Biology Concepts

If the are any vocabulary words in this list that you don't understand, you must look them up

• There are Memory Aids and Living Environment Lab Information at the bottom of the page
• All living things must be able to perform life functions
• Organisms are classified by similarity in structure
• The control group does not have the experimental factor
• Materials pass across the cell membrane by diffusion and / or active transport
• Hydrolysis breaks nutrients down as in digestion
• Synthesis builds things up as in growth and repair
• Enzymes are specific for their substrates
• Organisms always try to increase surface area for many reasons
• Digestion requires both chemical and physical changes
• You must be exposed to an antigen to perform active immunity
• Type "O" blood is the universal donor due to no RBC membrane antigen proteins
• An allergy is an over reaction to an antigen
• The products of photosynthesis are the reactants for respiration
• The products of respiration are the reactants for photosynthesis
• Plants like red and blue light...They hate green light
• Organisms excrete metabolic wastes
• Locomotion allows organisms to find food, shelter,mates, go to new environments and escape predation
• Sexual reproduction increases variety within a species
• Meiosis is used to create the sex cell (1/2 the normal chromosome number)
• Sex cell formation also increases variation due to crossing over of homologous chromotids
• All organisms must maintain homeostasis by identifying changes and responding to them
• You will always "see" the dominant trait in the Phenotype
• The only way you can see a recessive trait is if it is pure or homozygous
• The monohybrid cross illustrates segregation and dominance
• Incomplete dominance is a blending of traits (red +white=pink)
• Codominance is when both traits are expressed (roan cattle or AB blood type)
• DNA holds the code for transcription of protein
• RNA can be a messenger or a translator for protein synthesis
• A mutation changes the DNA base pair sequence
• Evidence of evolution is the fossil record
• The environment naturally selects which organisms are best fit to survive and reproduce (ex. industrial melanism)
• Homologous structure have a common origin.. But now have a specialized function (hand of man and flipper of whale)
• Analagous structure have a common function but are not structurally related (wing of bird and wing of fly)
• Geographic isolation may lead to speciation (adaptive radiation of Darwin's finches)
• The more advanced Homo sapiens can be proven by their technology
• Vestigial structures have no longer have a function (appendix)
• Species may evolve by gradualism and/or punctuated equilibrium
• All living things require an energy source, cycling of materials and recycling of wastes
• The environment dictates how many can live there through density dependency or carrying capacity
• Successful biomes have interactions between abiotic and biotic factors
• You must also save the habitat to save the species
• The greatest biomass in an ecosystem must be in the producer or autotroph level
• Man has had both positive and negative affects upon the environment
• We must realize that we are just another member of the world community

Study Games Drop and Drag

MNEMONICS MEMORY HELPERS

TAXONOMY

KEEP___________ KINGDOM

POND___________ PHYLUM

CLEAN ___________ CLASS

OR ___________ ORDER

FISH___________ FAMILY

GET ___________ GENUS

SICK___________ SPECIES

THE 5 KINGDOMS

MY ___________ MONERA

PUPPY ___________ PROTISTA

FEELS ___________ FUNGI

PRETTY ___________ PLANT

AWESOME ___________ ANIMAL

ORGANIC CHEMISTRY KEY

CHO FOR ALL...CHON FOR PROTEIN...2:1 RATIO OF H to O in CARBOS

ORGANIC MIND SAVER

1 a) Contains CHO go to 2

b) Does not contain CHO.............INORGANIC

2 a) Contains CHON....PROTEIN

b) Doesn't contain CHON go to 3

3 a) Has a 2:1 ratio of H to O...CARBOHYDRATE

b) Has no 2:1 ratio of H to O ... LIPID

ENZYMES MOST END IN "ASE"

Organic catalysts that act like a minister, priest, or justice of the peace at a wedding.

Substrates are like the bride and groom...they change after the wedding...the enzyme doesn't change...

Vitamins act as coenzymes...helpers for enzymes... Fat Soluble ones KADE are toxic at high levels

CELL STUFF

All living cells come from other cells...

CELLS...the structural and functional unit of LIFE

Plants have cell walls, large vacuoles and chlororplasts...

UC CL link to Cell Organelles
Animals have centrioles and small vacuoles...

THE VIRUS IS THE EXCEPTION TO THE CELL THEORY

The Cell membrane or Plasma membrane is the selectively permeable "BOUNCER" of the cell.

SCHWANN all animals are made of cells (Swan is an animal)

SCHLIEDEN all plants are made of cells (Schlipin' anda Schlidin' on a banana peel..plants)

LIFE FUNCTIONS

3 R's GENTS

Respiration, Regulation, Reproduction...Growth, Excretion, Nutrition, Transport, Synthesis

CELLULAR RESPIRATION

You down with ATP ????... AERO oxygen... ANER NO oxygen

Aerobic phase occurs in the MITOCHONDRIA... "The Powerhouse"

NUTRITION

HUMAN CHEMICAL DIGESTION BEGINS:

CARBOS in the mouth with salivary amylase

PROTEIN in the stomach with gastric protease

LIPIDS in the small intestine with lipase

ALL DIGESTION IS COMPLETED IN THE SMALL INTESTINE

The large intestine simply absorbs water

REGULATION

Reflex Arc:

R S I M E

Receptor...Sensory Neuron...Interneuron...Motor Neuron...Efffector (muscle or gland)

D C A T S

Neuron:

Dendrite...Cyton...Axon...Terminal Branch...Synapse (space between)

TRANSPORT

Solutions are made of solutes and solvents

S UGAR is a SOL U TE

COFFEE is a SOLVENT

Arteries carry blood AWAY from the heart

Veins carry blood TOWARD the heart

Atrium ^ top chambers of the heart

Ventricle bottom chambers of the heart

The Grassh_o_pper has an Open circulatory system

Plants

XY goes high...

PHLO goes low...it's organic

PHOTOSYNTHESIS

Photolysis = light cuts water

Oxygen released in light reaction comes from water

Dark reaction = synthesis of glucose from CO 2 and hydrogen

PGAL is a 3 carbon intermediate

I get sad (blue) at stop signs (red)

Plants hate green light

LOCOMOTION

Ligament is a bone to bone connection (BLB)

Tendon is a muscle to bone connection (MTB)

EXCRETION

Diffusion across a thin moist membrane

ECOLOGY

Producers make food

Consumers eat food

Biomass and energy are highest at the bottom of the pyramid

Humans have had both positive and negative affects upon the environment

REQUIRED BIOLOGY LABS NYS LIVING ENVIRONMENT

Link for Lab Review

Lab 1 Diffusion Through A Membrane Transport,

Concepts You Must Know

a) The dialysis bag is the "cell"

b) Diffusion moves material from high to low concentration..spending no energy

c) Only small molecules will go through the membrane(selective permeable)...(starch can not)

d) Benedict's solution tests for sugar...heat it and it turns red (positive for glucose)

e) Iodine tests for starch...turns blue / black in starch

f) Water is used as a control for the indicators

g) The diffusion of water is osmosis

Procedure

a) Make dialysis tube "cell"....tube represents cell membrane

b) Pour glucose solution and starch solution into the tube...seal the ends

c) Place "cell" in beaker of pure water until "cell" is covered

d) Add Iodine (starch indicator) to water in beaker (outside the cell)

e) After 20 minute the "cell" should turn blue/black indicating that the iodine diffused into the "cell" and detected the presence of starch inside the "cell'

f) Test the water outside the "cell" for glucose...Benedict's will turn red after heating if it detects the presence of glucose outside the "cell".

( Did glucose diffused out of the "cell" after 20 minutes ?)

g) Starch WILL NOT diffuse out of the cell because it is too big and not permeable

Observations and Questions

WHY MUST WE DIGEST STARCH BEFORE WE CAN USE IT FOR ENERGY ?

WHY DO YOU THINK THEY SERVE FREE SALTY PRETZELS IN A BAR ?

DESCRIBE THE MOVEMENT OF ALL 4 SOLUTIONS IN THIS EXPERIMENT:

1) WHERE DID THE IODINE GO?

2) WHERE DID THE STARCH GO?

3) WHERE DID THE BENEDICT'S SOLUTION GO?

4) WHERE DID THE GLUCOSE GO?

5) WHY ARE INTRAVENOUS INJECTIONS ISOTONIC ?

6) WHAT HAPPENS TO A CELL IN A HYPERTONIC SOLUTION (SALTY)? (note the shrinkage)

7)8WHAT HAPPENS TO A CELL IN A HYPOTONIC SOLUTION (WATERY)?

5) WHAT TYPE OF WATER IS MORE DAMAGING TO THE CELLS IN THE LUNGS ? ..SALT OR FRESH...WHY?

Lab 2 Biodiversity Genetics

Concepts You Must Know:

a) Organisms with similar structural or molecular similarities may be related.

b) In order for a species to be successful and survive it must contain variety (diversity)

c) Proteins and enzymes are produced as a result of an organism's genetic code sequence.

The DNA code is transmitted from DNA-------> mRNA -------->tRNA

d) Base pair codes are as follows:

DNA is

A----T "always tired"

C----G "constantly grumpy"

m and t RNA is

A-----U "always ugly"

C-----G "constantly grumpy"

e) Amino acids are the building blocks of proteins

f) Molecular similarities are the most important evidence of closely related organisms.

g) Organisms evolve much like the branches growing on a tree

h) Biodiversity ensures genetic variation.

i) Biodiversity increases stability in an ecosystem.

j) Endangered species hold medicinal, agricultural.ecological,commercial and aesthetic value.

They must be protected for future generations.

Procedure

Follow Lab Packet Instructions

Observations and Questions

1) WHAT ACTIVITIES BY HUMAN COULD ENDANGER PLANTS ?

2) WHY IS Botana curus SO IMPORTANT ? HOW CAN IT BE SAVED ?

3) WHY WOULD YOU NOT WANT TO SAVE Botana curus FROM EXTINCTION ?

Lab 3 Making Connections Scientific Method

Concepts You Must Know:

a) Resting pulse rates vary with individuals.

b) By collecting data scientists can help to answer questions they have proposed.

c) Pulse rate increases under physical or emotional stress.

d) Increase in activity produces muscle fatigue.

e) Use the Scientific Method to solve a problem that you have postulated.

Procedure:

Follow Lab Packet Instructions

Questions and Observations:

Prepare a report of your designed experiment with the following format:

Title, Hypothesis, Methods/Materials, Data Collected, Conclusions, Suggestions for Improvement and Suggestions for further Research

Lab 4 Darwin's Finches Adaptive Radiation Evolution

Concepts You Must Know:

a) Certain adaptations give some organisms an advantage to survive.

b) The environment "naturally selects" which organisms are best suited (fittest) to survive and reproduce.

In this lab the type of seed was the selecting agent in the island environment.

c) Those organisms that survive and reproduce pass these favorable traits on to the next generation. This gives their offspring an advantage to survive.

d) Competition for resources (food, water, mates and territory) stimulates the struggle for survival.

Procedure:

Follow Lab Packet Instructions

Questions and Observations:

1) WHAT OTHER TRAITS WILL HELP FINCHES SURVIVE BESIDES THE SHAPE OF THEIR BEAKS ?

2) WHAT TYPE OF BEAK WILL BE A FAVORABLE ADAPTATION TO CATCH MICE ON THE ISLAND ?

3) DEFINE THE FOLLOWING TERMS

VARIATION, COMPETITION, STRUGGLE FOR SURVIVAL,ADAPTATION, ENVIRONMENT AND SELECTING AGENT

Link for Lab Review

TEST FORMAT FOR THE "LIVING ENVIRONMENT EXAM" AS OF JUNE 2004

PARTS ITEM TYPES DESCRIPTION OF ITEMS RAW SCORE

A multiple choice (A-D) content based testing knowledge of core material 30-35

B multiple choice and constructed response questions (short answer, graphs and data tables) content and skills based testing ability to analyze, apply and evaluate material 25-35

C constructed response and / or extended construction response content and application questions testing application of science concepts and skills to address real world situations 15-25

D required lab activities 4 labs done in class..Making Connections, Beaks of Finches, Biodiversity and Diffusion Through a Membrane (required)

5-15

You must answer ALL questions. There are no choices within the various parts as in previous biology exams.
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HELP FOR ANSWERING SHORT ANSWER QUESTIONS

MAKE SURE ALL ANSWERS ARE IN COMPLETE SENTENCES

USE THE KEY WORDS TO DIRECT YOUR ANSWERS:

KEY WORD WHAT DIRECTION YOUR ANSWER SHOULD TAKE

Analyze Break the idea,concept or situation into parts. Explain how they relate.

Carefully explain relationships such as cause and effect

Compare Relate two or more topics with an emphasis on how they are alike.

State the similarities using two or more examples.

Contrast Relate two or more concepts with emphasis on how they are different.

State the differences between two or more concepts.

Define State the exact meaning of the word.

Explain what something is or what it means.

Describe Illustrate the subject using words. (paint a picture)

Provide a thorough account of a subject.

Give complete answers.

Discuss Make observations about a topic or situation using facts.

Thoroughly write about various aspects of a topic or situation.

Explain Clarify the topic of the question by spelling it out completely

Make a topic understandable. (even to a 5 year old)

Provide reasons for an outcome.

State Express in words.

Explain or describe using at least one fact, term or relationship.

Sample part A Questions:

1. A biologist in a laboratory reports a new discovery based upon experimental results. If the experiment runs valid, biologists in other laboratories should be able to:

A) repeat the experiment with a different variable and obtain the same results

B) perform the same experiment and obtain different results

C) repeat the same experiment and obtain the same results

D) perform the same experiment under different conditions and obtain the same results

2. Male reproductive cells from numerous grasshoppers, trout and mice were examined and found to have flagella (a structure used for locomotion). A valid conclusion that can be made based upon this observation is that

A) only grasshoppers, trout and mice produce reproductive cells with flagella

B) all organisms produce male reproductive cells with flagella

C) only male cells produce reproductive cells with flagella

D) all male grasshoppers,trout and mice produce reproductive cells with flagella

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