7th/8th Review Project Collection
•
•
•
LO 1.29. The student is able to describe the reasons for revisions of scientific hypotheses of the origin of life on Earth.
SP 6.3. The student can articulate the reasons that scientific explanations and theories are
refined or replaced.
•
Explanation. Science is constantly changing. We are continually gaining knowledge about life on Earth, partly due to the development of new technologies.
Experimental investigations allow us to learn about the origin of life on earth. With the help of previous learned knowledge and current technologies, more details
and information can be gathered about life on Earth and how life came to be. Conclusions can be drawn from looking at historical evidence and past experiments, as
well as current findings and explorations. Because more and more information is found by scientific research everyday, revisions to hypotheses are often made
because previous hypotheses are proven to be incorrect or in need of “revisions.”In scientific research, making a hypothesis is an important step before performing
an experiment or conducting research because it addresses the purpose of the experiment and helps the student to apply current knowledge and the historical
background of the claim with future expectations.
•
•
•
•
•
•
•
•
•
•
MC Question
Hypotheses are made before every science exploration or experiment. As time progresses and science advances, more knowledge about the origin of life on Earth
becomes known. With more knowledge available, scientific hypotheses are revised over time because some information is proven false, inconclusive, or just not as
detailed as it could be. There are always new improvements with science. Listed below are 4 scientific hypotheses about the origin of life on earth. Which of the
following represents a possible hypothesis of the origin of life using up-to-date and current knowledge
A)Life on Earth originated at photosynthetically-active porous structures, similar to deep-sea hydrothermal vents, made of zinc sulfide (more commonly known as
phosphor).
B)Prions were a first model for life on earth.
C)The early Earth had a reducing atmosphere, which meant it had large amounts of hydrogen and almost no oxygen.
D)RNA alone triggered the rise of life from a sea of molecules.
E)Parasites are the model for ‘first life’
Free Response Question
Suppose you live in the era where Earth’s atmosphere was thought to be made up of just oxygen. Describe how you would revise this hypothesis with knowledge of
the 21st Century. What makes this hypothesis so outdated? Support with an example of an important gas found in the atmosphere and it’s purpose in life. Why are
theories and hypotheses constantly changing in our world?
References
http://undsci.berkeley.edu/article/0_0_0/howscienceworks_06
http://echo2.epfl.ch/VICAIRE/mod_2/chapt_3/main.htm
http://www.cawcr.gov.au/projects/climatechange/challengesCoasts.shtml
MC Question Answer/Explanation
A)It is argued that under the high pressure of a carbon-dioxide-dominated atmosphere, zinc sulfide structures could form on the surface of the
first continents, where they had access to sunlight. This is an updated hypothesis. You can tell because new knowledge about certain chemicals
and gases is incorporated and applied to the origin of life hypothesis.
B) Prions were not one of the first models on earth because they can only ‘replicate’ by causing proteins made by a cell to become misshaped
C) An oxygen-poor atmosphere would have resulted in an atmosphere full of carbon monoxide, noxious methane, hydrogen sulfide, and ammonia, making
life on earth difficult and ‘deadly’.
D)RNA is a very complex molecule that is unlikely to have arisen prebiotically. Also, RNA is also considered inherently unstable.
E)A parasite can not be one of the first life models because in order for a parasite to survive, it needs another cell.
Free Response Answer
Suppose you live in the era where Earth’s atmosphere was thought to be made up of just oxygen. Describe how you would revise this hypothesis with knowledge of the 21st
Century. What makes this hypothesis so outdated? Support with an example of an important gas found in the atmosphere and it’s purpose in life. Why are theories and
hypotheses constantly changing in our world?
The earth’s atmosphere is now known to have many key components. The atmosphere is made up of 79% Nitrogen,
20% oxygen and 1% of other gases. If there was no nitrogen(also considered a buffer gas), then the atmosphere
would be made up of only oxygen and that would cause combustible material on earth to explode from even a tiny
spark. Living organisms also require nitrogen, which is an essential component of proteins and nucleic acids, for
example. This hypothesis must be revised to say that the earth’s atmosphere is made up of more than just oxygen,
but also other key elements necessary for life, such as nitrogen. The old hypothesis is outdated because the
information is incorrect and relatively vague. Today, we have so much more knowledge of different elements and
gases and how they interact in the circle of life. Theories and hypotheses are constantly changing because new
information and knowledge is discovered every day. Some new information proves previous hypotheses/theories
incorrect, other new information may not be entirely incorrect, but more developed from improvements in
technology and have greater details and proof.
LO 3.48: The student is able to create a visual representation to describe how nervous systems detect external and internal
signals.
SP 1.1: The student can create representation and models of natural or man-made phenomena and systems in the domain.
Explanation: The neuron is the basic unit in the nervous system. A labeled model of a neuron is shown in an image below.
The dendrites bring the signal, whether it’s external or internal, toward the cell body. From the cell body, the signal
travels down the axon while the myelin sheath insulates the axon. This is done through an action potential when the
sodium channels allow enough sodium into the neuron where it becomes -55mV and a nerve impulse is fired. The
neuron must re-polarize itself by opening the potassium channels to regulate the cell back to -70mV. The cell remains at
a constant -70mV with the help of the Na+/K+ pumps that use ATP to make sure the concentration is the same on both
sides of the membrane. The impulse then travels down the axon until it reaches the synapse. The voltage-gated ion
channels open to allow calcium to make the neurotransmitters cross
the synaptic cleft and bind to the receptor on the postsynaptic cell. It will
allow sodium to come in or potassium to leave and then the channels will close.
M.C. Question: Which of the following happens when the action potential reaches
the terminus of the pre-synaptic cell?
A) The ligand-gated ion channels open
B) Allow potassium to leave the cell
C) It depolarizes the cell
D) The voltage-gated calcium channels open
Learning Log/ FRQ-Style Question: Explain what happens
when the doctor taps your knee and causes your lower leg to
jerk and start swinging. (CUES: reflexes, quads, sensory
neurons, brain, spinal chord, motor neurons)
Answer Key- LO 3.48
M.C. Question: Which of the following happens when the action potential reaches the terminus
of the pre-synaptic cell?
A) The ligand-gated ion channels open
B) Allow potassium to leave the cell
C) It depolarizes the cell
D) The voltage-gated calcium channels open
Explain what happens when the doctor taps your knee and causes your lower leg to jerk and start
swinging. (CUES: reflexes, quads, sensory neurons, brain, spinal chord, motor neurons)
When the doctors hits your knee, sensors detect a stretch in your quad muscle which makes
sensory neurons send a signal to your spinal chord. The signal is split to influence the motor
neurons. Therefore when the sensory neurons contracts the quad the motor neurons make
the hamstring relax. Even though there are many different processes going on the signal
never ends up reaching the brain. This is why there is a reflex when your doctor hits you in
the correct place on the knee.
Learning Objective 4.7: The student is able to refine representations to illustrate how interactions between
external stimuli and gene expression result in specialization of cells, tissues, and organs.
Science Practice 1.3: The student can refine representations and models of natural or man-made phenomena and
systems in the domain.
Statement: Cells specialize their function and structure through the stimulation
and repression of coding DNA sequences by regulatory proteins. Regulatory
proteins are coded from regulatory genes, any sequence of DNA that codes for
regulator proteins or RNA. Regulatory proteins can be activated by external
stimuli such as temperature or nutrient levels in the cytoplasm, increasing or
decreasing the rate of prevalence for a protein that is transcribed by a particular
gene sequence as the genes has other regulatory proteins bound or unbound to
it in response to the stimuli. During the process of specialization, the external
environment of a cell has an important effect on the development on that cell.
Ligands produced by other cells bind with membrane bound receptors to
activate signal transduction pathways and cause cellular responses through
induction. These cellular reaction generating molecules also exist in the cell that
is being affected, with their presence creating a cycle of development as the
proteins their genes code for elicit more responses in conjunction with external
molecules in order to specialize the cell. Specialization is the changing of
function and structure of a cell for the greatest efficiency in a performing a
particular task in conjunction with other cells to form a specific type of tissue.
As an example of the effect of environmental stimuli on specialization, take into
account a pair of identical twins. Since the twins are identical, they share the
same genes. If, however, one of the twins was several inches taller with
noticeably darker skin tone and as such exhibited a difference in phenotype
despite having the same genes. Both of these traits would be caused by an
environmental stimulus or condition that affected gene expression rather than
solely being affected by the cell’s internal environment. For specific cellular
specialization, neurons could be taken for an example. Neurons are structurally
adapted for sending electrical impulses and for communication, being
elongated with numerous dendrites and axon terminals for multiple
connections to other neurons. Their interior chemical environment is different,
specialized for sodium and potassium flow for action potentials to be sent.
Other
factors
http://www.biologyjunction.com/images/whatis.jpg
Review Questions
This muscular tissue, a collection of
Induction is the process of cells sending
signals into their environment to affect the
development of nearby cells through signal
transduction pathways. What is true about
this process?
A.
Signals produced by neighboring cells
suppress transcription of regulatory
genes during development.
B.
Signals produced by neighboring cells
stimulate transcription of regulatory
genes during development.
C.
Signals produced by neighboring cells
either promote or suppress
transcription of regulatory genes
during development.
D.
Signals produced by neighboring cells
create positive feedback loops to
influence their own development.
muscle cells, does not resemble the
typical image of a cell presented by
the media. Name two advantages
muscle cells have by having this
structure. In addition, name an
internal adaptation that muscle cells
to more effectively perform their
task.
http://medicalpicturesinfo.com/muscle-cell/
Answer key
Induction is the process of cells
sending signals into their environment
to affect the development of nearby
cells through signal transduction
pathways. What is true about this
process?
A. Signals produced by neighboring
cells suppress transcription of
regulatory genes during development.
B. Signals produced by neighboring
cells stimulate transcription of
regulatory genes during development.
C. Signals produced by neighboring
cells either promote or suppress
transcription of regulatory genes
during development.
D. Signals produced by neighboring
cells create positive feedback loops to
influence their own development
This muscular tissue, a collection of
muscle cells, does not resemble the
typical image of a cell presented by the
media. Describe two advantages
muscle cells have by having this
structure. In addition, name an internal
adaptation that muscle cells to more
effectively perform their task and
describe how it improves function.
The elongated design of muscle cells allows for the
extended contraction and extension of muscles,
and are lengthy to reach across the extent of bones
so that they are able to pull them.
Muscle fibers are thick and are able to endure
more stress than other cells and are comparatively
more difficult to damage because they have to
regularly move.
Muscle cells have increased concentrations of
mitochondria within their cytoplasm to
compensate for their high levels of energy use,
they must produce ATP in larger amounts in order
to function.
LO 3.11 The student is able to evaluate evidence provided by data sets to support the claim that heritable
information is passes from one generation to another generation through mitosis, or meiosis followed by
fertilization.
SP 5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question.
Explanation:
The transmission of genetic information is passed from one generation to the next through sexual reproduction.
Genetic variation is the result of sexual reproduction because new combinations of genetic information are created,
due to the activity of chromosomes during meiosis. Genetic material is divided during nuclear division either
through the process of mitosis or meiosis. Meiosis, a reduction division, produces haploid gametes that are each
genetically different from the parent cell and each other. These haploid cells produced are gametes. When the
gametes fuse together fertilization occurs. This then gives rise to a diploid cell known as the zygote. The zygote will
then divide by mitosis in order to produce a multicellular organism.
Multiple Choice Question:
Which of the following statement (s) are false concerning the inheritance of genetic information via mitosis?
A) The daughter cell chromosomes are identical to the parent cell
B) The daughter cells of mitosis are haploid
C) The daughter cells of mitosis are diploid
D) Variation of inherited material is introduced via crossing in mitosis
Learning Log Question:
Normal human somatic cells contain 46 chromosomes. One
set of 23 is derived from the mother, while the other set is
from the father.
A) After a cell undergoes mitosis, how many chromosomes
will the cell contain?
B) After meiosis takes place, how many cells will be produced
and how many chromosomes will they contain?
C) How is genetic variation attained through sexual
reproduction via fertilization?
Answer Key- LO 3.11
Which of the following statement (s) are false concerning the inheritance of
genetic information via mitosis?
A) The daughter cell chromosomes are identical to the parent cell
B) The daughter cells of mitosis are haploid
C) The daughter cells of mitosis are diploid
D) Variation of inherited material is introduced via crossing in mitosis
Learning Log Question:
Normal human somatic cells contain 46 chromosomes. One set of 23 is derived
from the mother, while the other set is from the father.
A) After a cell undergoes mitosis, how many chromosomes will the cell contain?
B) After meiosis takes place, how many cells will be produced and how many
chromosomes will they contain?
C) How is genetic variation attained through sexual reproduction via
fertilization?
Answers:
A) The cell will contain 46 chromosomes because two genetically identical
cells are produced.
B) Four daughter cells are produced, containing half as many chromosomes as
the parent cell. Therefore, 23 chromosomes are in these gametes.
C) During meiosis crossing over can occur. Crossing over is when
homologous chromatids exchange genetic information. Also, the random
nature of fertilization only increases the genetic variation. For an example,
each female and male gamete represents one out of approximately 8 million
chromosome combinations.
LO:4.1: The student is able to create a representation that describes how organisms
exchange information in response to internal changes and external cues, and which can
result in changes in behavior.
SP:1.1 The student can create representations and models of natural or man-made
phenomena and systems in the domain.
Explanation: For example, plants communicate and exchange information
through the release of chemicals. The roots exchange gases with the air spaces
of soil, then take in oxygen and discharging CO2, while cellular respiration
breaks down sugars. Information in response to internal changes and external
cues are detected by receptors at first. If the plant does not receive enough
light, or photosynthesis, the plant will respond negatively. Without light or
water the plant would slowly shrivel up, but if the shoot reaches sunlight, it will
begin to green, or de-etiolation. This relationship is extremely important for the
plants survival.
M.C. Question: Which of the following statements concerning Photosystem II
is false?
A) During the electron transport chain 2NADP+ to 2NADPH is not reduced.
B) Uses light energy to oxidize two molecules of water into one molecule of
molecular oxygen.
C) Absorbs photons of a wavelength of 680 nm
D) During the electron transport process a proton gradient is generated
across the thylakoid membrane.
Learning Log/FRQ-style Question: List 2 examples of stimuli that plants
react to and then describe the process that occurs in great detail.
Answer Key- LO 3.41
Which of the following statements concerning Photosystem II is false?
A) During the electron transport chain 2NADP+ to 2NADPH is not reduced.
B) Uses light energy to oxidize two molecules of water into one molecule of molecular oxygen.
C) Absorbs photons of a wavelength of 680 nm
D) During the electron transport process a proton gradient is generated across the thylakoid membrane
Explanation: The correct answer is A because the 4 electrons removed from the water molecules are
transferred by an electron transport chain to reduce 2NADP+ to 2NADPH.
List 2 examples of stimuli that plants react to and then describe the process
that occurs in great detail.
One example of a stimuli that plants react to is Hydrotropism, which is the plant’s response to
water. When hydrotropism occurs the roots can grow towards water (positive) or the shoots
can grow away from water (negative). Auxins, a plant hormone is what correlates this growth.
They play a huge role is the bending of the plants.
Another example is Phototropism, which is a plants response to light. Light is very important
for the survival of plants, and photosynthesis take place in the chloroplast of plants. The
chemical equation for photosynthesis is CO2 + H2O + light energy ------> C6H12O6 + O2 +
energy. Once photosynthesis takes place, carbon dioxide is converted into organic compounds,
which are then used for the reproduction and growth of plants.
http://www.plant-and-flower-guide.com/phototropism.html
LO 2.34: The student is able to describe the role of programmed cell death in development and
differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis.
SP 7.1: The student can connect phenomena and models across spatial and temporal scales
Explanation: Apoptosis is the body sending a signal to a cell, causing the cell to die. The formation of digits is
determined by this programmed cell death of the interdigital regions between the digits. Separation of the
cartilaginous condensations which are to become digits depend on the death of the mesenchymal cells that
are in between these cells . This allows the adjacent cells to differentiate into the specific , individual digit or
finger on the hand rather than be connected by webbing. This is why early developing fetuses have webbing
between their fingers. When the cell undergoes apoptosis a specific enzyme will break down the proteins,
organelles, and DNA. These parts are digested by vesicles and reused as building blocks for new cells.
Apoptosis plays a vital role in the maintaining homeostasis as if it occurs too much or too little can lead to
cancer or disease. For example if the DNA of a cell is damaged and cannot be repaired the cell must perform
apoptosis or risk the defect being replicated and spread to other cells.
MC Question: Which of the following will trigger a cell
major caspase activation pathway causing apoptosis?
A-cAMP
B- cytocines
C- cytochrome C
D- apoptase
FR Question: What medical problems could arise from the
disruption of programmed cell death? Explain why these
problems would occur?
Answer Key- LO 2.34
MC Question: Which of the following will trigger a cell major caspase activation pathway causing
apoptosis?
A-cAMP
B- cytokines
C- cytochrome C
D- apoptase
What medical problems could arise from the
disruption of programmed cell death? Explain
why these problems would occur?
Some problems associated with disruption in
programmed cell death are cancer, ALS, and
huntington’s disease. Cancer can occur if
programmed cell death does not occur as
frequently as it should. This is because a cell, which has a defect of some sort that should
undergo apoptosis, does not and passes the defect as it replicates leading to a collection of
defective tissues or cancer. ALS and Huntington’s disease can occur from programmed cell death
occuring more frequently than it should. Healthy cells are given the signal for apoptosis and
degrade themselves. This can destroy healthy neurological pathways leading to a loss of
functionality in an individual.
LO 4.25: The student is able to use evidence to justify a claim that a variety of phenotypic responses to a single environmental factor can
result from different genotypes within the population.
SP 6.1: The student can justify claims with evidence.
Explanation: A populations ability to respond to one environmental factor differently is occurring because of genetic variation within the
population. Populations that are not able to have genetic variations are in danger of becoming extinct. Some examples of
populations that didn’t have genetic diversity are the California Condor, the Black-footed Ferret, and Prairie Chickens. A very
successful population that has genetic variation is the population of different finches on the Galapagos Islands that Darwin
studied. The different birds adapted by growing different beaks for the different food sources so they wouldn’t compete for
food. Also in some disease outbreaks within a population, individuals are affected differently because of their different genetic
makeup. Some have major symptoms or even death, while others in the same population may experience nothing. All variations
within a population can be modeled by the Hardy-Weinberg equation: p^2+2pq+q^2=1. The P^2 represents all the individuals
within a population that have homozygous dominant alleles for the trait. The 2pq represents all the individuals within a
population that have heterozygous alleles for the trait. The Q^2 represents all the individuals within a population that have the
homozygous recessive alleles for the trait. This equation can also be represented in a punnett square which looks like the figure
to the right. The hereditary tree to the right shows how traits are passed down from generation.
Multiple Choice Question: Which of the following are results of genetic
variation based on different environmental factors?
I. Natural Selection
II. The creation of antibiotic resistant pathogens
III. Two offspring of homozygous dominant parents for all alleles mating
to make their own babies
IV. An Alaskan fox being able to change its coat color during seasonal change
A) I & 2 only
B) III only
C) All of the above
D) I, II, IV
Free Response Question: The Nazca Booby is a type of bird that is indigenous
to the western parts of South America but more recently they have started to inhabit one of the islands of the Galapagos.
Because the island the Boobies inhabit have no natural predators they have become more accustomed to people being
around them. Name a few different phenotypic responses that the Booby could display while it is laying on its eggs and a
human is approaching them for a stress test. Justify your answer with evidence from other animal species.
Answers
Multiple Choice:
Free Response:
The answer to the multiple choice question is D). This is
because natural selection, the creation of antibiotic
resistant pathogens and an Arctic Fox being able to
change its coat color during the different seasons are
all examples of genetic variation in response to
different environmental factor. Natural selection will
favor the animal that has the best genetics for its
environment, like finches in the Galapagos changing
their beak style so they wont compete for food. With
antibiotic resistant pathogens the pathogen that isn’t
effected by the drug will survive and reproduce to live
on. Lastly the Arctic Fox is able to change its coat color
because during the winter its environment is snowy
and white so it needs a white coat for camouflage to
hunt and in the warmer months its environment is
brown so it changes its coat color to brown to
camouflage itself during warmer months.
Since the Booby has been isolated for so long from natural
predators the humans could have multiple effects on
them. I believe the most common response to
someone stressing out the bird on their nesting site
would be to become territorial and try to attack the
person. This is displayed in multiple animal like the
lioness for instance when she is protecting her
territory. The bird may also have no idea what to do
and just sit there because it has never encountered
something like this before. You can see this when dear
stop in the middle of the road in oncoming traffic
because they are just so frightened they have no idea
what to do. A third response could be that the Booby
would just turn around and pretend that the person
isn’t there. A perfect quote can display this, “out of
sight, out of mind.” These are three different
phenotypic responses that a population of Booby could
have to the same environmental factor.
Citations
•
•
http://www.google.com/imgres?imgurl=&imgrefurl=http%3A%2F%2Fbiology.westfield.ma.edu%2FBiol203%2Fpopulationgenetics-outline&h=0&w=0&tbnid=m8pIeHRxZf29M&zoom=1&tbnh=109&tbnw=143&docid=BqfPGbH2OZZA3M&tbm=isch&ei=dq1hU8DFFLSksQS22IHgAg&ved=0CA
gQsCUoAg
https://www.google.com/search?q=hardy+weinberg+equation&safe=off&tbm=isch&tbo=u&source=univ&sa=X&ei=RKxhU7
e7JfTQsQT57YCgDg&ved=0CEoQsAQ&biw=1366&bih=685#q=genetic+variation+within+a+population&safe=off&tbm=isch&f
acrc=_&imgdii=_&imgrc=6_gppozc9143M%253A%3Bkhqikx1KRVBpkM%3Bhttp%253A%252F%252Fevolution.berkeley.edu%252Fevolibrary%252Fimages%252Fn
ews%252Fpantheralleles.gif%3Bhttp%253A%252F%252Fevolution.berkeley.edu%252Fevolibrary%252Fnews%252F101201_
panthers%3B487%3B274
LO 2.5: The student is able to construct explanations of the mechanisms and structural features of cells
that allow organisms to capture, store or use free energy.
SP 6.2: The student can construct explanations of phenomena based on evidence produced
through scientific practices.
Explanation: Free energy measures the portion of a system’s energy that can perform work when temperature and
pressures are uniform throughout the system. Autotrophs capture free energy from the environment. Photosynthetic
organisms capture free energy from sunlight. During photosynthesis chlorophylls absorb free energy from light which boast
electrons to a higher energy level in photosystems I and II. Light energy is harnessed in photosystem here photons of light
energy strike a chlorophyll molecule and excite electrons to a higher energy level. The thylakoid membrane is populated by
photosystem I and photosystem II. When electrons are transferred between molecules in a sequence of reaction as they
pass through the ETC a gradient of hydrogen protons across the thylakoid membrane is established. The ETC uses
chemiosmosis to power ATP synthesize to make ATP; the special chlorophyll hits it again sending an electron to a higher
energy level where it is captured by a different primary electron receptor. The electrons are passed along a shorted ETC and
are transferred to NADP+ to create NADPH which is used in the Calvin Cycle. The Calvin Cycle occurs in the stroma of the
chloroplast and releases NADP+ and ADP which is used in light reactions. Heterotrophs capture free energy present in
carbon compounds produced by other organisms. Cellular Respiration is a set of process that makes energy for cells. The
first step is glycolysis which means the splitting of sugar and it rearranges the bonds in glucose molecules which takes ADP
and makes ATP and then the end product is pyruvate. Pyruvate is then transported across the mitochondria membrane by
active transport for the Krebs cycle. In the Krebs cycle carbon dioxide is released from organic intermediates and ATP is
synthesized from ADP and phosphate thorough substrate phosphorylation and electrons are captured by coenzymes. In the
cycle it spins twice for each glucose molecule and one for each pyruvate molecule. NADH and FADH2 carry electrons to the
electron transport chain. The ECT is in the mitochondria during cellular respiration and during photosynthesis it occurs in
the chloroplasts. In cellular respiration electrons are passed to electrons acceptors as they move down the chain the final
electrons acceptor is oxygen and in photosynthesis the final acceptor is NADP+.As the ETC accepts and then donate
electrons they pump hydrogen ions form the mitochondrial matrix into the intermembrane space or in plants into the
thylakoid membrane . Chemical energy is transformed into a proton motive force a gradient of H+ across the membrane.
The hydrogen ions flow back down their gradient through a channel in an ATP synthase. The ATP synthase harnesses the
proton motive force to phosphorylate ADP forming ATP. The use of a H+ gradient to transfer energy from redox reactions to
18
cellular chemiosmosis. Together electron transport and chemiosmosis compose oxidative phosphorylation. All of these
processes make free energy for organisms to use and expend in the environment.
MC Question: Tom has never had any energy to do the things he needs to do throughout
the day. He is taken to the doctor for some test and they discover that his mitochondria
produces more lactate than the average person. What is the best explanation for his
problem?
A. He does not have the transport protein that transports pyruvate across his mitochondria
B. His mitochondria is unable to perform cellular respiration
C. His body can not make pyruvate in glycolysis
D. He can not make ATP in his mitochondria
FRQ: A same plant species was observed in tow different lakes. The amount of oxygen
dissolved was recorded through out the day. Using the graph and the data chart below and
on the next slide compare the oxygen consumed in each lake and predict why there was a
difference between the plants in each lake.
19
Data
Time
6AM (0)
8AM (1)
10PM (2)
12PM (3)
2PM (4)
4PM (5)
6PM (6)
8PM (7)
10PM (8)
12AM (9)
Lake 1 O2 consumption
.5 mg
3.0 mg
4.6 mg
5.7 mg
7.2 mg
8.0 mg
7.1 mg
6.2 mg
4.5 mg
2.5 mg
Lake 2 O2 consumption
.9 mg
2.2 mg
3.4 mg
4.8 mg
6.4 mg
7.0 mg
6.2 mg
5.3 mg
3.1 mg
2 mg
20
Answers
M.C : A. He does not have the transport protein that transports pyruvate across his mitochondria
A is the correct answer because since he produces so much lactate it is converted back to pyruvate but he
does not have the transport protein that moves the pyruvate into the mitochondria to continue through
cellular respiration in the citric acid cycle. Therefore his body does not produce ATP that gives him energy
which explains why he is tired.
Free Response: Overall lake number 1 consumed more oxygen that lake 2. As the time went on in the day
the oxygen consumption increased then reached its highest point in the afternoon. Then as the time passed
the oxygen consumption decreased. The reason why both increased was because the sun was rising and it
was getting hotter in the day as the sun set the oxygen consumption decreased. A reason why the plants in
lake 1 has a higher oxygen consumption could be because it is exposed to more sunlight than lake 2. Which
allows the plants in lake 1 to go thorough more photosynthesis which would explain why it has a higher
oxygen consumption.
http://legacy.owensboro.kctcs.edu/gcaplan/bio/notes/BIO%20Notes%20E%20Photosynthesis.htm
21
LO 3.37 The student is able to justify claims based on scientific evidence that changes in signal transduction pathways
can alter cellular response.
SP 6.1 The student can justify claims with evidence.
Explanation: A signal transduction pathway takes place during cell communication. Cells communicate by using neurotransmitters for short distances and
hormones for long distances. The three stages of cell signaling include reception, transduction, and response. Reception is when a signal molecule
(ligand) binds to the receptor protein on the outside of a target cell. Next, transduction (a series of events involving secondary messengers) occurs as the
binding of the ligand causes a change in the receptor protein, which then brings about a specific cellular response. If there is a change in the signal
transduction pathway, this can ultimately alter the cellular response, as the pathway in which the message is being carried along and amplified, controls
whether or not the response occurs. Transduction occurs as a series of events, but it can also occur as a series of unfortunate events. Examples based on
scientific evidence where pathways may be interrupted or altered include drugs, poisons, or diseases in the body. Poisons, such as those found in anthrax
can cause a disruption in signal transduction pathways. Normally, a ligand would bind to a G-protein which then releases an alpha subunit that creates
cAMP, which is a secondary messenger that amplifies the message and targets different parts within the cell. But when the poison that is found in
anthrax is present, it targets the enzyme adenylate cyclase thus changing it’s shape, making it not able to convert ATP to cAMP. As a result, the signal
transduction pathway is disrupted and the cellular response is altered. Another example is diabetes. Diabetes is a disease in which the body has shortage
of insulin, a decreased ability to use insulin, or both. Insulin is a hormone that allows glucose to enter cells and be converted to energy. In each of our
bodies there is an insulin receptor that sits on the surface of specific target cells. Once insulin binds to that receptor, a series of events occurs within the
cell including an effect on the glucose transporter (GLUT) which allows the cell to take in glucose to make use of it by storing it as glycogen. With Type 1
Diabetes, a person is not producing insulin, therefore it doesn’t have the capabilities of binding with the receptor. With Type 2 Diabetes, the insulin
receptor is ignoring the message that is trying to come through ultimately disrupting the signal transduction pathway by inactivating GLUT and as a result
the person doesn’t take in glucose.
MC Question:
If the insulin receptor located on a target
cell was to become inhibited, what would
most likely be the result of this disruption?
(Look at diagram to the right)
a) Insulin would still bind to the receptor
protein but no message would be
relayed.
b) Insulin would diffuse through the cell
membrane and target an intracellular
receptor that was active.
c) The amount of glucose would increase.
d) The cells would eventually die due to the
fact that there was no cellular activity
(cell communication) taking place
because the receptors were inhibited.
Free response: A group of scientists are designing an experiment in which they are trying to
figure out how to inhibit a disruption in the signal transduction pathway via cell
communication.
a) Describe the process that occurs during normal cell communication
b) Discuss one thing that could help the inhibition of these pathways
c) Provide evidence of a real life disease that results in a disruption to these pathways
MC Question:
If the insulin receptor located on a target cell was to become inhibited, what would most likely be
the result of this disruption?
a) Insulin would still bind to the receptor protein and a message would be relayed.
b) Insulin would diffuse through the cell membrane and target an intracellular receptor that was
active.
c) The amount of glucose would increase.
d) The cells would eventually die due to the fact that there was no cellular activity (cell
communication) taking place because the receptors were inhibited.
A is not correct because if insulin were to bind to a receptor that is inhibited then the message would not be
relayed. B is not correct because insulin can’t diffuse through a cell because it is a protein (hormone) and it
would be too big to pass through. D is not correct because cells don’t die because there isn’t any cellular
activity, they die from programmed cell death or exposure to harmful environments. C is the answer because
since the receptors are inhibited, insulin can’t bind which then can’t open the glucose transporter (GLUT) so
the amount of glucose levels would increase since glucose can’t be taken into the cell for storage as glycogen.
Free response: A group of scientists are designing an experiment in which they are trying to figure
out how to inhibit a disruption in the signal transduction pathway via cell communication.
a) Describe the process that occurs during normal cell communication
b) Discuss one thing that could help the inhibition of these pathways
c) Provide evidence of a real life disease that results in disruption to these pathways
Cell communication can occur through short or long distances. Cell communication starts out with reception when a ligand
binds to a receptor, then transduction when the message is being amplified through a series of steps with the use of
secondary messengers, and it finally results in a cellular response. One way that the scientists could inhibit this disruption is
to inhibit the receptor in which the ligand binds to. If that is inhibited then no message can be relayed causing no disruption
in the signal transduction pathway, also creating no cellular response. A real life disease in which this occurs is diabetes.
With Type 1 Diabetes, a person is not producing insulin, therefore it doesn’t have the capabilities of binding with the
receptor. With Type 2 Diabetes, the insulin receptor is ignoring the message that is trying to come through ultimately
disrupting the signal transduction pathway by inactivating GLUT and as a result the person doesn’t take in glucose.
•
•
•
LO 1.11: The student is able to design a plan to answer scientific questions regarding how
organisms have changed over time using information from morphology, biochemistry, and
geology. (See SP 4.2)
SP 4.2: The student can design a plan for collecting data to answer a particular scientific
question.
Explanation: All organisms can be linked to other organisms in some way by common
ancestry , and over a long period of time have branched off into their own species.
Determining how organisms have evolved can be done by looking at physical features of the
current organism and comparing them to those in fossils of the ancestor or to other
organisms with similar structures. Depending on which rock layer a fossil is found in gives a
rough estimate of when that organism lived, which helps scientists more easily place that
species on a phylogenetic tree for comparisons and sequencing of ancestry. Genetic analysis
shows similarities between organisms in terms of how many base pairs or amino acids are
different. As time goes on, DNA/RNA sequences will change, leading to evolution of a
species or the creation of a whole new species. To determine how organisms have changed
over time, compare fossils or genetic sequences to see changes in physical structures or
compare DNA sequences to see how mutations have led to evolution.
•
MC Question: Three fossils of now-extinct organisms are found: one in rock layer B, one in C, and one in
D. Which one will have physical structures that most resemble those of an organism that thrives today?
A) The one in rock layer B
B) The one in rock layer C
A
C)The one in rock layer D
B
D) Cannot be determined
C
LL/FRQ Style Question:
D
Assume that a particular species of frog and a particular species of lizard have a common ancestor,
which is now extinct. Where the frogs and lizards live now was covered by water many hundreds of
thousands of years ago, but now is mostly dried up.
A) Describe the best way to learn the physical structures of the common ancestor.
B) Assume the common ancestor is a fish with two pectoral and two abdominal fins. When the
water dried up, what structural changes would you expect to see happening over a gradual period of
time?
Biochemistry involves the study of DNA sequences and genes. Morphology involves the study of the
form and structure of organisms and their specific structural features.
C) Using evidence from either biochemistry or morphology, describe one way that you would find
evidence to show how species change over time and become different than their ancestor. Describe
how that evidence proves that a species has changed from its common ancestor.
•
•
MC Question: Three fossils of now-extinct organisms are found: one in rock layer B, one in C, and one in
D. Which one will have physical structures that most resemble those of an organism that thrives today?
A) The one in rock layer B
B) The one in rock layer C
C)The one in rock layer D
D) Cannot be determined
A is correct because the fossil in layer B will be the youngest of the three, because the further down in
the ground a fossil is, the older it is. Because the fossil in layer B is the youngest, it will be most closely
related to an animal that lives today, meaning that their structures will be the most similar.
LL/FRQ Style Question:
•
•
A) The best way to learn the physical structures of the common ancestor are to look at fossils of it.
Fossils provide a depiction of what exactly the organism looked like, and therefore, we will learn the
structures the organism had based on what structures we see in the fossil.
B) We would expect to see the fins gradually take the shape of legs. We know that lizards and frogs have
legs, and they need them to travel on land. As the water dried up, there was no need to have fins
anymore, and organisms with structures allowing them to be more mobile on land would be favored.
Also, the four fins are already in an ideal place to become legs.
•
C) Biochemistry:
To find evidence of how the species has changed over time, sequence the DNA of the ancestor and the
present day species that is a descendant of the ancestor. By finding differences in the sequences of their
DNA, it can be determined what genes are different than the ancestor. By having differences in the
sequencing of DNA, we can see how exactly on a molecular level the species has changed over time.
OR
Morphology:
To find evidence of how the species has changed over time, examine the structures of the current day
animal and the ancestor by using fossils, and make observations of the similarities and differences. By
finding different physical features, we know that the species has changed over time from its ancestor.
Similarities in form will show ancestry, but there still should be some differences in structure as some
structures are favored over others as conditions change.
This picture shows similar structure in four different organisms. We
know by the similar structure that there is common ancestry
involved, however, the structures are slightly different. The common
ancestor must have encountered some environmental pressure that
made it need different functions for its limbs, leading to a physical
change in structure.
LO 4.9 The student is able to predict the effects of a change in a component(s) of a
biological system on the functionality of an organism(s).
SP 6.4 The student can make claims and predictions about natural phenomena based on
scientific theories and models.
Explanation: A Biological system is one uses free energy to maintain equilibrium, reproduce, and
grow. They further use different means to obtain and utilize free energy and other resources.
The goal outlined by Learning Objective 4.9 is to allow for the student to better understand
the effects that are associated with changes to components of living systems, and how any
changes would effect the ways in which the organism functions and adapts accordingly.
Using SP 6.4, a student should be able to draw parallels between different scientific evidence
to assess potential results that would occur with these changes.
MC Question:
What effects upon an organism would occur if it has contracted diabetes and the pancreas is no
longer able to produce any or sufficient insulin?
a) The blood sugar levels of the organism would decrease.
b) The blood cells would become turgid due to the lack of homeostasis.
c) The blood sugar levels of the organism would increase.
d) There would be increased blockage in the organism’s arteries.
Learning Log/FRQ:
Describe how the Human Immunodeficiency Virus attacks the components of an organism and
affects the functionality of the immune system? Identify what type of virus the HIV virus is
and describe how it reproduces itself in the host biological system. Assess why a multitude of
AIDS patients ultimately die of common illnesses.
LO 4.9/ SP 6.4 (Answers)
•
Multiple Choice Answer:
– (C) is the correct answer because the lack of insulin would make it hard for the body to
break down sugars, leaving higher glucose concentration in the blood, which would
make (A) incorrect. (B) is incorrect because the insulin or lack of insulin has no effect on
the concentration of the blood cells, which affect turgidity, and (D) is incorrect because
the diabetes has no correlation to increase of plaque in arteries
• Learning Log/FRQ Answer
The HIV virus attacks important immune system cells known as helper-T cells that lyses
infected cells, so without these helper-T cells, the immune system would not work
properly and leave the individual to be vulnerable to diseases. . The HIV Virus is a type of
retrovirus that reproduces by binding to a blood cell and injecting the nucleic acid and
reverse transcriptase into the cell that will translate the RNA into DNA and transport it
to the nucleus of the cell where it will be integrated with the DNA of the host cell. Thus
the cell creates more HIV cells and once it reaches full capacity the blood cell lyses and
releases the reproduced HIV cells that can repeat the process on other blood cells.
Once this stage has occurred, the organism has contracted AIDS, and their immune
system is heavily compromised. Thus, they are left vulnerable to diseases, and could
potentially die of common illnesses due to the helper T-cells being unable to properly
carry out their jobs.
LO 2.24: The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological
system (cells, organisms, populations, communities or ecosystems).
SP 5.1: The student can analyze data to identify patterns or relationships.
Explanation: In regards to cell activity, for example, a plant would lose some of its water through evapotranspiration if it’s exposed to too much sunlight. (If the data were
recorded it would show how as light exposure increased so would the rate of evapotranspiration.) In contrast, if a short night plant isn’t exposed to sufficient sunlight it
won’t flower since the night wasn’t shorter than a critical duration.(Data would show low flowering rates in relation to low amounts of light exposure.) Also, a plant cell
will produce abscisic acid when it’s cold (low temperatures) which will inhibit the growth of this organism. (Low temperatures would then correlate with decreased
growth of individuals.) An organism’s activities are also affected by its interactions with biotic and abiotic factors. Such an example would be that when temperatures
get severely low (long, cold winters) some animals hibernate; woodchucks’ heartbeats go from 80 to 4 or 5 beats per minute, also dropping body temperatures 60
degrees (oF) below normal. (If data were to be recorded it would show the relationship between cold weather and the hibernation patterns of animals.) The stability of
populations, communities, and ecosystems is also affected by interactions with factors such as water availability, food chains, and population density. Such as how
most plant populations won't thrive during droughts (Decreased water becoming correlated with the decrease of those plant populations.), or how more competition
may lower the survival rate of a certain species (Increased population of one species decreasing that of another.).
M.C. Question: Based on the data provided which can be inferred?
I. The abiotic factor has no
association/correlation with the size of the
population.
II. Crop production increases as annual
precipitation increases.
III. The biological system presented in this
question affects the abiotic factor shown.
A) Only III
B) II and III
C) I, II, and III
D) Only II
E) I and II
Slide 1 of 4
Learning Log/FRQ-style Question: Biological systems such as populations are affected by both biotic and abiotic factors.
a. Identify two abiotic factors that could cause the fluctuations seen in the graph
provided.
i. Elaborate on one of the abiotic factors you identified.
b. Identify two biotic factors that could cause the fluctuations seen in the graph
provided.
i. Elaborate on one of the biotic factors you identified.
Slide 2 of 4
ANSWER KEY-LO 2.24
Based on the data provided which can be inferred?
I. The abiotic factor has no association/correlation with the size of the population.
II. Crop production increases as annual precipitation increases.
III. The biological system presented in this question affects the abiotic factor shown.
A) Only III
B) II and III
C) I, II, and IIID) Only II
E) I and II
-------------------------------------------------------------------------------------------------------------------------------------------------------------------A) III is wrong since the biological system (population-size) is the response variable not the explanatory one.
B) Can’t be right since it includes III (see A).
C)Can’t be right since it includes III and I (see A for III, and E for I).
D) II is right since as X (annual precipitation) increases then Y (crop production) increases.
E) Can’t be right since it includes I; I is wrong since there is an association evident between the explanatory variable (annual precipitationabiotic factor) and the response variable (population size) (positive slope seen).
Slide 3 of 4
Biological systems such as populations are affected by both biotic and abiotic factors.
a. Identify two abiotic factors that could cause the fluctuations seen in the graph provided.
i. Elaborate on one of the abiotic factors you identified.
b. Identify two biotic factors that could cause the fluctuations seen in the graph provided.
i. Elaborate on one of the biotic factors you identified.
a. One abiotic factor that could cause these fluctuations is rain, which affects water availability. Such as how some years there are droughts and during
others there’s plenty of water available and isn’t a concern to the populations found within a given area. Another abiotic factor could be wind. Such
as how wind helps/aids in the dispersion of dandelion seeds. If winds aren’t strong enough during a pollination season it would decrease the
population of the next generation.
i. During a period of drought the population size of a grass would decrease due to lack of water. After the period of drought the population would
once again flourish and be abundant in its location of growth. Due to all the land that was available too much grass flourished depleting the amount
of nutrients in the soil causing the population to once again decrease. Then once there’s a good amount of rain in a certain period that would help
restore some of the nutrients in the land. Changes would continue to happen in this manner going from plenty of individuals to the population
number dropping again.
b. One biotic factor that could cause the fluctuations seen would be the amount of plants available. Such as not enough grass being able to maintain the
current population of rabbits. Another biotic factor would be an animal. Such as there being more of a predatory population than the prey
population, affecting one another.
i. During a year when the population of rabbits(the prey) increases the population of wolves would then increase as well (the predator). The wolf
population would then exceed its carrying capacity by overhunting the rabbit population of rabbits, decreasing one of their resources. Then the wolf
population would decrease due to starvation/competition for resources, allowing for the population of rabbits to once again be restored. This
increase and decrease (the fluctuations observed on the graph) in wolf population would continue in this manner.
Slide 4 of 4
Learning Object 2.36: The student is able to justify scientific claims with evidence to show how timing
and coordination of physiological events involve regulation.
Science Practice 6.1: The student can justify claims with evidence.
Explanation: The timing and coordination of physiological events like hibernation, estivation, circadian rhythms, and such are in
response to internal and external cues both environmental and systemic. Physiological events occur in tandem with environmental
changes, like hibernation during the winter or a nocturnal species sleeping during the daylight. In hibernation, species go into torpor,
or a low activity state with decreased metabolism, which allows them to conserve energy in times where temperatures are extreme or
food is not easily available. Squirrels, for example, provide evidence of this situation: in the winter the Belding’s ground squirrel drops
body temperature from 37 C to close to freezing and regulates its metabolism down to about 5-8 kcal per day from around 85 kcal
per day. Plants respond mainly to the stimuli of phototropism and photoperiodism or the response to light or length of light, which
generally corresponds to certain times during each day.
Multiple Choice: Which of the
following scenarios is not an
example of regulation of
physiological events by
timing or coordination?
A.
Plants like clover and
carnations are longday plants while hemp
and cotton are shortday plants based on
the length of the night
B.
Bees dance in specific
patterns to alert fellow
bees where food can
be found
C.
A biological clock
triggers stomata to
open and close in an
approximately 24 hour
cycle
D.
Bacteria use quorum
sensing based on
density to organize
antibiotic resistance,
virulence, and biofilm
formation
Free Response Question: A study was
done on a representative group of
ground squirrels whose body
temperature and metabolic rates
were measured for one month. The
results are summarized in the graph
to the right. The dashed line
represents the mean metabolic rate
for the ground squirrels during the
summer time when they do not
hibernate. Considering the diagram to
the right, answer the following
questions:
a. Describe the graph and explain
what the changes in body
temperature and metabolic rate
indicate in terms of hibernation.
b. Explain the evolutionary
advantage of hibernation for
ground squirrels. Justify your
conclusions using evidence from
the graph.
c. Identify and describe the method
of regulation of metabolic rate
during hibernation and what
triggers it.
http://ajpregu.physiology.org/content/ajpregu/302/1/R15/F1.large.jpg?width=800&height=600
Multiple Choice: Which of the following
scenarios is not an example of regulation of
physiological events by timing or coordination?
A.
Plants like clover and carnations are
long-day plants while hemp and cotton
are short-day plants based on the
length of the night
B.
Bees dance in specific patterns to alert
fellow bees where food can be found
C.
A biological clock triggers stomata to
open and close in an approximately 24
hour cycle
D.
Bacteria use quorum sensing based on
density to organize antibiotic resistance,
virulence, and biofilm formation
B is the correct answer. Choice A involves the
regulation of plant flowering based on the
critical darkness periods that the plant
receives. Choice C is an example of a
circadian rhythm triggering stomata to open
and close based on the daytime in response
to transpiration. Choice D is bacteria
responding to density based cues to
coordinate a response to various stimuli. The
figure below demonstrates this effect. The
triangles represent quorum sensing molecules
that are a form of communication between
bacteria. Choice B, however, is a reference to
the studies of Karl von Frisch who observed
the manners in which honey bees
communicate to other bees.
Free Response Question: A study was done on a
representative group of ground squirrels whose
body temperature and metabolic rates were
measured for one month. The results are
summarized in the graph to the right. The
dashed line represents the mean metabolic rate
for the ground squirrels during the summer time
when they do not hibernate. Considering the
diagram to the right, answer the following
questions:
a. Describe the graph and explain what the
changes in body temperature and metabolic
rate indicate in terms of hibernation.
b. Explain the evolutionary advantage of
hibernation for ground squirrels. Justify your
conclusions using evidence from the graph.
c. Identify and describe a possible method of
regulation of metabolic rate during
hibernation and what triggers it.
Sample Answer:
a. The graph has three peaks that reach about
40 degrees C and a metabolic rate of 5 mL O2 h1 g-1 that last for very short periods of time
around a few hours. Between these spikes are
much lower fluctuating periods with a small
variability. These areas stay rather steady at 4
degrees C and oscillate in metabolic rate
between above 0 and 1 mL O2 h-1 g-1 . The lower
extended periods last about ten minutes and
represent the torpor stage of the hibernation. In
this period, the core body temperature lowers
such that all protein activity slows and the
overall metabolic rate slows. The spikes
indicate the animal waking up to complete
maintenance type functions that require a
higher metabolic rate before returning to the
torpor.
http://1.bp.blogspot.com/-9AB7B7u_JqM/TdMrztsRrCI/AAAAAAAAJMw/k0wKULTSMKg/s1600/bob1.jpg
b. Hibernation is an adaptive evolutionary trait that
allows ground squirrels a better chance to survive and
pass on the trait. During hibernation, the squirrels can
conserve a large amount of energy by existing in a low
metabolic rate state. The metabolic rate is the sum of
all chemical reactions occurring within the organism,
many of which require ATP. In the winter there food is
less available due to the cold and therefore minimized
opportunities to obtain glucose to power cellular
respiration to produce ATP. Further, more energy
would be required for squirrels to maintain their usual
high core temperature during the cold because of
their endothermic nature. The total area under the
graph of the metabolic rate for the hibernation is
much less than the area underneath the mean
summer metabolic rate, which lies at about 1.3 O2 h-1
g-1, much higher than the around 0.2 O2 h-1 g-1 norm
for hibernation. For the aforementioned reason of
cold temperature requiring more energy to maintain
body heat, the mean metabolic rate for winter without
hibernation may even be higher than that for summer
when there is already heat. This overall conservation
of energy allows the ground squirrel a much better
chance of surviving the winter and reproducing.
c. Hibernation is triggered by a prolonged change in
temperature. Periods of cold weather slow down the
body’s metabolic processes by lowering kinetic energy
and thus overall energy and reactions. Thus, in
hibernation, animals like ground squirrels allow their
body temperatures to drop very low such that the
metabolic rate is greatly slowed as kinetic energy
takes a sharp decline. As seen in the graph,
temperature and metabolic rate are closely linked
such that this explanation can be backed that the
lowering of temperature leads to the slowing of the
metabolic rate.
LO 2.20 The student is able to justify that positive feedback mechanisms amplify responses in organisms.
SP 6.1 The student can justify claims with evidence.
Regarding the numerous processes in biological organisms,
responses are amplified by positive feedback mechanisms. Positive
feedback involves a change in some variable that triggers
mechanisms that amplify rather than reverse the change. For
example, during childbirth, the pressure of the baby’s head against
receptors near the opening of the uterus stimulates uterine
contractions, which cause greater pressure against the uterine
opening, heightening the contractions, which still causes greater
pressure. As a result, the response initiated by the variable moves
farther away from the initial set-point. Another example deals with
the ripening of fruit. A ripening apple, for instance, releases the
plant hormone ethylene , which accelerates the ripening of unripe
fruit in its vicinity. This causes the surrounding fruits to produce
more ethylene, amplifying the process.
MC: Which of these conditions indicate positive feedback has occurred?
A) Vigorous exercise raises body temperatures above normal, and sweat is produced.
B) Once a vessel is damaged, platelets start to cling to the injured site and release chemicals that attract more
platelets.
C) When the body temperature drops, blood vessels constrict, and shivering begins.
D) A decrease in oxygen causes the kidneys to secrete erythropoietin, a hormone that stimulates the production of
red blood cells.
FR: Distinguish the difference between positive feedback and negative feedback, and provide examples for each. Why
are feedback loops important?
MC: Which of these conditions indicate positive feedback has occurred?
A) Vigorous exercise raises body temperatures above normal, and sweat is produced.
B) Once a vessel is damaged, platelets start to cling to the injured site and release chemicals that attract more
platelets.
C) When the body temperature drops, blood vessels constrict, and shivering begins.
D) A decrease in oxygen causes the kidneys to secrete erythropoietin, a hormone that stimulates the
production of red blood cells.
B is the correct answer because it is the only answer choice that demonstrates positive feedback. With blood
clotting, the platelets continue to pile up and release chemicals until a clot is formed, thus initiating an
amplified response. Answer choices A, C, and D are all examples of negative feedback. We know this because in
each case, a change in the variable being monitored triggers the control mechanism to counteract further
change in the same direction. When the body temperatures are above normal or below normal, sweat or
shivering is the response that is used to reverse the output. Same thing with D, if there is a lack of oxygen, a
hormone that stimulates the production of red blood cells is secreted.
FR: Distinguish the difference between positive feedback and negative feedback, and provide examples for
each. Why are feedback loops important?
With negative feedback, the output reduces the original effect of the stimulus. In a positive feedback system,
the output enhances the original stimulus. An example of negative feedback is the control of blood sugar with
insulin. When blood sugar rises, receptors in the body sense a change . In turn, the pancreas secretes insulin
into the blood effectively lowering blood sugar levels. Once blood sugar levels reach homeostasis, the pancreas
stops releasing insulin. An example of positive feedback is lactation. As the baby suckles on the nipple there is a
nerve response into the spinal cord and up into the hypothalamus of the brain, which then stimulates the
pituitary gland to produce more prolactin to produce more milk. Feedback loops are important in ensuring the
receptor will not continue to stimulate the effector, leading to an overcorrection and causing a deviation in the
opposite direction.
Image courtesy of http://biology-forums.com/index.php?action=gallery;sa=view;id=1077
LO 1.10 The student is able to refine evidence based on data from many scientific
disciplines that support biological evolution.
SP 5.2: The student can refine observations and measurements based on data analysis.
Explanation: Natural selection is a major component in supporting biological evolution.
Natural selection was exposed broadly by Charles Darwin. Natural selection is the theory that states
the more favorable a phenotype is more likely it is to survive and pass the gene through offspring. Also
another piece of evidence would be homologous structures. Homologous structures are structures that
have various development and structures with different functions. Analogous structures are the
complete opposite these organisms have the same function with no trace of a common ancestor.
These biological theories can be measured and refined through a series of process such as analysis of
cladograms, analysis of phylogenetic trees and measurements of fitness(reproductive success).
M.C. Based on the cladogram provided which specie has the most recent common ancestor to the
Rodents and Rabbits ? ( next page)
A. Birds
B. Amniotic Egg
C. Primates
D. Sharks
F.R. / L.L: Based on your knowledge of biological evolution explain the following:
A.) Compare & contrast divergent and convergent evolution and its significance to
Biological evolution.
Answer Keys
M.C. Based on the cladogram provided which specie has the most recent
common ancestor to the Rodents and Rabbits ?
A. Birds
B. Amniotic Egg
C. Primates
D. Sharks
C: Is the correct answer because the Primates and Rabbits are branched off from each
other. This branch is a symbolizing the common ancestor.
Compare & Contrast divergent and convergent evolution and its significance to biological
evolution:
Divergent evolution is one specie that develops into two species over time. For example the
Wooly Mammoth(extinct) that developed into the common Elephant today. The newly
created specie live in different ways from the common ancestor. They are created through
migration or near extinction. Convergent evolution is when two different unrelated
organisms develop common features because, of adapting in similar environments. This is is
significant in biological evolution because it creates biological variation and ensures that each
species plays out its niche.
LO 3.34: The student is able to construct explanations of cell communication through cell-to-cell direct
contact or through chemical signaling.
SP 6.2: The student can construct explanations of phenomena based on evidence produced through
scientific practices.
Explanation: The process of cell communication is primarily executed via direct contact between two cells, mainly through
means of surface receptors located on the outer membranes of cells, which, upon activation by a stimulus, subsequently
trigger the signal transduction pathway within the recipient cell to trigger a response. Direct communication may also
transgress via gap junctions or plasmodesmata that allow materials to be transported between animal and plant cells,
respectively.
Another form of cellular communication involves that of chemical signaling, which functions similarly to direct contact, save
for the use of secreted chemical signals rather than membrane-integrated signal molecules to perform communicative
tasks, such as with the intracellular activation of responses from chemical signals, localized synaptic signaling between
neurons, and more long-distance hormonal signaling between an endocrine cell and its respective target cell.
MC Question: Cell surface receptors
consist of each of the following,
excluding:
a) G protein linked
b) Enzymatic receptors
c) Single-pass transmembrane
proteins
d) Chemically-gated ion channels
FRQ Question: The endocrine system
utilizes cell-to-cell communication to
initiate responses upon any internal or
external environmental change. Describe each of the three pathways that
make up hormonal distribution in the body, taking note of specific chemical
signals and receptors used in each to carry out cellular communication.
MC Question: Cell surface receptors consist of each of the following, excluding:
a) G protein linked
b) Enzymatic receptors
c) Single-pass transmembrane
proteins
d) Chemically-gated ion channels
FRQ Question: The endocrine system utilizes cell-to-cell communication to
initiate responses upon any internal or external environmental change. Describe each of the three
pathways that make up hormonal distribution in the body, taking note of specific chemical signals
and receptors used in each to carry out cellular communication.
The simple endocrine pathway, in response a stimulus,
triggers a receptor protein on an endocrine cell, which
subsequently releases hormones into a blood vessel to the
corresponding target cell, triggering the response.
The simple neurohormone pathway, however, upon
stimulation, triggers the activation of either the
hypothalamus or posterior pituitary via sensory neurons,
causing the release of neurohormones by a neurosecretory
cell. The neurohormones then travel though a blood vessel
to the target cells, triggering a response. Both simple endocrine pathways
and simple neurohormone pathways appear present in the simple neuroendocrine
pathway, which involves the stimulation or sensory neurons that activate receptors in
the hypothalamus, signaling the release of neurohormones into a blood vessel, which
then transport them to receptor sites on an endocrine cell. The cell subsequently
releases hormones into another blood vessel that are then transported to the target cell,
triggering the response.
LO 3.21 The student can use representations to
describe how gene regulation influences cell
products and function.
SP 1.4 The student can use representations and
models to analyze situations or solve problems
qualitatively and quantitatively.
Explanation The products and function of
genes are the results from gene expression.
While some genes are continually expressed,
the expression of most genes are regulated.
Regulation allows more efficient energy
utilization, allowing an increase in metabolic
fitness. Regulatory genes are able to control
gene expression through environmental
signals and developmental cascades. One of
the best studied regulatory systems is the
inducible and repressible regulatory systems
that use operons in bacteria. Operons are
made up of a promoter, an operator, and the
genes they control. The operator acts as an
“on, off” switch, which is controlled by a
protein repressor. The repressor protein,
when active, binds to the operator and
switches the operon off by blocking RNA
polymerase from transcribing the DNA into
RNA. A repressible operon is an operon that
has the transcription on but can only be
inhibited when a corepressor molecule
allosterically binds to the repressor protein
and makes it active. An inducible operon is
an operon that has the transcription off but
can only be stimulated when an inducer
interacts with repressor protein and makes it
inactive.
M.C. Question:The diagram above is one of an operon. Identify what type of
operon it is AND what is needed in order for transcription to happen.
A.
An inducible operon which a corepressor molecule will make the
repressor protein inactive and allow transcription to occur.
B.
An inducible operon which an inducer molecule will make the repressor
protein inactive and allow transcription to occur.
C.
A repressible operon which a corepressor molecule will make the
repressor protein active and allow transcription to occur.
D.
An inducible operon which a inducer molecule will make the repressor
protein active and allow transcription to occur.
Learning Log/ FRQ-style Question: The diagram above is one of a trp
operon that produces polypeptides that make up enzymes for
tryptophan synthesis. The operon is inhibited when Trytophan binds to
the repressor protein and the active repressor protein binds to the
operator. An enzyme called Tryptophandestructase can also bind with
tryptophan and denatures it. Suppose Tryptophandestructase was
introduced, explain what will happen to the operon. Justify your
answer.
LO 3.21 The student can use representations to
describe how gene regulation influences cell
products and function.
SP 1.4 The student can use representations and
models to analyze situations or solve problems
qualitatively and quantitatively.
Learning Log/ FRQ-style Question: The diagram
above is one of a trp operon that produces
polypeptides that make up enzymes for tryptophan
synthesis. The operon is inhibited when Tryptophan
binds to the repressor protein and the active
repressor protein binds to the operator. An enzyme
called Tryptophandestructase can also bind with
tryptophan and denatures it. Suppose
Tryptophandestructase was introduced, explain
what will happen to the operon. Justify your
answer.
Sample Answer: Because Tryptophan
makes the repressor protein active,
tryptophan is a corepressor, this would
make the trp operon a repressible
operon. Because the operon is
repressible, it will continue to function
unless the corepressor, tryptophan, binds
with the repressor and inhibits the
operon. Since tryptophan is being
denatured by Tryptophandestructase, the
repressor protein will remain inactive, the
trp operon will be uninhibited, and the
operon will continue to produce
polypeptides that make up enzymes for
tryptophan synthesis.
M.C. Question:The diagram above is one of an operon. Identify what type of
operon it is AND what is needed in order for transcription to happen.
A.
An inducible operon which a corepressor molecule will make the
repressor protein inactive and allow transcription to occur.
B.
An inducible operon which an inducer molecule will make the
repressor protein inactive and allow transcription to occur.
C.
A repressible operon which a corepressor molecule will make the
repressor protein active and allow transcription to occur.
D.
An inducible operon which a inducer molecule will make the repressor
protein active and allow transcription to occur.
Slide by Alex Varsik
Inducible operon diagram from
http://www.biologyjunction.com
Trp operon from Campbell Reece Ap
Biology Textbook 7th Edtion.
LO 4.19:The student is able to use data analysis to refine observations and measurements regarding the effect of
population interactions on patterns of species distribution and abundance.
SP 5.2: The student can refine observations and measurements based on data analysis.
•
1/5
Explanation: Interactions between populations affect population distribution and abundance because of processes such as
competition, predation, and mutualism. The population interactions can have positive effects, where the population
change is beneficial, or negative effects, where the change is hurtful. Populations may move out of an area to find more
beneficial conditions, which changes both the old and new ecosystems with the loss or gain of a population. This can mean
that one ecosystem gains a new species, but loses another because of over predation. Feedback controls play a role in how
population changes affect symbiotic relationships within an ecosystem because if one animal preys on another, the preys
population size decreases, the predators will not have a large enough food source for their entire population, and their
population size will decrease. This shows that there is a very delicate balance between populations. If one population in an
area changed in density or dispersion, this would dramatically change many other populations in the area because
populations depend on each other.
•
•
2/5
M.C Question:The graph shown here depicts the numbers of moose and wolf populations in an area. Infer from the graph
what caused the spike in moose population in the years leading up to 1995.
a) The increase in number of wolves meant that they had to find other prey, allowing more moose to survive.
b) The wolf population was smaller than normal, causing there to be less predators for the moose and more could survive.
c) There were extremely good environmental conditions during the moose mating season.
d) The moose developed an adaptation that allowed them to escape the wolves.
source: http://p4stsbio2010.blogspot.com/2010_09_01_archive.html
•
Learning Log/FRQ-style Question: In the graph below, it shows the population changes of a hare and a lynx. Assuming that the lynx is a predator
to the hare, answer the following questions about the populations.
a) Explain in detail the population changes and why there are peaks and dips in the population size.
b) Are the hare and lynx showing positive or negative feedback? How do you know?
c) Supposing that the hare is the main food source for the lynx, what would happen to each population if the hare developed an
adaptation that protected it from the lynx. What effects would this have on the ecosystem?
Source of graph: http://myweb.rollins.edu/jsiry/LeolopoldMountainMeans.html
3/5
•
•
Answers Key - LO 4.19
M.C Question:The graph shown here depicts the numbers of moose and wolf populations in an area. Infer from the graph
what caused the spike in moose population in the years leading up to 1995.
a) The increase in number of wolves meant that they had to find other prey, allowing more moose to survive.
b) The wolf population was smaller than normal, causing there to be less predators for the moose and more could
survive.
c) There were extremely good environmental conditions during the moose mating season.
d) The moose developed an adaptation that allowed them to escape the wolves.
We know the answer is B because in the graph, you can see there is a sharp increase in the moose population at the same time
the wolf population is at its lowest points. This means that more moose can survive because there is less threat of predators.
4/5
Answers Key - LO 4.19
•
In the graph below, it shows the population changes of a hare and a lynx. Assuming that the lynx is a predator to the hare, answer
the following questions about the populations.
a) Explain in detail the population changes and why there are peaks and dips in the population size.
b) Are the hare and lynx showing positive or negative feedback? How do you know?
c) Supposing that the hare is the main food source for the lynx, what would happen to each population if the hare developed
an adaptation that protected it from the lynx. What effects would this have on the ecosystem?
a) The populations of the hare and the lynx are connected, and change together. When the hare’s population increases, so does the
population in the lynx because they have more of their food source, causing a peak in the populations. The predation of the hare from the
increased lynx population results in the decrease of the number of hare, also causing a dip in the lynx populations.
b) The hare and the lynx are showing positive feedback because they move in the same direction. When one population goes up, so does the
other and vice-versa.
c) If the hare adapted something to protect it from the lynx, than the hare population would increase without predation while the lynx
population decreased because of their loss of food supply. In the ecosystem, this could have disastrous effects because the hares would need
more food to feed their growing population, and without a proper check on the hare population, their population would consume all the food
in the area, disrupting the entire food chain.
5/5
Learning Objective 2.1
LO 2.1: The student is able to explain how biological systems use free energy based
on empirical data that all organisms require constant energy input to maintain
organization, to grow and to reproduce.
SP 6.2: The student can construct explanations of phenomena based on evidence
produced through scientific practices.
We can tell organisms use energy and need energy for metabolic processes because
of the exchange between the different trophic levels. The law of thermodynamics, which
states that matter cannot be created or destroyed, helps explain how energy is used for
organisms. Organisms obtain energy from other organisms and use that energy in energy
coupling reactions. This means that there must be a constant energy input in order
increase or decrease the entropy. There is a transfer of energy by photosynthesis or
chemosynthesis from free energy reactions. There is evidence of this energy transfer in
metabolic rates, physiological changes, variations in reproductive strategies, and effects
of changes in free energy availability. If there is an offset of free energy availability for a
clover population, a change in population size can be seen in that autotrophic population
as well as a rabbit population (heterotrophic) that uses the clovers for energy.
M.C. Question: If someone standing still on the edge of a diving board was pushed off the
board into a pool below the board, which of the following is true?
I.
The diver will move toward a more stable state the closer to the water they get
II. The free energy of the diver would increase the closer to the water they get
III. The movement of the diver from the board to the water is a spontaneous reaction
that releases free energy
a) I only
b) II only
c) II and III only
d) I and III only
FRQ: Using the figure, describe where each organism is obtaining energy, two chemical
processes responsible for the harnessing of energy, and what happens to the energy
as it is transferred from each trophic level.
Answer Key
M.C. Question: If someone standing still on the edge of a diving board was pushed off the board into a
pool below the board, which of the following is true?
The diver will move toward a more stable state the closer to the water they get
The free energy of the diver would increase the closer to the water they get
The movement of the diver from the board to the water is a spontaneous reaction that releases free energy
a) I only
b) II only
c) II and III only
d) I and III only
FRQ: Using the figure, describe where each organism is obtaining energy, two chemical processes
responsible for the harnessing of energy, and what happens to the energy as it is transferred from each
trophic level.
The primary producers, or the plants, are obtaining energy from the sun using photosynthesis.
During photosynthesis, light energy is converted into chemical energy through a network of
photosystems in the chloroplasts of leaves. Light strikes the thylakoids in the chloroplasts to excite
electrons to a higher level. Once a certain level is met, the electrons initiate photosynthesis. The
light reactions split water and oxygen is given off from the Calvin cycle. During the Calvin cycle,
carbon fixation, reduction reactions, and the regeneration of RuBP occurs. The Calvin cycle uses
enzymes such as RuBisCo to break down carbon molecules into two molecules of 3phosphoglycerate(3PGA), then ATP is used to phosphorylate 3PGA to form ADP. The reduction
reactions use the NADPH from the light reactions to form G3P and NADP+. The rabbit
population obtains energy from the plants; the snake population from the rabbit population; and
the eagle population from the snake population. As the energy is transferred up the trophic levels,
the same amount of energy is given off as heat into the ecosystem.
LO 3.20: The student is able to explain how the regulation of gene expression is essential for the processes and
structures that support efficient cell function.
SP 6.2: The student can construct explanations of phenomena based on evidence produced through scientific practices.
Explanation: Gene expression is regulated at the DNA, RNA, and protein levels. At the DNA level histone acetylation
patterns and DNA methylation patterns control which genes can be transcribed. DNA with a methyl group (-CH3 ) or
with unacetylated histone tails can not be transcribed. At the RNA level enhancers or silencers are transcription factors
that can bind to the DNA near the promoter to activate or suppress specific genes. Transcription factors regulatory
proteins that are required for transcription but silencers can also halt transcription. Alternative mRNA splicing can
create different mRNA strands using regulatory proteins during RNA processing. MicroRNA (miRNA) is used to degrade
mRNA. It binds to mRNA to make it double stranded. The double stranded mRNA can not be translated and it is
selected to be degraded into nucleotides. At the protein level ubiquitin bunds to a protein that is no longer needed.
The ubiquitin signals for the protein to be broken down in a proteasome into its amino acids. The regulation of gene
expression causes many phenotypic differences seen in organisms with similar DNA sequences.
MC: Why are red blood cells and muscle cells different if they have the
same DNA?
A They have different genes even though they have the same DNA
B They have different activators in their nucleus
C Red blood cells are produced from bone marrow but muscle cells are not
D The genes have different promoters in each cell.
Slide 1 of 3
http://bio1151.nicerweb.com/Locked/media/ch18/euk-regulation_cytoplasm.html
FRQ: Predict the result of each scenario and explain it in terms of gene regulation
a. A eukaryotic cell is treated with a chemical that acts as an enhancer for a cell division
promoting gene.
b. A eukaryotic cell is treated with a chemical that removes the methyl group from DNA.
c. A eukaryotic cell is treated with a chemical that binds to miRNA disabling it.
Slide 2 of 3
MC: Why are red blood cells and muscle cells different if they have the same DNA?
A They have different genes even though they have the same DNA
-A is incorrect because the cells have the same DNA so they have the same genes.
B They have different activators in their nucleus
-B is correct because the variation of activators means that different genes are transcribed in each cell.
C Red blood cells are produced from bone marrow but muscle cells are not
-Though C is true it does not answer the question.
D The genes have different promoters in each cell
-D is incorrect because the cells have the same DNA sequence so the same promoters for each gene are in the
same spot in each cell
FRQ: Predict the result of each scenario and explain why in terms of gene regulation.
a. A eukaryotic cell is treated with a chemical that acts as an enhancer for a cell division promoting gene.
b. A eukaryotic cell is treated with a chemical that removes the methyl group from DNA.
c. A eukaryotic cell is treated with a chemical that binds to miRNA disabling it.
A- The cell will continue to divide because an excess of the dividing protein is present. The chemical works as a
transcription factor promoting the transcription of the gene instead of it being regulated. The mRNA encoding for the
protein will be translated to create the protein to promote cell division. This could lead to a tumor.
B- Most of if not all the DNA will now be able to be translated causing a build up of proteins that are not needed.
Methylated DNA can not be translated because RNA Polymerase can not function if it is blocked by a methyl group, thus
preventing unneeded proteins from being made. With the methyl groups removed, the DNA will be transcribed then the
mRNA translated creating excess unnecessary proteins.
C- mRNA will not be degraded causing excess proteins the cell is currently making to collect. miRNA binds to the mRNA
signaling for the degradation of it. If the miRNA are unable to bind to mRNA it will not be broken down therefore it can not
be regulated, and it can only be translated creating more protein.
Slide 3 of 3
LO 3.47 The student is able to create a visual representation of complex nervous systems to describe/ explain how these system detect external
and internal signals, transmit and integrate information, and produce responses.
SP 1.1 The student can create representations and models of natural or man-made phenomena and systems in the domain.
Explanation
The Peripheral Nervous System, which contains sensory and motor system that are responsible for the input and output by relaying information to the central nervous
system. The neuron is the basic structure of the nervous system that reflects function. A typical neuron has a cell body, axon and dendrites. Many axons have a myelin sheath
that acts as an electrical insulator. The structure of the neuron allows for the detection, generation, transmission and integration of signal information. Schwann cells, which
form the myelin sheath, are separated by gaps of unsheathed axon over which the impulse travels as the signal propagates along the neuron. Action potentials propagate
impulses along neurons. Membranes of neurons are polarized by the establishment of electrical potentials across the membranes. In response to a stimulus, Na+ and K+
gated channels sequentially open and cause the membrane to become locally depolarized. Na+/K+ pumps, powered by ATP, work to maintain membrane potential. A nerve
impulse is an electrochemical event (initiated by various stimuli) that causes a change in neuron plasma membrane permeability, allowing sodium ions (Na+) to enter the cell
(depolarization). Once begun, the action potential, or nerve impulse, continues over the entire surface of the cell. Electrical conditions of the resting state are restored by the
diffusion of potassium ions (K+) out of the cell (repolarization). Ion concentrations of the resting state are restored by the sodium-potassium pump transmission of
information between neurons occurs across synapses. Transmission across synapses involves chemical messengers called neurotransmitters. A neuron influences other
neurons or effector cells by releasing neurotransmitters, chemicals that diffuse across the synaptic cleft and attach to membrane receptors on the postsynaptic cell. The
result is opening of specific ion channels and activation or inhibition, depending on the neurotransmitter released and the target cell, causing a response.
Multiple Choice Question
The Steps Below refer to various stages in transmission at a chemical synapse:
1. Neurotransmitter binds with receptors associated with the postsynaptic membrane.
2. Calcium ions rush into neuron’s cytoplasm.
3. An action potential depolarizes the membrane of the axon terminal.
4. The ligand-gated ion channels open
5. The synaptic vesicles release neurotransmitter into synaptic cleft.
Which of the sequence of events is correct?
A. 1, 2, 3, 4, 5
B. 2, 3, 5, 4, 1
C. 3, 2, 5, 1, 4
D. 4, 3, 1, 2, 5
E. 5, 1, 2, 4, 3
Learning Log/ FRQ-style question
Describe the basic pathway of information flow through neurons that causes you
to turn your head when somebody calls your name.
LO: 3.47 Answer Key
Multiple Choice Question
The Steps Below refer to various stages in
transmission at a chemical synapse:
1. Neurotransmitter binds with receptors
associated with the postsynaptic membrane.
2. 2. Calcium ions rush into neuron’s cytoplasm.
3. An action potential depolarizes the membrane of
the axon terminal.
4. The ligand-gated ion channels open
5. The synaptic vesicles release neurotransmitter into
synaptic cleft.
•
Which of the sequence of events is correct?
A. 1, 2, 3, 4, 5
B. 2, 3, 5, 4, 1
C. 3, 2, 5, 1, 4
D. 4, 3, 1, 2, 5
E. 5, 1, 2, 4, 3
Learning Log/ FRQ-style question
Describe the basic pathway of information flow through
neurons that causes you to turn your head when
somebody calls your name. Draw a diagram for this
process.
- Sensors in your ear transmit the external auditory stimuli
to your brain. The stimuli is then carries the impulse
from the ear to an interneuron. The activity of the
interneuron process the information and enables you
to recognize your name. In response, efferent neurons
transmit signals which cause contraction of muscles in
the neck that enable you to turn your head towards
the stimuli.
Sample drawing
LO 3.38 The student is able to describe a model that expresses key elements to show how change in signal
transduction can alter cellular response.
SP 1.5 The student can re-express key elements of natural phenomena across multiple representations in the domain.
Explanation: Visual models and representations are valuable resources for learning and investigating biological concepts and ideas. When given
a specific biological process, the student is capable of creating correct representations and models using written explanations. The student must
also be able to use models and representations to communicate information, make predictions, illustrate biological processes and concepts, and
describe systems to exemplify complete understanding. For instance, the student must be able to present their knowledge via both written and
visual explanations of key concepts of signal transduction and how transduction converts the signal to another form that can bring about a
specific, desired response. This is done by a signal molecule binding to the receptor protein and changing it, then relay molecules aid in
transduction , which triggers a specific cellular response. This information can then be used by the student to predict, with scientific evidence,
how the response is altered. The student should be aware of the effects of a blocked or defective signal transduction. In order to do this, they must
clearly illustrate the importance of relay proteins, including a scaffolding protein, protein kinases, and the receptor. Then, in either a written
explanation or a clearly labeled drawing, show the effects of a defective or missing relay protein. This can be done with references to disorders
such as WAS, which involves the absence of a relay protein.
MC Question: Relay proteins act as points of intersection or branching in signaling pathways. In the case of Wiskott- Aldrich syndrome
(WAS), the absence of a relay protein can lead to symptoms such as bleeding or eczema. Studies have found that the WAS protein is
located just beneath the cell surface. With your knowledge of relay proteins and signal transduction, which of the following theories best
explains why a missing relay protein has such adverse affects.
a. The relay protein acts as the signal’s means for transportation in a signaling pathway. Therefore, its absence disrupts the signaling pathways.
Without the relay protein, the response cannot occur and causes immune cell behavior to not be controlled as easily.
b. Without the relay protein, the protein kinases bind to proteins that activate symptoms of bleeding or eczema.
c. The signaling pathway continues through signal amplification, but the response is negative instead of positive.
d. The relay protein is absent near the cell surface because it is located in a different area of the cell. It aids in transduction of another signal that
is set to respond with bleeding or eczema.
FRQ: Using the model shown to the right,
1
2
3
a. Identify and describe the specific processes of cell
communication that are illustrated.
b. Describe the effects of the removal of the relay molecules
in process number two.
c. Describe the effects of a drug inhibiting the relay
molecules.
Alicia Paul
Answer Key LO 3.38
MC Question: Relay proteins act as points of intersection or branching in signaling pathways. In the case of Wiskott Aldrich syndrome
(WAS), the absence of a relay protein can lead to symptoms such as bleeding or eczema. Studies have found that the WAS protein is
located just beneath the cell surface. With your knowledge of relay proteins and signal transduction, which of the following theories best
explains why a missing relay protein has such adverse affects.
a. The relay protein acts as the signal’s means for transportation in a signaling pathway. Therefore, its absence disrupts the signaling pathways.
Without the relay protein, the response cannot occur and causes immune cell behavior to not be controlled as easily.
b. Without the relay protein, the protein kinases bind to proteins that activate symptoms of bleeding or eczema.
c. The signaling pathway continues through signal amplification, but the response is negative instead of positive.
d. The relay protein is absent near the cell surface because it is located in a different area of the cell. It aids in transduction of another signal that
is set to respond with bleeding or eczema.
 The symptoms of WAS likely arise mainly from the absence of the protein in immune system cells. The multifunctional relay protein acts as
a point of intersection and a branch point in an intricate signal transduction network that controls the behavior of immune cells. Without the
WAS protein, the cytoskeleton isn’t organized accurately and signaling pathways are disrupted, which leads to the symptoms.
FRQ: Using the model shown to the right,
a. Identify and describe the specific processes of cell communication that are illustrated.
b. Describe the effects of the removal of the relay molecules in process number two.
c. Describe the effects of a drug inhibiting the relay molecules.
a. The first process illustrated is reception. The target cell has detected the signal molecule from outside of the cell. The signal then binds to the
receptor protein, changing it to initiate the second process, transduction. During transduction, the signal is converted to another form that
brings about a specific cellular response. This is done by the use of relay proteins in a signal transduction pathway. The third process is the
response. The signal has finally triggered a response, which is either cytoplasmic or nuclear.
b. Without relay molecules, they cannot complete their function as branching points or intersections in signaling pathways. They are crucial to the
process of transduction because they alter the form of the signal molecule through a signal transduction pathway. Their absence would be
prophylactic, causing the cellular response to not be triggered, as the signal would never change form.
c. The addition of a drug that inhibits relay molecules during signal transduction would also result in the cellular response to not be triggered.
Inhibiting relay molecules inhibits transduction, which converts the signal molecule to a form that brings about the response. If this process
does not occur, then the response cannot be made, leading to further problems in the body.
Alicia Paul
LO 4.2: The student is able to refine
representations and models to explain how
subcomponents of a biological polymer and
their sequence determine properties of that
polymer.
SP 1.3: The student can refine representations
and models of natural or man-made
phenomena and systems in the domain.
Explanation: The four biological polymers are
carbohydrates, proteins, lipids and nucleic
acids. The functional groups of these organic
molecules are: OH, COOH, CO, NH₂, CH₃, SH
and PO₄. Each of the four organic
macromolecules have carbon back bones with
the six functional groups attached that
determine their function and shape. For
example, polypeptides contain a carbon
central molecule, with and amino group
(NH₂), a carboxyl group, a hydrogen and a “R”
group. The “R” group is a side chain that
differs in each of the twenty amino acids. The
“R” group ultimately decides the way the
amino acid coils and folds around itself
(tertiary structure) and other amino
acids/molecules; which then decides the
function of that amino acid/protein with two
or more polypeptides (quaternary structure).
(See diagrams to the right for further
explanation)
M.C. Question:
• Which subcomponent of DNA determines
the direction in which DNA polymerase
travels along a DNA strand?
A: Phosphate Group
B: Deoxyribose Sugar
C: Nitrogenous Base
D: Lipid
Free Response Question:
• Using words and diagrams, explain 3
structural differences between DNA and
RNA.
• Explain the functional differences between
DNA and the three types of RNA. How does
DNA and RNA’s structural differences help
their functions?
Answer Key
• Multiple Choice Question:
•
Which subcomponent of DNA determines
the direction in which DNA polymerase
travels along a DNA strand?
A: Phosphate Group
B: Deoxyribose Sugar
C: Nitrogenous Base
D: Lipid
• Free Response Diagram:
(sample/example)
• Free Response Question:
•
•
DNA is found solely in the nucleus of an animal cell. It is in
the shape of a double helix. DNA also has four bases: A, T,
G and C, and it contains the sugar deoxyribose. RNA can be
found in the nucleus and cytosol of an animal cell. It is
single stranded and it’s four bases are A, U, G and C; it
contains the sugar ribose.
DNA’s function differs from RNA because DNA’s primary
purpose is to store genetic information, while RNA’s
primary function is to copy and deliver genetic information
from the nucleus to the cytosol. TRNA is transfer RNA; it
resides solely in the cytosol of the cell and translates
codons to polypeptide chains. MRNA is messenger RNA; it
carries information copied from the DNA in codons that
will specify proteins to be made by the TRNA. RRNA is
ribosomal RNA, which joins with proteins to form
ribosomes that move along MRNA and start amino acid
and protein chain assembly. RNA’s single stranded shape
contributes to it’s ability to travel out of the nuclear
envelope and contributes to it’s purpose of
copying/delivering genetic information. The single
stranded RNA is able to “attach” to the genetic material
it’s copying and ‘’fit” between the ribosome easier during
translation. DNA’s double stranded shape helps preserve
genetic information from mutations or transcription
mistakes.
LO 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function.
[See SP 5.1]
SP 5.1 The student can analyze data to identify patterns or relationships.
Explanation: Interactions between molecules can significantly change their structure and function. For
instance if a molecular system is changed in the least bit it can result in a change of the whole function of the
system. For a chemical reaction to occur between two enzymes the substrate must fit in shape and charge to
the enzyme’s active site. Other factors in enzyme function are cofactors and coenzymes which must be present
and bind to the correct sites on the enzyme in order for it to become active. Molecules in the environment can
also change the activity of an enzyme by binding irreversibly or reversibly to the active site. Data showing the
concentration of a substrate or product can show whether or not there has been a change in the function of an
enzyme.
MC Portion:
Which of the following is a factor in an enzyme’s ability to catalyze a reaction:
A)
An enzyme will allow the reaction to go through a less stable transition state than normal.
B)
An enzyme will strengthen bonds in reactants.
C)
An enzyme provides a suitable environment and an appropriate reaction surface for the reaction to
occur.
D)
When an enzyme binds reactants they can be positioned incorrectly, this can ultimately end in the
destruction of a substrate.
Free Response Style Question
How does the chemical structure of an enzyme
change and affect the catalytic activity
of an enzyme? How does an enzyme
catalyze a reaction? Use the figure
given to help explain these two
processes. Please include a description
of what happens at each point included
in the figure as well.
A.
B.
C.
D.
http://upload.wikimedia.org/wikipedia/commons/thumb/2/24/Induced_fit_diagram.svg/648
px-Induced_fit_diagram.svg.png
LO 4.17 Answer Key
MC Portion:
Which of the following is a factor in an enzyme’s ability
to catalyze a reaction:
A)
An enzyme will allow the reaction to go through
a less stable transition state than normal.
B)
An enzyme will strengthen bonds in reactants.
C)
An enzyme provides a suitable environment and
an appropriate reaction surface for the reaction
to occur.
D)
When an enzyme binds reactants they can be
positioned incorrectly, this can ultimately end in
the destruction of a substrate.
Free Response Style Question
How does the chemical structure of an enzyme
change and affect the catalytic activity of an
enzyme? How does an enzyme catalyze a
reaction? Use the figure given to help explain
these two processes. Please include a description
of what happens at each point included in the
figure provided.
At point A the substrate is entering the active site
of the enzyme, at point B the enzyme changes
shape slightly as it binds to the active site of the
enzyme. At point C the enzymes are turned into
products which are sent out of the active site of
the enzyme at point D. The active site of the
enzyme has a groove or pocket for the a special
shape of a substrate, this is sometimes referred to
as a lock and key. Modifiers of an enzyme such as
cofactors, activators, and inhibitors can change the
function of an enzyme. Cofactors are present at
the active site to increase the rate of catalysis. An
enzyme inhibitor is a molecule which binds to
enzymes and decreases their activity. Enzyme
Activators bind at the active site and increase their
activity.
LO 4.15 The student is able to apply mathematical routines to quantities that describe interactions
among living systems and their environment, which result in the movement of matter and energy.
SP 2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
Explanation: Organisms interact with their environment to gain the essentials for life. Energy in an ecosystem flows
through and is degraded as it is passed through the food chain. Matter cycles in an ecosystem and is reused such as in
photosynthesis and cellular respiration: the products of one reaction are the reactants of the other, and so the cycle of
production and consumption continue. The climate of a region determine the organisms that live there, and therefore,
the basis of the food chain. The amount of energy that can be made by the primary producers, and the the amount they
use to maintain homeostasis, determines the amount of energy that can be passed on to the next trophic level and on
through the food chain. Mathematical calculations can be applied to process the amount of energy and matter available
at each level of consumption.
M.C.Question: Given that the primary producer of a food chain
initially takes in 500,000J of energy, and 35,000J is available to the
primary consumer, what is the percent efficiency of the energy transfer
between the two organisms?
A) 10%
C) 7%
B) 3.5%
D) 23%
Free Response: In the foothills of North Carolina, grasses
makes up a significant proportion of the primary producers of
the are. The grasses take in about 500,000J of energy and the
efficiency of the energy transfer is approximately 4.5%
throughout the food chain.
A) Using the diagram to the right, create an energy pyramid that depicts
the energy available at each tropic level.
B)The efficiency of the energy transfer of the Snake decrease by 2.5%.
What is the percent change of the amount of energy the snake can pass
on to the hawk .
http://biology.tutorvista.com/ecology/food-web.html
M.C.Question: Given that the primary producer of a food chain initially takes in 500,000J of energy, and 35,000J is available to the
primary consumer, what is the percent efficiency of the energy transfer between the two organisms?
A) 10%
The amount of energy available to the next trophic level, divided by the amount of energy taken in, gives
B) 3.5%
the proportion of energy that can be passed on. The proportion multiplied by 100 gives you the percent
C) 7%
efficiency.
D) 23%
35,000J / 500,000J = 0.07 x 100 = 7% efficiency
Free Response: In the foothills of North Carolina, grasses makes up a significant proportion of the primary producers
of the are. The grasses take in about 500,000J of energy and the efficiency of the energy transfer is approximately 4.5%
throughout the food chain.
A) Using the diagram to the right, create an energy pyramid that depicts the energy available at each tropic level.
B)The efficiency of the energy transfer of the Snake decrease by 2.5%. What is the percent change of the amount of energy the snake can pass
on to the hawk .
A)
Sun
Hawk
45.7J
Lizard
Snake
1,012.5J
Grasshopper
Rabbit
Mouse
22,500J
Grass
500,000J
B) The percent efficiency decreases from 4.5% down to
2%; therefore, the amount of energy available to the next
tropic level decreases from 45.7J to 20.3J. The percent
change is the difference of the two energies divided by the
original and multiplied by 100. The percent change of the
amount of energy the snake can give to the next trophic
level is 55.6% decrease.
4.5% - 2.5% = 2%
1,012.5J x .o2 = 20.3J
(45.7J - 20.25J) / 45.7J = 0.5557 x 100 = 55.6%
decrease
LO 4.15: The student is able to use visual representations to analyze situations or solve problems
qualitatively to illustrate how interactions among living systems and with their environment
result in the movement of matter and energy.
SP 1.4: The student can use representations and models to analyze situations or solve problems
qualitatively and quantitatively.
Explanation: Interactions among living systems
and with their environment result in the
movement of matter and energy. Within a living
system, energy flows while matter is recycled. In
an ecosystem, for example, many factors affect
the organisms that live there. Climate change
and different weather patterns can affect the
success and productivity within an ecosystem,
for both food webs and chains are dependent on
primary productivity. Figures like the one to the
right demonstrate the interdependence and
flow of energy within a living system. Using the
diagram can make it easier when making
predictions about a system. Also, figures such as logistic models can be helpful with making
predictions of the impact of change in biotic and abiotic factors. The curve may reflect
population changes due to competition for resources, disease, or an accumulation of waste.
Human activities also impact ecosystems. These harmful activities can decrease population
sizes and contribute to habitat loss. Many adaptations of organisms are related to obtaining
and using energy and matter in a particular environment.
M.C. Question: How many kg of 2nd level carnivorous
consumers can be supported by 100,000 kg of primary
producers?
A) 100
B) 1,000
C) 10
D) 1
Learning Log/FRQ-style Question: Use your
knowledge of DDT and biomagnification to help
answer the following questions.
a) Propose one method as to how the DDT got
into the water.
b) Explain the short term effects of the DDT
travelling through the food chain.
c) Explain the long term effects of the DDT
travelling through the food chain.
Answer Key for LO 4.15
M.C. Question: How many kg of 2nd level carnivorous consumers can be supported by
100,000 kg of primary producers?
A) 100
This problem requires an understanding of the 10% rule with regards to energy
B) 1,000
and biomass flow within a living system. The number of kilograms of primary
C) 10
producers must be divided by 10 three times in order to calculate the amount
of carnivorous consumers that can be supported by the autotrophs. This is
D) 1
because it is the third trophic level after the primary producers.
Learning Log/FRQ-style Question: Use your knowledge of DDT and biomagnification to help
answer the following questions.
a) Propose one method as to how the DDT got into the lake.
b) Explain the short term effects of the DDT travelling through the food chain.
c) Explain the long term effects of the DDT travelling through the food chain.
a) A farmer of a nearby field could have sprayed DDT on his plants to keep away pests.
Frequent irrigation or a large storm could have produced runoff, leading the DDT filled
water into the lake.
b) The DDT will begin to accumulate in zooplankton and fish. It will first appear in traces
amounts but it will be magnified quickly. The fish-eating birds will be exposed to deadly
amounts of DDT in their tissues.
c) The DDT levels will magnify until many of the fish die. As the fish populations decrease,
the fish-eating birds will also decrease. The pond will experience a loss of many
organisms as the DDT damages their tissues as well. The fish markets will suffer.
Page 1/3
Learning Objective
LO 1.7 The student is able to justify data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and the
effects of selection in the evolution of specific populations.
Science Practice
2.1 The student can justify the selection of a mathematical routine to solve problems.
Explanation
The Hardy–Weinberg principle states that allele and genotype frequencies in a population will remain constant from generation to generation in
the absence of other evolutionary influences. The Hardy-Weinberg equilibrium can be disrupted by a number of forces including mutations,
natural selection, nonrandom mating, genetic drift, and gene flow. Genetic drift is one of the basic mechanisms for evolution. Genetic drift is the
change in allele frequency in a population due to chance, over time an allele will become more or less common. Natural selection occurs when
individuals with traits better suited to the environment reproduce more often, which allows their traits to be passed on. The Hardy- Weinberg
equations are used to calculate the frequencies of the three possible genotypes in a population.
Equations:
p = the frequency of the dominant allele (represented by A) q = the frequency of the recessive allele (represented by a)
For a population in genetic equilibrium: p + q = 1.0 (The sum of the frequencies of both alleles is 100%.) p2 + 2pq + q2 = 1
The three terms of this binomial expansion indicate the frequencies of the three genotypes:
p2 = frequency of AA (homozygous dominant) 2pq = frequency of Aa (heterozygous) q2 = frequency of aa (homozygous recessive)
Multiple Choice
Prior to a hurricane on an island there were 4000 mice; 3000 were homozygous dominant for brown fur, 500 were heterozygous and 500 were
homozygous recessive. After the hurricane, the mouse population was 420; 210 are homozygous dominant for brown fur, 160 are heterozygous
and 50 are homozygous recessive. What is the change in frequency of the dominant allele from the original population to the post hurricane
population and what is this change in frequencies called?
A) 0.16;crossing over
B)0.70; crossing over
C) 0.16; genetic drift
D)0.005; genetic drift
Page 2/3
Free Response
a) Describe Genetic Drift AND list the 5 criteria for Hardy Weinberg equilibrium and how they relate to genetic drift.
b) Refer to the image and data chart below to answer the following questions.
Name and Explain the specific type of genetic drift that is being illustrated in the image and the effect it has
on the overall population.
Now let’s say that the pink circle represents a dominant allele and the green circle represents the recessive
allele, using the Hardy-Weinberg equations calculate the frequency of the homozygous dominant genotype, the
heterozygous genotype, and the homozygous dominant genotype of both the original population and the new population.
Chance event
Original Population
New Population
Original Population
New Population
Dominant allele frequency
0.50
0.80
Recessive allele frequency
0.50
0.20
Page 3/3
Answers:
Multiple Choice Answer:
C
Free Response Answer:
1. a)Genetic Drift is the change of allele frequency in a population due to chance. The five conditions
for Hardy- Weinberg Equilibrium are an extremely large population, no gene flow, no mutations,
random mating, and non natural selection. A large population size relates to genetic drift because the
smaller the population, the greater the probability that the allele frequencies will change due to
chance and genetic drift will occur, so the larger a population the less likely that allele frequencies will
change. Gene flow, which is the transfer of alleles between populations, can alter allele frequencies, if
there is no gene flow there is no genetic drift. Mutations can modify the gene pool by introducing or
removing genes from chromosomes or by changing one allele into another, so if no mutations occur
the gene pool will not be altered and it will not contribute to genetic drift. Random mating does not
occur because individuals preferentially choose mates with certain genotypes but if random mating
did occur, certain traits would not be selected for and genetic drift would not occur. The last criteria,
no natural selection, would inhibit genetic drift because this would mean that there were no
differences in reproductive success of individuals carrying different genotypes so the allelic
frequencies would not be altered.
b) This image is showing the bottleneck effect, which is when a sudden change in the environment
drastically reduces the size of a population and the affected population’s gene pool does not
reflect the original population’s gene pool. The immediate effect of a population bottleneck is to
decrease genetic diversity, promoting the effects of genetic drift.
Original Population: homozygous dominant frequency= 0.25
heterozygous frequency=0.25
homozygous recessive frequency=0.5
New Population: homozygous dominant frequency= 0.64
heterozygous frequency=0.32
homozygous recessive frequency=0.04
LO 2.3: The student is able to predict how changes in free energy availability affect organisms,
populations and ecosystems.
SP 6.4: The student can make claims and predictions about natural phenomena based on
scientific theories and models.
Explanation: Energy comes from the sun. Energy is made available in the trophic levels by producers
or autotrophs. It is continuously lost because of metabolic activity and limits how much energy can be
passed on to higher trophic levels. The Law of Thermodynamics explains that energy becomes more
entropy as energy is transferred. About 10% of energy is passed on which is called the Rule of 10%.
The energy is chemically bonded and converted into heat energy by plants. And allows heterotrophs
to be able to receive energy.
MC Question: If there were no autotrophs what would happen to the flow of energy involving NPP
and GPP in the trophic levels?
A. The NPP and GPP could still exist.
B. The NPP would be created by the heterotrophs and the
GPP would be left over for the next trophic levels.
C. The GPP would be created by the heterotrophs and
the NPP would be left over for the next trophic levels.
D. The NPP would not existed and there would
be no GPP for the next trophic levels.
Learning Log/ FRQ- style Question: Explain how producers and non photosythenthic organisms obtain
energy. Explain why there has to be so a large amount of lower trophic level species in order to
feed the small amount of higher trophic levels. How much GPP would be left for the secondary
consumer if the producers consumed 200,000 J of energy? Tertiary consumer?
ANSWER KEY- LO 4.1
MC Question: If there were no autotrophs what would happen to the flow of energy involving NPP and GPP
in the trophic levels?
A. The NPP and GPP could still exist.
B. The NPP would be created by the heterotrophs and
the GPP would be left over for the next trophic levels.
C . The GPP would be created by the heterotrophs and
the NPP would be left over for the next trophic levels.
D. The NPP would not existed and there would be no
GPP for the next trophic levels.
- Why? Producers convert energy (NPP) from the sun
and allow the consumers to access the leftover energy (GPP) after the producers take in energy.
Explain how producers and non photosynthetic organisms obtain energy. Explain why there has to be so a
large amount of lower trophic level species in order to feed the small amount of higher trophic levels. How
much energy would be left for the secondary consumer if the producers consumed 200,000 J of energy?
Tertiary consumer?
- Producer take in the energy from the sun which is the source of the energy pyramid and allows the energy
to be able to be used by doing photosynthesis. Non photosynthetic organisms such as bacteria that live deep
where there is no sun light use a process called chemosynthesis, which the synthesis of carbohydrate from
carbon dioxide and water using energy obtained from the chemical oxidation of simple inorganic
compounds. Energy is lost mainly through heat, so not much is transferred to the next trophic level, only
about 10% is transferred. The producer have to convert through aerobic respiration, C6H12O6 + 6 O2  6 CO2
+ 6 H2O, in order for the higher trophic levels to access it. Since the energy being transferred isn’t much
there has to be many producers and lower trophic levels.
200,000 J x .01 (10%) = 20,000 J
200,000 J - 20,000 J = 180,000 J for the secondary consumers
180,000 J x .1 (10%)= 18,000 J
180,000 J – 18,000 J =162,000 J for the tertiary consumers
There would be 180,000 J of energy left for the secondary consumers and 162,000 J of energy for the tertiary consumers.
LO 2.2: The student is able to justify a scientific claim that free energy is required for living systems to maintain
organization, to grow or to reproduce, but that multiple strategies exist in different living systems.
SP 6.1: The student can justify claims with evidence.
Explanation: All living systems require constant input of free energy. The order is
maintained when free energy is constantly available, any loss of order or free energy
will result in death. Living Systems do not violate the 2nd law of thermodynamics:
Energy transfer or transformation increases disorder (entropy) of the universe.
Organisms use free energy to keep organization, grow and also reproduce. Also,
reproducing and raising offspring require free energy beyond what is required for
maintenance and growth; such variance can affect populations and distribution
among the ecosystem.
Heat
Chemical
energy
(a) First law of thermodynamics: Energy
can be transferred or transformed but
neither created nor destroyed. For
example, the chemical (potential) energy
in food will be converted to the kinetic
energy of the cheetah’s movement in (b).
co2
+
H2O
(b) Second law of thermodynamics: Every energy transfer or transformation increases
the disorder (entropy) of the universe. For example, disorder is added to the cheetah’s
surroundings in the form of heat and the small molecules that are the by-products
of metabolism.
Multiple Choice Question:
1) In What situation would a diver have the most potential energy?
a. Standing on a platform diving into the water.
b. In the process of diving into the water, diver is in the air.
c. Swimming in the water
d. Climbing up steps to dive again.
On the platform, a diver
has more potential energy.
Climbing up converts kinetic
energy of muscle movement
to potential energy.
Diving converts potential
energy to kinetic energy.
In the water, a diver has
less potential energy.
FRQ: Thermodynamic is the study of energy transformations that occur in a collection of
matter. Discuss the first and second laws of Thermodynamics, include in your answer how
energy can help lead to growth.
Multiple Choice Question:
1) In What situation would a diver have the most potential energy?
a. Standing on a platform diving into the water.
b. In the process of diving into the water, diver is in the air.
c. Swimming in the water
d. Climbing up steps to dive again.