Biology Vocabulary Review for End-Of-Course Assessment, 2013
Important vocabulary terms that generally refer to the Population Level of Biological Organization
but will apply to other areas as well.
Match
Definition
Term
1. Coiled up version of DNA, contains genes of organism
a)
Adaptation
2. Producing the new generation by combining chromosomes of
b)
Allele
two different parents. Increases genetic variation for the next
generation
3. A change in the structure or function of an organism that is
c)
Biodiversity
favored by natural selection because that organism is more
suited to the environment
4. The alleles for a trait written as letters, two for each trait.
d)
Chromosomes
5. The abundance of different species within an ecosystem.
e)
Decomposer
6. Any individual living thing, like a bacterium, fungus, plant or
f)
Dominant
animal.
7. Species population so reduced in number that extinction is a
g)
Diversity
possibility.
8. Eating relationships among species in an ecosystem. Diagram
h)
DNA
with arrows pointing in the direction of matter/energy flow.
9. Change to the nucleotide sequence in DNA, can be positive,
i)
Endangered
negative or neutral in effect depending on where in DNA
10. Having two different alleles for a trait
j)
Enzyme
11. A segment of inherited information that codes for a trait
k)
Food web
12. A group of organisms capable of interbreeding and producing
l)
Gene
fertile offspring.
13. Cell division that produces gamest, each with only half the
m) Genotype
total chromosome number (one of each type). Increases
genetic diversity.
14. The number of individuals of a population in a given amount
n)
Heterozygous
of space
15. Gene with more than one form
o)
Homozygous
16. Male gamete carrying half the chromosome number
p)
Meiosis
17. Organisms that consume the remains of dead for their own
q)
Mitosis
matter and energy needs and break down the tissue into
simpler forms
18. The allele that will be expressed whenever present.
r)
mRNA
19. Process of cell division that produces two identical cells with
s)
Mutation
that same genetic makeup as the original
20. The way a trait physically looks in an organism
t)
Organism
21. Large molecule inside the nucleus of living cells that carries
u)
Phenotype
genetic information.
22. Having two of the same alleles for a trait
v)
Population Density
23. The message transcribed from the DNA when a protein is
w) Sexual Reproduction
going to be made.
24. Refers to different types of organisms in an ecosystem
x)
Species
25. Molecule that speeds up chemical reaction, made of protein
y)
Sperm
and has specific shape. “lock and key” model
26. Policies that let people have resources they need today
z)
Carrying Capacity
without limiting resources people can have access to later
27. The approximate number of organisms that can be sustained in
aa) Sustainable Development
an ecosystem with the given resources.
EALR 4: Life Science
Big Idea:Ecosystems (LS2)
Core Content: Maintenance and Stability of Populations
In prior grades students learned to apply key concepts about ecosystems to understand the interactions among organisms and the
nonliving environment. In grades 9-11 students learn about the factors that foster or limit growth of populations within ecosystems and
that help to maintain the health of the ecosystem overall. Organisms participate in the cycles of matter and flow of energy to survive
and reproduce. Given abundant resources, populations can increase at rapid rates. But living and nonliving factors limit growth,
resulting in ecosystems that can remain stable for long periods of time. Understanding the factors that affect populations is important
for many societal issues, from decisions about protecting endangered species to questions about how to meet the resource needs of
civilization while maintaining the health and sustainability of Earth’s ecosystems.
Self – Rating  : Indicate whether you think you are a BEGINNER (-), PRETTY GOOD (), or an EXPERT(+) on what
students like you can show and do with Maintenance and Stability of Populations.
Content Standards
Performance Expectations
Students know that:
Students are expected to:
Matter cycles and energy flows through living
and nonliving components in ecosystems. The
transfer of matter and energy is important for
maintaining the health and sustainability of an
ecosystem.

Living organisms have the capacity to produce
very large populations. Population density is the
number of individuals of a particular population
living in a given amount of space.

9-11 LS2C
Population growth is limited by the availability
of matter and energy found in resources, the size
of the environment, and the presence of
competing and/or predatory organisms.

Explain factors, including matter and energy, in the
environment that limit the growth of plant and animal
populations in natural ecosystems. (e.g., water, plants to
photosynthesize, nutrients in soil, prey for predator, etc)
9-11 LS2D
Scientists represent ecosystems in the natural
world using mathematical models.

Draw a systems diagram to illustrate and explain why
introduced (nonnative) species often do poorly (no
adaptations for local conditions) and have a tendency to die
out, as well as why they sometimes do very well and force
out native species (no natural limitations like predators)
9-11 LS2E
Interrelationships of organisms may generate
ecosystems that are stable for hundreds or
thousands of years. Biodiversity refers to the
different kinds of organisms in specific
ecosystems or on the planet as a whole.

Compare the biodiversity of organisms in different types of
ecosystems (e.g., rain forest, grassland, desert) noting the
interdependencies and interrelationships among the
organisms in these different ecosystems. (e.g., food webs,
matter cycles, parasite, herbivores, decomposers)
9-11 LS2A
9-11 LS2B
9-11 LS2F
The concept of sustainable development supports
adoption of policies that enable people to obtain
the resources they need today without limiting the
ability of future generations to meet their own
needs. Sustainable processes include substituting
renewable for nonrenewable resources, recycling,
and using fewer resources.




Explain and draw how plants and animals cycle carbon and
nitrogen within an ecosystem.
Explain how matter cycles and energy flows in ecosystems,
resulting in the formation of differing chemical compounds
and heat being lost in each step. Explain ~10% transfer.
Evaluate the conditions necessary for rapid population
growth (e.g., given good resources and no disease or
predators, populations of an organism increase at rapid
rates).
Given ecosystem data, calculate the population density of an
organism (number of organisms per unit space)
Explain how scientific concepts and findings relate to a
resource issue currently under discussion in the state of
Washington (e.g., removal of dams to facilitate salmon
spawning in rivers; construction of wind farms). Explain
consequences (e.g., to food webs, matter cycles, society)
Explain how the concept of sustainable development may be
applied to a current resource issue in the state of Washington.
(e.g., logging, fishing, habitat destruction)