Review Sheet For 1St Semester Exam

Review Sheet for 1st Semester Exam Name:

Pledge:

This semester, we have studied ecology, the scientific method, and the structure and function of the cell as it relates to biological chemistry. We have concentrated on the transformation of energy from the sun into the storage molecule glucose (photosynthesis) and then into the useful form (respiration). You should be able to draw connections between a living cell’s structure and its function, how energy transformations enable living organisms to survive and be organized, how characteristics of organisms allow us to classify them.

You may have a note card during the exam. You may write whatever you think is appropriate on one side of this 3 inch x 5 inch note card. However, you must hand write your own note card, you may not photocopy anyone else’s note card, and you may not type it (unless you have had physical therapy to help with your dexterity). You may not attach extra pages to the note card, and you may not use brail or 3D glasses. You will attach the note card to your exam, and I reserve the right to remove points off your exam if I feel that you have taken advantage of this privilege.

Biology- The Science of Life & How to Classify Life

1. What are the 6 characteristics required for life, and explain how you meet all of them. Be specific with homeostasis.

a. I meet this characteristic because

b. I meet this characteristic because

c. I meet this characteristic because

d. I meet this characteristic because

e. I meet this characteristic because

f. I meet this characteristic because

2. State the 6 major kingdoms and three characteristics of each.

Kingdoms / Characteristics

3. State the proper order of classification levels.

4. Define a species and state the proper format for a species name.

Materials to look over: quiz on kingdoms, quiz on Classification & Characteristics of life, Lab 2, Lab 3, PPT, and Dichotomous Key project.

5. Use the following dichotomous key to determine the types of plants in the pictures below.

1a.Leaves are scale-like, growing along the branch. Cones are berry-like. ……...... / JUNIPER
1b.Leaves are needle-like, growing out from the branch…………………...... / Go to 2
2a.Individual needles come off the branch (not bundled) ………………………………...... / Go to 3
2b.Needles come off the branch in bundles of 2 or more, with the bases wrappedin a papery substance; cones are woody……………………………...... / PINE
3a.Needles are sharp on the end and square in cross-section;cones are papery…………………….. / SPRUCE
3b. Needles are flat in cross-section; cones with dense, papery scales that often flake apart………… / FIR

a. What type of plant is in box 1:

b. What type of plant is in box 2:

c. What type of plant is in box 3:

You also need to be able to correct a dichotomous or formal key, but you will not need to create one.

Biomes:

Vocabulary

· Biome

· Biosphere

· Ecology

· Ecosystem

· Population

· Community

1. Using the following graph, fill out the table below:

Biome / Precipitation range / Temperature range
Savanna
Temperate Forest
Desert
Tundra

2. Think about the general pattern of biome types that exists from the equator to the poles. Do you think that you would see a similar pattern if you were to climb from the base of the top of a very high mountain. Explain.

3. Thinking about the Earth’s tilt, rotation, and revolution, answer the following questions.

a. What causes day verses night?

b. What causes summer verses winter?

c. Why is a year 365 days?

d. Why is June warm in the Northern Hemisphere but cold in the Southern?

4. What causes Deserts to be at the Tropics of Cancer and Capricorn and the Tropical Rain Forests to be at the Equator?

Materials to look over: PPT.

Ecology & Nutrient Cycles

Vocabulary:

· Autotroph

· Heterotroph

· Carnivore

· Herbivore

· Omnivore

· Decomposers

· Producer

· 1st consumer

· 2nd consumer

· Detritivore

· Food chain

· Food web

· Energy Pyramid

· Trophic level

· Ammonification

· Nitrification

· Fixation

· Denitrification

· Abiotic factor

· Biotic factor

· Limiting nutrient

· Photosynthesis

· Respiration

1. What is the name of the process that converts food energy into energy that can be used for processes like growth, movement, and repair?

a. State the chemical equation using words.

+ à + +

b. State the chemical formulas.

+ à + +

c. What is the purpose of this reaction?

2. What is the name of the process that converts the sun’s energy into food?

a. State the chemical equation using words.

+ + à +

b. State the chemical formulas.

+ + à +

c. What is the purpose of this reaction?

3. What is the difference between the cycling of materials in a community and the flow of energy though that community?

4. What roles do photosynthesis and cellular respiration play in the carbon and water cycles?

5. Explain why ecosystems are shaped like pyramids (Consider what happens to the energy amounts as the energy moves through an ecosystem).

6. What would happen to the other trophic levels in an ecosystem if the producers were removed?

a. If the first order consumers were removed?

b. If the carnivores were removed?

7. Use the following nitrogen cycle diagram to answer these questions:

Nitrogen fixation:

Nitrification:

De-nitrification:

Assimilation:

Ammonification:

8. Identify a particular food chain of four links in an ecosystem of your choosing.

Tropic level / Organism / How obtain Food? / Amount of Total Energy in Level
(1 being the most)
Choose one1234
Choose one1234
Choose one1234
Choose one1234

9. Explain several reasons why the amount of energy is not the same at each level.

10. Explain how carbon cycles through your food chain in question 8.

11. How do decomposers contribute to the cycling of nutrients?

Materials to look over: PDFs, Answer Sheets, Homeworks, & PreLabs for Lab 4 - Lab 7, Homework: Review Sheets for Lab 4 (Nutrient Cycles), Lab 5 and Lab 6 (Carbon Cycles) and Lab 7 (Ecosystem Drawing), and the Ecosystem PowerPoint.

Biology as a Science

vocabulary:

· experiment

· control group

· dependent variable

· independent variable

· hypothesis

· constants

1. Given a situation in which useful information could be gained by an experiment, be able to construct a testable hypothesis and design an experiment to test the hypothesis. You should be able to distinguish between the independent and dependent variables, and describe the function that a control group plays in an experiment. You may be asked questions about experiments that we have conducted in class.

2. Alexander Fleming’s discovery of penicillin came from an unexpected observation. He noted that bacteria growing in lab glassware died when that glassware was contaminated by a mold called Penicillium expansum. He reasoned that a chemical produced by the mold spread out and destroyed the bacteria. Fleming then reasoned that the chemical alone, without the mold being present, should also kill the bacteria.

Design an experiment to test how the concentration of a liquid from the mold Penicillium expansum affects bacteria.

a. Independent variable:

b. Dependent variable:

c. Control:

d. Constants

ii.

iii.

e. Methods:

3. An observer explained Fleming’s observations by stating that the mold sent out evil spirits that caused the death of bacteria. Why would such an explanation be useless?

4. A student wishes to test the hypothesis that plants grow fuller if a certain mineral is added to their soil. The student uses two groups of plants, cacti and geraniums. The cacti, since they are desert plants, are given little water and are grown in a hot environment. The geraniums are given more water and are grown in a cooler environment. The mineral is added only to the soil in which the geraniums are growing. Is the student conducting this experiment properly? Explain.

5. How would you conduct the experiment in question 4?

Material to look over: Review Lab 1

The cell and its environment

Vocabulary

· Organelles

· Chlorophyll

· Tissues

· Organs

· Organ systems

· Pigment

· Prokaryote

1. What are the distinguishing characteristics of eukaryotes and prokaryotes in terms of internal cell organization and structures?

a. What Kingdoms have eukaryotic cells?

b. What Kingdoms have prokaryotic cells?

2. Describe the structure and function of the following organelles, be sure to be able to tell how many (if any) membranes surround each type of organelles, and if present in plant or animal or both.

Organelles / Number of membranes / Plant, Animal, or both / Function
a. ribosomes / Choose one012
b. ER / Choose one012
c. Golgi body / Choose one012
d. vesicle / Choose one012
e. mitochondria / Choose one012
f. nucleus / Choose one012
g. DNA / Choose one012
h. nucleolus / Choose one012
i. chromosomes / Choose one012
j. vacuoles / Choose one012
k. chloroplasts / Choose one012
l. centrioles / Choose one012
m. cytoskeleton / Choose one012
n. cell wall / Choose one012
o. cell membrane / Choose one012
p. lysosomes / Choose one012

3. What is cytoplasm made of?

a. What occurs in the cytoplasm?

4. What are the three postulates of the Cell Theory?

5. What is the difference between multicellular and unicellular?

6. Give an example of cell structure verses its function.

7. Compare structure and function of cell membranes and cell walls.

a. What organisms have cell walls?

8. Distinguish between plant and animal cells with respect to structure and function.

9. Trace the path of protein formation from the ribosome to export from the Golgi bodies. What are proteins used for in the body? Be sure to include which organelles make primary, secondary and tertiary structure of a protein.

Materials to look over: Lab 8 including the cell parts table (Lab 8 Prelab), homework: city cell parts, crossword puzzle.

Enzymes

Vocabulary

· Substrate

· Reactant

· Product

· Enzyme

· Endothermic

· Exothermic

· Carbohydrates

· Monosaccharides

· Dissacharides

· Polysaccharides

· Lipids

· Fatty acids

· Nucleic acids

· Nucleotides

· Proteins

· Amino acids

· Building blocks

· Macromolecules

1. An experiment was conducted to measure the reaction rate of the human salivary enzyme amylase. Ten mL of a concentrated starch solution and 1.0 mL of amylase solution were placed in a test tube. The test tube was inverted several times to mix the solution and then incubated at 25°C. The amount of product (maltose) present was measured every 10 minutes for an hour. The results are given in the table below.

Time (minutes) / Maltose Concentration (%)
0 / 0
10 / 5.1
20 / 8.6
30 / 10.4
40 / 11.1
50 / 11.2
60 / 11.5

a. Graph the data and insert it below. Be sure to label the x and y axes.

b. Calculate the rate of the reaction for the time period 0 to 30 minutes.

c. Calculate the rate of the reaction for the time period 40-60 minutes.

d. Explain why a change in the reaction rate was observed after 30 minutes.

e. Identify TWO environmental factors that can change the rate of an enzyme-mediated reaction. Discuss how each of those two factors would affect the reaction rate of an enzyme.

2. Fill out the following table on the 4 major macromolecules

Macromolecule / Building block / Purpose

3. How is the structure of a protein related to its function as an enzyme?

Materials to look over: PDFs, Answer Sheets, Homeworks, & PreLabs for Lab 9 and 10, Enzyme PowerPonits.

Note: this review sheet is designed to help you, but it is not designed to substitute for all the instruction you have had this semester. While you should be able to answer the questions on these pages, this is by no means an exhaustive review of the semester. In other words, there may very well be questions on the final exam that we have covered during the semester that do not appear on the review sheet. I will take questions directly from other assessments, and I highly recommend you review all the assessments from the semester. The format of the exam is multiple choice, vocabulary matching, and short answer. It is not possible for you to understand all of the minute detail of the semester, therefore I will ask you big picture ideas, and how these ideas fit together into a cohesive unit.