires energy input
1. Active Transport: molecules move through protein
AA Chain: Stop – Leu – Ala – Stop – Pro – Asn – Stop – Phe – Stop – Ile _____________
Nitrogenous Base
(A, U, G, C)
Phosphate
Ribose Sugar
Ms. Dang’s Answer Key
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5.) Describe the steps of Protein Synthesis below. Use complete sentences. (pg. 51)
TRANSCRIPTION TRANSLATION
Use the following key terms: Nucleus, DNA, mRNA, Nucleus, Adenine, Thymine, Cytosine, Guanine, Uracil, Helicase, RNA Polymerase
Use the following key terms: Ribosome, tRNA, mRNA, Codons, Anti-codons, Amino Acids, Peptide bond, mRNA Codon Chart, Polypeptide
In the nucleus, DNA is transcribed into mRNA. RNA Nucleotides have Cytosine – Guanine, but Adenine – Uracil instead of Thymine. The first step is Helicase unwinds the portion of DNA being copied and then RNA polymerase creates the mRNA strand. Afterwards, the mRNA travels to the ribosome for Translation.
mRNA travels to the ribosome to get the information copied from the DNA translated into an amino acid chain (polypeptide protein). The ribosome reads the mRNA codons and matches the tRNA anticodon, which also carries the amino acids, in order to create the new polypeptide. Each amino acid is tied to the other one through a peptide bond. You can find all the amino acids on a mRNA Codon Chart.
6.) What would happen to the amino acid chain in the event of a: (pg. 53)
a. Point Mutation: Only one amino acid would be affected/mutated
b. Frameshift Mutation: All the amino acids after the mutation would be affected/mutated
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Genetics: (TEKS 6F)
Dihybrid Cross – Punnett Squares with two different traits: (pg. 69-71)
1.) In humans there is a disease called Phenylketonuria (PKU) which is caused by a recessive allele. People with this allele have a defective enzyme and cannot break down the amino acid phenylalanine. This disease can result in mental retardation or death. Let “E” represent the normal enzyme. Also in humans in a condition called galactose intolerance or galactosemia, which is also caused by a recessive allele. Let “G” represent the normal allele for galactose digestion. In both diseases, normal dominates over recessive. (Hint: Remember to FOIL.)
If two adults were heterozygous for both traits, what are the chances of having a child that is completely normal? Must have at least 1 “E” and 1 “G” 9/16 = 56.25%
Has just PKU? Must have at least 1 “G” and “ee” 4/16 = 25%
Has just galactosemia? Must have at least 1 “E” and “gg” 4/16 = 25%
1.) Describe the type of chromosomal mutations below: (pg. 75)
2.) What happens to the phenotype of an organism when there has been a mutation? (pg. 75-77)
Depending on the mutation, there will either be a physical change in appearance that can be seen or
sometimes no change occurs at all.
Part of the
chromosome gets
deleted
Part of the
chromosome gets
duplicated and
repeated
Part of the
chromosome gets
inversed or “flipped”
upside down
Part of a
chromosome from a
different
chromosome gets
added on.
Occurs during Meiosis
when the
chromosomes don’t
separate correctly so
some of the daughter
cells get the wrong
number of
chromosomes (causes
Trisomy and Monosomy)
Ms. Dang’s Answer Key
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3.) How can gene technology, like gene modification to make genetically engineered foods or using DNA
Fingerprinting to identify a crime suspect, be beneficial to humans? (pg. 78-80)
Every organism has a unique DNA Code that can be used to identify suspects at crime scenes. We can
also use genetic engineering to create food that can be grown in less space but produce more food.
4.) What type of gene technology is this? What and How can it be used? (pg. 72, 76-80)
Picture of Gene Technology Description of Tech Questions
Karyotype: A way to
analyze chromosomes
to determine gender
and chromosomal
mutations/disorders.
1.) Is this a male or female? Female
2.) Is there a disorder? If yes, where? Yes, Trisomy 21
3.) Why are there two chromosomes for each pair? You
get one from mom and one from dad.
4.) What type of chromosomal mutation results in a pair
having 3 chromosomes instead of two? Nondisjunction
Pedigrees: a family tree
that shows
relationships in a
family and can be used
to tract traits like
hemophilia,
hitchhiker’s thumb,
being able to roll your
tongue, and disorders.
1.) The diagram shows the passing on of Hitchhiker’s Thumb in a family. Is this trait dominant or recessive? 2.) How do you know? Individuals shaded in in a pedigree have the recessive trait 3.) Write the genotype of the individuals that have hitchhiker’s thumb underneather the individual. 4.) Write the geontypes of the individulas that are carriers of hitchhiker’s thumb underneath each individual. Ee 5.) Is it possible to know any other family members genotype for Hitchhiker’s thumb? Why? Yes, the affected individual’s parents are Ee. All members not shaded in have at least one “E.”
Recombinant DNA:
inserting DNA from
one organism into
another
1.) How can this technique be used to make other things
like human insulin? The gene to make human insulin is
inserted into bacteria. The bacteria cell then makes
human insulin that can be harvested for people who are
diabetic.
DNA Fingerprinting:
analyzing individual’s
DNA based on bands to
determine identify.
Similar DNA also
means that the
individuals may be
related.
1.) When would you use this type of gene technology?
Paternity tests, Identifying criminal suspects
2.) How do you read this? What do you do with the bars?
You analyze the unknown DNA with known DNA by
matching up the DNA bands.
3.) How can you be sure that the individual matches the
sample? Because each individual have a different and
unique DNA Code so no two DNA
sequencing/fingerprinting will be alike.
Ms. Dang’s Answer Key
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Evidence of Evolution: (TEKS 7A,7C,7D,7E)
1.) Fill in the chart below about the different types of evidences that support the theory of evolution. (pg. 86-91)
Picture of Evidence: How does it support the theory of evolution and help show
common ancestry?
Examples:
Fossil Records: can show ancestry by looking at remains of
organisms; can be used to show common ancestry by
looking at remains and position in the rock layer
Walking Whale
Swimming
Whale
Biogeography: can show common ancestry and how
organisms have evolved after plate tectonics and Pangaea
breaks apart into continents.
Hawaiian Islands,
Madagascar
Homologous Structures: organisms that share similar bone
structures (which shows common ancestry) but have
evolved and adapted to different functions.
Human arm, Cat
leg, Whale
flipper, Bat Wing
Analogous Structures: organisms that have different
structures that have evolved to have the same functions
and characteristics
Shark and Dolphin’s
fins and torpedo
shaped bodies
Vestigial Structures: Structures that have no apparent
functions and is slowly disappearing
Whale’s pelvis
Embryology: living organisms start development the same
way, DNA determines every aspect of us…so, that means
we have similar DNA = Common Ancestor
See Picture to
the right.
Molecular DNA: use DNA code sequence or amino
acid/protein to determine which organisms are more
closely related = similar DNA = Common Ancestor
See Picture to
the right.
Gradualism: organisms slowly evolve and adapt with
intermediate organisms
Punctuated: a sudden event happens causing organisms
to change immediately, has periods of stasis
See Picture to
the right.
3.) Which are more closely related: Clubmosses and quillworths, or Ferns
and quillworths? Why? (pg. 110) Clubmosses and quillworths because they
are on the same branch, Ferns and quillworths are on separate branches
4.) Which are least related, Ferns and flowering plants or Ferns and
spikemosses? Why? (pg. 110) Ferns and spikemosses because they are
farther apart on the cladogram; ferns and flowering plants are on the same
branch, indicating that they share a more recent common ancestor.
Ms. Dang’s Answer Key
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Mechanisms of Evolution: (TEKS 7A, 7C, 7D, 7E)
1.) Give an example & describe how each type below can cause or is for evolution. (pg. 94, 98-99)
Natural Selection: nature picking organisms with
traits that are most adaptive to reproduce
Example: Peppered Moth (dark and light) Simulation
Adaptation: Organisms with the best adaption usually
survive = survival of the fittest
Example: Sense of smell in wolves, camouflage
Mutation: creates diversity for natural selection to
pick something
Example: mutation that causes organism to be better
adapted
Gene Flow (migration): Organisms are migrating and
moving to a new area
Example: Birds migrating due to changing seasons
Genetic Drift – Bottleneck Effect: The gene pool is
changing due to a sudden event that lowers the number
of individuals in the population
Example: Tornado that kills off ½ the population of cows
Genetic Drift – Founder’s Effect: Some organisms get
up and leave the original population to form a new
one
Example:
Geographical Isolation: A physical barrier that
separates a population
Example: Grand Canyon, River, Mountain
Behavioral Isolation: A barrier that is behavioral and
results in the separation of a population
Example: Different mating rituals and seasons
1.) Explain the situation that is occurring in the picture to the left. (pg. 95)
Natural Selection will select the most adaptive moth to survive depending
on the habitat/environment.
2.) What determines what acts on an organism’s phenotypes? (pg. 95)
DNA (genotype) determines an organism’s phenotype, which will result
either in survival or getting eaten/die.
A. Stabilizing B. Disruptive C. Directional
1.) Looking at the 3 types of natural selection graphs, fill in
the blanks, there are clues below to help you. (pg. 96)
A. There is no shift in the average phenotype within a
population.
B. There is a shift to both extremes of a phenotype with in
a population.
C. There is a shift to one extreme of a phenotype within a
population.
2.) In humans babies average birth weight is around 7lbs,
babies who are either extremely light or extremely heavy
have lower survival rates, what type of selection is this?
Stabilizing Selection
Ms. Dang’s Answer Key
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Taxonomy & Viruses: (TEKS 4A,4C,8B,8C,11C)
There are two types of rabbits: those that strictly eat grass and those that strictly eat berries and flowers. A drought occurs one year, and the plants have difficulty producing any extras (flowers, berries, etc.).They can only try and keep themselves green. The rabbits have had babies all year long but many are eaten by foxes or hawks. Due to the drought, many have starved to death. (pg. 94)
1.) What rabbit has natural selection selected--- AGAINST? Those that eat berries FOR? Eating grass
2.) Darwin's 5 points needed for natural selection are below: Identify the 5 points in the scenario.
Population has variations, what is it for the rabbits? What they are capable of eating
Some variations are favorable, which one was it? Those that eat grass.
More offspring are produced than survive, what happened to the rabbits? To ensure that some will survive so the species will live on and not become extinct.
Those that survive have favorable traits, what are they? Those that eat grass.
A population will change over time, how is the rabbit population changing? Only the rabbits eating grass survive to reproduce…eventually the only rabbits around will be those that eat grass.
1. a.Insect has a tail or a stinger ............................................ go to #2
b. Insect has no tail or stinger……........................................ go to #3
2. a.Tail is straight like a needle ............................ Order Uropygi (whipscorpions)
b.Tail curves with a stinger at the tip ................ Order Scorpiones (scorpions)
3. a.Has enlarged pedipalps (claws)...................................... go to #4
b.Lacks pedipalps (claws) ................................................. go to #5
4. a. Insect is less than 5mm long & flat…Order Pseudoscorpiones (psuedoscorpions)
b.Insect is 8-51mm long & spider-like .............. Order Amblypygi (whipscorpions)
5. a.Insect has regular legs ................................................. go to #6
b. Insect legs are thin & stilt-like with "high" knees & a body low to the ground ..........
Order Opiliones (harvestmen)
6. a.Body is separated into a cephalothorax & an abdomen (has a waist) .....go to #7
b.Body is oval-shaped & lacks a waist .................Order Acari (ticks and mites)
7. a. Has 7 segments on each leg & 1st pair of legs are not longer than the rest ............
Order Araneae (spiders)
b. Has < or >7 segments on each leg & 1st pair of legs are longer than the rest
…Order Solifugae (windscorpions)
1. ) Looking at the insect below
use the dichotomous key to
identify what I have found in my
classroom. (pg. 111)
Name: ? This is a bad picture.
Name: ? This is a bad picture.
Ms. Dang’s Answer Key
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2.) Answer the questions below. (Hint: It’s not living!)
3.) Fill in the chart below about all the different types of domains and kingdoms of living organisms. (pg. 105, 112, 116)
Domain: Bacteria
Kingdom: Eubacteria
Examples: Strep, E. Coli, “live
bacteria cultures” found in yogurt
1.) How can you treat or prevent getting a disease from this organism?
Yes, you can use antibiotics like penicillin to kill bacterial infections
2.) Besides cause disease, what are two other roles this organism can play in
the environment? Bacteria help decompose dead organisms and beneficial
bacteria live in the large intestines to help digest foods you can’t.
3.) What type of cell is this? How is this cell similar AND different from
eukaryotic cells? This is a prokaryotic cell, it is similar to a Eukaryotic cell in that
it has genetic material, cell wall, cell membrane, cytoplasm, and ribosomes
4.) Where does this organism live? Among other Eukaryotic Cells
Domain: Archaebacteria
Kingdom: Archaebacteria
Examples:
1.) How is this organism different from the one above? (Hint: It’s something
about the cell wall.) It does not havr Peptidoglycan in their cell walls like
Eubacteria does.
2.) Where does this organism live? In extreme places, like at the bottom of the
ocean, volcanos, geysers, hot springs, ocean vents
1.) Identify what is in the picture to the left. (pg. 105) Virus 2.) What are the basic structures that make up this? (pg. 105) Genetic material surround by a protein coat called a capsid 3.) What are two ways that this can cause a disease in an organism? (Hint: there are 2 cycles) (pg. 106, 108) Lytic Cycle makes you sick now, Lysogenic Cycle makes you sick later because the virus lies dormant 4.) What is the best way to treat or prevent being infected by this? (pg. 105) You can prevent by using vaccine, but you can’t treat a virus…only the symptoms 5.) Is this living or nonliving? Give two reasons why. (pg. 105) Viruses are not cells and can not reproduce on their own because they lack ribosome
Ms. Dang’s Answer Key
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Domain: Eukarya
Kingdom:
Plantae
Examples:
Flowers,
Grass
1.) What type of cell makes up this organism? Plant Cells
2.) Complete the table below:
Structure: Draw a picture
Main function
Roots: Collects and uptakes water and nutrients
Stems: Contains xylem and phloem that transports water and food throughout the plant
Leaves: Contains stomatas for gas exchange and chloroplasts for conversion of light into food during photosynthesis
Domain: Eukarya
Kingdom: Fungi
Examples: Mushroom, Mold, Yeast
1.) What kingdom does it belong to? List all the characteristics of this
organism. Fungi, has cell walls like a plant cell but no chloroplast,
heterotrophic organism, Can be multicellular (mushrooms) or unicellular
(mold)
2.) What are some roles it has in the environment?
Decomposer
3.) What is it lacking that does not allow it to be in the plant kingdom?
Chloroplasts
Domain: Eukarya
Kingdom: Animalia
Examples: jellyfish,
Insects, lions,
1.) What are the characteristics of this Kingdom?
Multicellular, Heterotroph, Animal Cells (no cell walls), Mobile,
2.) What type of cells make up this kingdom? Eukaryotic Animal Cells
Domain:Eukarya
Kingdom: Protista
Examples:Algae
Paramecium,
Amoeba
1.) Where do these organisms live? In pond water
2.) What are the characteristics of this kingdom?
Can be multicellular or unicellular; some are autotrophs and have chloroplasts
for photosynthesis (algae) and others are more heterotrophic and animal-like,
Ms. Dang’s Answer Key
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4.) What are the levels of Linnaean Classifications? (Hint: Did King Philip Come Over For Good Spaghetti?) (pg. 109)
Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species
5.) Which two levels make up an organism’s binomial nomenclature or scientific name? (pg. 109)
Genus species
6.) Why is important to have scientific names?
All organisms are given a Latin scientific name so that regardless of language, everyone will be able to identify
the specific organism in question
7.) Which organism in the chart below is most distantly related from the other organisms? (pg. 109)
8.) Organize the different levels of organization into the triangle below. (pg. 117)
Word Bank: (not in order) Atom Biome Biosphere Cell Community Ecosystem Molecule Organ Organ System Organism (scientific name) Population Tissue
Atom
Molecule
Cells
Tissues
Organ
Organ System
Organism
Population
Community
Ecosystem
Biome
Biosphere
Ms. Dang’s Answer Key
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Plant Systems: (TEKS 10B) 1.) Describe how each of the plant systems below help a plant to survive. (pg. 125, 127)
Systems Functions (and Structures) How does it interact with other systems?
Reproductive Enables the plants to reproduce; consists of flowers (anther, pollen, filament, ovary, ovule, carpel, pistal), seeds, fruits
Requires nutrients brought by the transport system; support for supporting flower/fruit; response to release hormones that stimulates the flower to bud open for pollinations
Transport Enables the plant to live independently of water; consists of stem with phloem and xylem, roots, veins in leaves
Transports food and nutrients throughout the plant; transports hormones throughout the plant
Support Helps the plant support itself since there is no real “skeletal system;” consists of stem, trunk, cell wall with water filled vacuole for Turgor pressure
Supports the reproductive system – flowers and fruits; Supports the leaves for catching sunlight for photosynthesis
Response Allows the plant to respond to environmental factors; consists of thorns, hormones, tropisms
Tropisms allow the plant to readjust itself in order to get necessary nutrients/supplies; hormones allow for budding of flowers and hibernation during winter; thorns for protection; broad leaves for sunlight; etc.
2.) Answer the questions below about plant tropisms. (pg. 122-123)
Define the following terms and identify each of the pictures above with one of the terms.
1.) Gravitropism – plants response to gravity (even in seeds) that allows the stem to grow against gravity
and towards the sun, roots to grow with gravity in search of water
2.) Thigmotropism- plants response to touch like a venus fly trap trapping insects for food or vines
searching for something to hold on/twist around for support in order to grow (usually towards sunlight)
3.) Phototropism – plants response to grow towards the sun in order to catch sunlight for photosynthesis
A. Photosynthesis B. Gravitropism/Geotropism C. Thigmotropism
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Animal System Interactions: (TEKS 10A) (pg. 129)
For each set of picture identify the body system being represented and explain how each would interact with each
other
Write the name of the system on the left, Draw a picture of this system working on the right. (The 1st one is done for you)
Reproductive
Skeletal
Muscular
Immune
Respiratory
Excretory/Urinary
Integumentary
Endocrine
Digestive
Circulatory
Nervous
Ms. Dang’s Answer Key
24
For each scenario below, name 3 systems involved in the diagram AND how the systems are interacting. (pg. 129-131)