ALE #1 for BOT 101
Name_______________________________
1. What features distinguish plants from non-living things?
All living things, including plants, are distinguished from non-living things by the
following six characteristics: Order—the smallest unit of life is the cell
Metabolism—synthesis and break down of molecules, producing energy to power life
processes. Responsiveness— perceive and react to their environment Development—
from simple to more complex organism Heredity—genes are passed from parent to
offspring. Evolution— populations change over time as they adapt
2. Outline the hierarchical levels of biological organization, from atoms to the biospehere.
With each step, we add something to make the group more inclusive:
Atoms (smallest unit of an element)  molecules (atoms bonded)  organelles (membranebound structures within a cell, containing several molecules)  cells (several organelles within a
membrane)  tissues (several cells of similar type)  organ (several tissues)  organ systems
(several organs)  organism (many coordinated organ systems)  population (many organisms
of the same species)  community (many different species)  ecosystem (many different
species plus the non-living environment)  biosphere (many interconnected ecosystems).
3. Give a brief description of the 4 kingdoms within Domain Eukarya
1. Plantae: Photosynthesizing organisms with cellulose in their cell walls. Mostly anchored
to the soil (non-mobile)
2. Protista: Typically single-celled eukaryotic organisms.
3. Fungi: Typically spore-forming, multi-cellular organisms with chitin in their cell walls
4. Animalia – Typically mutli-cellular eukaryotic organisms that do not photosynthesize,
but instead must obtain their food. Mostly mobile organisms
4. Distinguish between and explain how scientists use each of the following: i.) scientific
theory, ii.) Hypothesis and iii.) Scientific law. Now explain how the common person
uses the word ‘theory” in every day usage.
i)
A hypothesis that has never been proven wrong, after extensive experimentation.
They are broadly accepted in the scientific community
ii)
A scientific guess about the answer to a question
iii)
An observable phenomena that is invariably true. We do not arrive at laws through
scientific method.
Scientists use theories as the basic framework within which they derive their hypotheses. For
example, evolution is a scientific theory. It has been tested and retested and has always been
proven true. Within this theory, scientists derive hypotheses. For example, one hypothesis
might be: the pygmie humanoid remains recently found in Indonesia are not of the species Homo
sapiens, but instead descended from the more primitive Homo erectus. This hypothesis assumes
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that the theory of evolution is true. DNA evidence can be used to provide the experimental data
to support or reject this hypothesis.
The word “theory” is used in everyday language to mean “a guess.” For example, I have a
theory about why students’ grades are poorer in spring: the weather gets better and they spend
less time studying.” Within the method of science, this is actually a hypothesis, not a theory.
5. Often if a person can visualize a concept they will understand and remember the concept. Here
are some terms that are used regularly in chemistry and are important to understand clearly.
Create a diagram (or diagrams) that would help someone understand what is meant by the
following terms: matter, atoms, elements, chemical bonds, molecules, and compounds.
Answers here will vary. Please be creative! Making diagrams forces you to think just a bit deeper about
the meanings of each term, how they differ, and how they are connected.
6. Atoms consist primarily of three kinds of subatomic particles. Identify and describe particles by
completing the chart below.
Name of subatomic particle
Electric charge
electron
negative
proton
positive
neutron
neutral/none
7. Distinguish between the following kinds of chemical bonds: covalent bond, hydrogen bonds, and
ionic bonds, giving an example of each.
An ionic bond forms when a positive ion is attracted to a negative ion. Example: Na+ plus Cl- makes NaCl.
A covalent bond forms when two atoms share electrons in their outermost shell in order to fill that shell.
Example: hydrogen gas, H2. Each H atom has one electron in its outermost shell, which can hold a total
of 2 electrons. By sharing their atoms, both atoms can complete their shell.
Hydrogen bonds are electrical attractions between the slightly negative end of a molecule with a
hydrogen ion (H+), as in water. The oxygen end of a water molecule is slightly negative and is attracted
to the slightly positive hydrogen end of another water molecule.
8. List the four life-supporting properties of water that result from the tendency of water
molecules to form hydrogen bonds. Discuss how each of these properties is important to life.
Versatility of water as a solvent – it can dissolve many substances, such as salt. This is important in the
osmoregulation of our internal body fluids/organs.
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Water’s cohesive nature. This is especially important in the movement of water withing plants and trees.
Water’s ability to moderate temperature. Since most of our planet is covered in water, the planet’s
temperate remains in the moderate range, that is most favorable to life.
Ice floats – the density of ice is less than water, which means it will float on top of liquid water. This
insulates the water beneath, preventing it and all the organisms within it from freezing.
9.
From your reading: What is taxol, what is it used for, and where does it come from?
Taxol is a chemotherapy drug derived from the bark of the Pacific Yew tree (native to Washington
State!). It is one of the most common treatments for ovarian cancer, although it can be used for other
cancer treatments as well.
10. During the past 50 or so years that insecticides have been widely used, more than 520 species of
insects and mites have evolved resistance to certain insecticides. Explain this using your
knowledge of evolution and natural selection.
Constant application of insecticide to our crops provides a selective pressure for
insecticide resistance. In other words: When insecticide is sprayed, the insects that have
the genetic ability to survive the spraying are the ones that will reproduce. While their
numbers may be small at first, they will increase in number with every generation, as
they pass the insecticide-resistant genes on to their offspring. This eventually means that
the insecticide will no longer be useful. A new insecticide is then used, and the process
begins all over again. Thus we have more than 520 insecticide-resistance species!
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