Date of Test: December 5th, 2013
Tutorial Sessions Offered:
October Schedule
Monday
Tuesday
Wednesday
Mr. Cole
Mrs. Howsmon
Gold 1918
Gold 1920
6:50 a.m.
3:00 p.m.
Thursday
Friday
Mr. Pittard
Gold 2021
3:00 p.m.
November Schedule
Monday
Tuesday
Wednesday
Mrs. Lamb
Mr. Symons
Ms. Smith
Gold 2020
Gold 1921
Gold 2018
6:50 a.m.
3:00 p.m.
3:00 p.m.
Thursday
Friday
Please plan on attending multiple tutorial sessions.
For practice EOC problems and helpful links, please go to the Atascocita High School Homepage, and go
to Lori Kittrell’s website.
Prokaryotic and Eukaryotic Cells (TEK B.4A)
The student is expected to compare and contrast prokaryotic and eukaryotic cells.
Key Concepts

Key Concept #1: Cells are the basic unit of life; all living organisms are composed of one or more
cells. The cell theory states that new cells are created from old cells.

Key Concept #2: Prokaryotic cells lack a membrane-bound nucleus and are smaller than
eukaryotic cells. In general, they are defined by their shape (rod, spherical, and spiral).

Key Concept #3: Eukaryotic cells are more complex with membrane-bound organelles including
mitochondria, lysosomes, a Golgi body, and in the case of plants, chloroplasts, a large central
vacuole, and a cell wall.

Key Concept #4: Eukaryotic organelles perform specific functions to the overall metabolism and
growth of the cell. Eukaryotic cells are found in protists, fungi, plants, and animals.
Has a nucleus
Has membrane-bound organelles
No nucleus
No membrane-bound organelles
Both have a cell
membrane
“Pro” means “No”
“Eu” means “True”
Example: animal cells, plant cells,
fungi cells, prokaryotes
Example: Bacteria only
Vacuole
Chloroplast
Cell Type:___BACTERIA____
Cell Type:___PLANT CELL___
Cell Type:_ANIMAL CELL__
The Animal Cell Organelles
Animal cells do not have a cell wall, but have a cell membrane.
They are usually round with smaller vacuoles and lysosomes.
Ribosome:
Small sphere.
Function: assembles amino acids into a
protein chain
Mitochondria:
Function: provides energy to the cell
(power plant)
Rough Endoplasmic Reticulum:
(Rough E.R.) It has ribosomes on it.
Cytoplasm:
Function: fluid that fills the space and
supports all organelles
Function:
Transport tunnels
Plasma (Cell) Membrane:
(Cell Membrane)
Function:
Controls what can enter and leave the cell
(bouncer in a night club)
Golgi Bodies or (Golgi Apparatus):
Function: modifies, packages, and ships
materials (UPS man)
Ribosome
Nucleus:
Function: controls all functions in the cell,
contains the DNA
DNA:
Function:
Contains
the
genetic
information for building and maintaining
you
Endocytosis:
process of
engulfing large
particles
Lysosome:
Function: contains enzymes for digestion
of worn out cell parts, etc.
Smooth Endoplasmic Reticulum:
(Smooth E.R) It has NO ribosomes on it.
Function: transport tunnels
Nucleolus:
Function:
____________________________
The Bacterial Cell
Organelles
The Plant Cell Organelles
The three organelles found only in plants are:
Chloroplast, Cell Wall and Large Central Vacuole
Cell Wall
DNA
Cell Membrane
Cell Wall
Cytoplasm
Function:
Supports and maintains the shape of
plant cells
Flagella
Function: used for
movement
Rough E.R.
Ribosome
Smooth E.R.
Plasma Membrane
Large Central Vacuole
Function:
Stores water
Nucleus w/ Nucleolus
and DNA
Mitochondria
Golgi Bodies
Chloroplast
Green M&M shape
Function:
Converts energy from sunlight into food
(glucose)
Cellular Processes (TEK B.4B)
The student is expected to investigate and explain cellular processes, including homeostasis, energy conversions,
transport of molecules, and synthesis of new molecules.
Key Concepts

Key Concept #1: Homeostasis

Cells respond to external conditions like salinity, hormone level, temperature, and pH in varying ways to
achieve homeostasis, or regulation of the internal environment.

Key Concept #2: Transport – Cell Transport and Homeostasis

Cells have semi-permeable membranes that regulate the movement of dissolved molecules through the
membrane in order to maintain homeostasis. Transport across membranes may not require energy
(diffusion, osmosis) or require energy (active transport).
Cell Membrane
Importance: Controls what goes in and out of the cell.
This is called SELECTIVELY PERMEABLE
Ways in Which Materials Enter and Leave the Cell
Passive Transport
Active Transport
Transport of materials from HIGH to
LOW concentration.
Energy required? NO (going down hill)
Transport of material from LOW to
HIGH concentration.
Energy required? YES (going up hill)
There are 3 types of Passive Transport:
Diffusion (small substances), facilitated diffusion (larger substances), and osmosis (water)
Diffusion
Transport of substances (other than water) from high to low concentration.
Diffusion occurs until the molecules are equal on both sides. This is called equilibrium.
What is happening below?
Ink molecules are more
concentrated when the die is
added to the water.
Examples from the body:
Oxygen diffusing from the lungs into the bloodstream
Carbon dioxide diffusing from the bloodstream into the
lungs
The ink molecules diffuse
throughout the water until
equal.
List some other examples of Diffusion:
Perfume being sprayed in the room, food coloring tablet diffusing through the water, gas
exchange in a plant
Facilitated Diffusion
Transport of LARGER molecules with the aid of carrier proteins in the cell membrane.
It does not require energy, and goes from high to low concentration. (Usually ions, glucose, salts)
Glucose
Carrier Protein
Examples of when facilitated diffusion
would occur:
Ions moving through muscles for
contraction
Salts moving from high to low
concentration
Osmosis
The diffusion of WATER across a selectively permeable membrane.
It does not require energy, and goes from high to low concentration.
Notice, in both pictures, the water has moved to the
left. The dots are solutes. The side with the higher
percentage of solutes has the lower percentage of
water
There was a higher concentration of water on the
right than on the left, so the water moved to the left
to be equal.
Three Situations for Osmosis…
Which way will the water go?
Isotonic Solution:
There is an EQUAL concentration
of water both in and outside the
cell.
Water moves EQUALLY in both
directions.
This is the ideal state a cell wants
to be in.
Hypotonic Solutions:
The solution around the cell has a
HIGHER concentration of water
than the cell.
Water moves INTO the cell
The cell begins to swell, and may
BURST
Hypertonic Solutions:
The CELL has a higher
concentration of water than its
surroundings.
Water moves OUT OF the cell.
The cell begins to SHRINK
Active Transport
Transport of substances from HIGH to LOW concentrations. This requires ENERGY
Endocytosis
Pulls or brings materials “into” the cell.
Ex. An amoeba bringing food into its body with infoldings of its cytoplasm
Exocytosis
Pumps or pushes materials out of the cell (exit)
Ex. A saltwater fish removing salt from its body
through the gills.
Viruses (TEK B.4C)
The student is expected to compare the structures of viruses to cells, describe viral reproduction, and
describe the roles of viruses in causing diseases such as human immunodeficiency virus (HIV) and
influenza.
Key Concepts

Key Concept #1: Structure of Viruses
A virus is an obligate parasite that can only replicate inside another cell.
Viruses are not living because they must live inside another cell and use
the host’s machinery to reproduce and synthesize proteins. A virus
consists of nucleic acids (DNA or RNA) in a capsid (protein coat) and is
much smaller than a cell.

Key Concept #2: Viral Reproduction
Viruses reproduce either by using the host cell’s machinery to replicate,
causing it to burst (lytic cycle), or by incorporating itself in specific areas of
host DNA (lysogenic cycle).

Key Concept #3: Viruses Causing Disease
Viruses infect cells and can cause disease. Some animal viruses can transform a cell to a cancer cell
and can genetically alter a cell to initiate the formation of a tumor. Bacteriophages are viruses that
infect prokaryotic cells. Retroviruses contain reverse transcriptase that allows them to transcribe
RNA into DNA.

Key Concept #4: Viral Replication
Because viruses use the cell’s machinery to replicate, any attempt at controlling a virus usually
results in harming the cells. Treatments include chemicals that inhibit virus replication, like AZT
which inhibits reverse transcriptase of the HIV retrovirus that causes AIDS.
Cell differentiation (TEK B.5ABCD)
The student is expected to describe the stages of the cell cycle, including deoxyribonucleic acid (DNA)
replication and mitosis, and the importance of the cell cycle to the growth of organisms AND examine
specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and
epithelium AND describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell
differentiation AND recognize that disruptions of the cell cycle lead to diseases such as cancer.
Key Concepts

Key Concept #1: The life cycle of all cells includes growth, development, and repair. In order for
cells to divide and make new cells, DNA must first replicate. Prokaryotic cells divide by binary
fission. Eukaryotic cells undergo a process called the cell cycle, which consists of G1, Synthesis, G2,
and Mitosis. The stages of mitosis include prophase, metaphase, anaphase, telophase, and
cytokinesis. 90% of the life of the eukaryotic cell is spent in Interphase (G1, S, G2).

Key Concept #2: Eukaryotic cells are often specialized to do one specific function. Specialized
cells of plants include root cells (absorb minerals and water from soil), stem cells (provide
structure for leaves to attach to), and leaf cells (conduct photosynthesis through chloroplast
organelles). In animals, specialized cells include blood cells (transport gases to and from cells),
muscle cells (contract to produce motion), and epithelium cells in tissues and organs (absorption
and secretion).
Leaf Cross-Section
Cuticle
Epidermis
Guard cell
Stoma
Vascular Bundle

Key Concept #3: All cells in an organism have the same DNA; not every cell expresses it, and not
all genes are active (brain cell vs. liver cell). Cell differentiation is the process of a less specialized
cell changing into a more specialized cell. The process of differentiation is influenced by gene
transcription factors and how DNA is transcribed to RNA. Environmental factors can also disrupt
cell differentiation by affecting gene expression. For example, certain genes can be activated or
inactivated if exposed to high temperatures, chemicals, higher levels of nutrients, or even colored
lights during the developmental stages of an organism.

Key Concept #4: Cancer is essentially mitosis out of
control and is caused by disruption of the cell cycle at
some point. Cancer cells can repeatedly divide until they
crowd offspring and interfere with normal tissues. They
can lose cell-to-cell identity of surface recognition
proteins and metastasize, or spread to other tissues.
Oncogenes can be viral and affect normal growth and
development.
DNA (TEK B.6AB)
The student is expected to identify components of DNA and describe how information for specifying the
traits of an organism is carried in the DNA and recognize that the components that make up the genetic
code are common to all organisms.
Key Concepts

Key Concept #1: DNA is a double helix
structure that consists of two
polynucleotide chains. The helix,
wrapped around histone proteins, is
super-coiled in the nucleus of eukaryotic
cells and throughout the prokaryotic
cell. The nitrogenous bases (adenine,
guanine, cytosine, thymine) are held
together by weak hydrogen bonds.

Key Concept #2: The portions of DNA that carry genetic information are called genes. Genes
contain a specific sequence of nucleotides that contain the instructions for a certain protein. The
proteins determine which physical characteristics an organism displays.
Transcription and Translation (TEK B.6CDE)
The student is expected to explain the purpose and process of transcription and translation using models
of DNA and RNA and recognize that gene expression is a regulated process and identify and illustrate
changes in DNA and evaluate the significance of these changes.
Key Concepts

Key Concept #1: Transcription is the process of synthesizing
RNA from DNA (in the nucleus in eukaryotic cells); this is
gene expression. For transcription to occur, the DNA helix
unzips itself, and the antisense strand of the DNA is
transcribed into mRNA.

Key Concept #2: Translation is the process of synthesizing proteins from RNA. The mRNA from
transcription carries genetic information from the nucleus to the ribosome for protein synthesis.
RNA catalyzes translation and reads the mRNA at ribosomes to link amino acids into protein.
Look up the following mRNA codons: 1. AUG ___________2.
CUG ___________3. GAU ___________
The answers are: 1. Met (methionine)
3. Asp acid (aspartic acid)
2. Leu (leucine)

Key Concept #3: Mutations are spontaneous changes in
DNA. Mutations can be simple base-pair substitutions
like point mutations and immediately change a gene
sequence. Insertion or deletion mutations result in a
frame-shift and may result in an incorrect amino acid
sequence in the synthesized protein.

Key Concept #4: Gene expression is a regulated process; therefore, most DNA is made up of
regulatory sequences, not genes. Genes can be turned on and off (expressed or not expressed).
Transcription and translation occur only when cells need the gene product; cells don’t make all
possible proteins all of the time.
Genetic Outcomes (TEK B.6FGH)
The student is expected to predict possible outcomes of various genetic combinations such as
monohybrid crosses, dihybrid crosses and non-Mendelian inheritance and recognize the significance of
meiosis to sexual reproduction and describe how techniques such as DNA fingerprinting, genetic
modifications, and chromosomal analysis are used to study the genomes of organisms.
Key Concepts

Key Concept #1: Inherited traits in the genotype are shown in the phenotype. Mendelian genetic
crosses reflect if an allele is dominant, recessive, heterozygous, or homozygous. Non-Mendelian
genetic crosses incorporate more than one allele and display co-dominance and incomplete
dominance in the phenotype. Punnett squares calculate genotypic and phenotypic ratios and
frequencies.
In pea plants, the allele for purple flowers is
dominant over the allele for white flowers. Cross two
heterozygous purple flowers.
Pp
x
Pp
75% of the offspring will have purple flowers, and 25% of the offspring
will have white flowers.
25% have a homozygous dominant genotype, 50% have a heterozygous
genotype, and 25% have a homozygous recessive genotype.

Key Concept #2: Meiosis occurs in gametes (sex cells) in
higher organisms that reproduce sexually with
homologous chromosomes (one set of chromosomes
from each parent). Sexual reproduction allows for variety
in the gene pool as DNA is inherited from both parents,
resulting in DNA recombination.

Key Concept #3: DNA fingerprinting is the process of
comparing individual DNA sequences to determine if
samples are related. Genetic modifications, including
transformation by DNA recombinant technology
(plasmids and host bacterial cells), are used to study
genetic disorders. Bioinformatics is the process of
building genomic databases. DNA and RNA probes are
used in experiments to investigate nucleic acid
sequences for chromosomal analysis. Karyotyping
organizes chromosomes to visually analyze and
investigate for possible genetic disorders.
Karyotype
DNA Fingerprinting
The sex of this
individual is
male (looking at
the last pair of
chromosomes.)
Each
chromosome set
is made of two
homologous
pairs.
Recombinant DNA
Evidence of Common Ancestry (TEK B.7AB)
The student is expected to analyze and evaluate how evidence of common ancestry among groups is
provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and
developmental and analyze and evaluate scientific explanations concerning any data of sudden
appearance, stasis, and sequential nature of groups in the fossil
record.
Key Concepts

Key Concept #1: Fossil Record
The study of the similarities of species in the fossil record
reflects that organisms have a common ancestry. Variations in
bone structure of specific species show change over time. The
fossil record has also revealed links between large groups of
organisms such as from fish to reptile and reptile to bird.

Key Concept #2: The fossil record reflects that over geologic time,
species have stayed the same (stasis), changed suddenly (punctuated
equilibrium), or changed gradually (gradualism) and sequentially.

Key Concept #3: Biogeography
Evidence of evolution also includes the study of biogeography
(geographic isolation and continental drift). Geographic isolation
occurs when members of the same species can no longer mate due to
geography, and the result is two isolated gene pools that evolve over
time to become two separate species. Continental drift implies that as
the super continent Pangea split to form separate continents, members
of the same species were separated by water and over time became
separate species.

Key Concept #4: Homologies
Homologies are seen in anatomical structures, genetics, and
developmental stages of different organisms. Species from very different
origins such as birds, reptiles, and mammals all show similar patterns of
bone growth in fore limbs. Genetic studies of fossil DNA are revealing
additional information about the similarities between species. And embryological studies also
show similar developmental stages among different species indicating the evolution from a
common ancestor.
Natural Selection (TEK B.7CDE)
The student is expected to analyze and evaluate how natural selection produces change in populations,
not individuals AND analyze and evaluate how the elements of natural selection, including inherited
variation, the potential of a population to produce more offspring than can survive, and a finite supply of
environmental resources, result in differential reproductive success AND analyze and evaluate the
relationship of natural selection to adaptation and to the development of diversity in and among species.
Key Concepts

Key Concept #1: The principles of natural selection state that overpopulation results in
competition and struggle for existence; populations have variation; and populations have an
unequal ability of individuals to survive and reproduce. Only the best fit individuals survive and
get to pass on their traits to their offspring.

Key Concept #2: Natural selection takes many generations and changes do not happen to
individuals; they happen to populations.

Key Concept #3: Differential reproductive success occurs as the frequency of alleles changes due
to the variation within a population as some variants will leave more offspring than others; also as
more individuals are produced than the environment can support.

Key Concept #4: Species are defined as a population that produce viable, fertile offspring
(interbreed in nature). When interbreeding can no longer naturally occur, speciation occurs.
Speciation can be allopatric or sympatric. Organisms over time (many generations) accumulate
mutations for better survival, and adaptations over time can result in the formation of new
species.
The finches of the Galapagos Islands are a perfect example of speciation, or
the formation of new species. An original flock of finches flew to the
Galapagos Islands from South America. The various islands of this region had
different climates and different vegetation. Some finches had small adaptation,
or mutations, that gave them better survival tools for certain islands. Over
time, the finches became more isolated from each other. They had different
beaks according to what they ate. Some at berries, some nectar, others ate
bugs, some seeds, etc. Some finches lived in trees, while some burrowed into
cactuses.
Finches that were lacking the ability to catch food died off, leaving those with
better adaptations for those conditions. Eventually, there was a shift in the
population, and many new species evolved from the original ancestor finch.
Evolutionary Mechanisms and Cell Complexity (TEK B.7FG)
The student is expected to analyze and evaluate the effects of other evolutionary mechanisms, including
genetic drift, gene flow, mutation and recombination AND analyze and evaluate scientific explanations
concerning the complexity of the cell.
Key Concepts


Key Concept #1: There are five mechanisms of biological evolution: natural selection, genetic
drift, gene flow, mutation and recombination. The molecular effects of the mechanisms of
evolution increase or decrease genetic diversity
in a population.
Genetic Drift
Key Concept #2: Genetic Drift
Genetic drift is the change in a gene pool due to
chance; it is the change in frequency of allele
from one generation to the next and is
unpredictable. It tends to limit diversity.

Key Concept #3: Gene Flow
Gene flow is the movement of alleles into or
out of a population. It reduces the gene
diversity between populations, but increases
the diversity within populations (it makes
populations more similar.)

Key Concept #4: Mutations
Mutations are changes in genes and increase diversity.
They are the raw materials for evolutionary change.
Recombination
Recombination
Key Concept #5: Genetic
Recombination
Recombination by sexual
reproduction results in
new combinations of
alleles and individual
genotypes in each generation. Since alleles are independently and
randomly segregated, new gametes combined in the creation of new
zygotes have genetic variation.
Taxonomy (TEK B.8ABC)
The student is expected to define taxonomy and recognize the importance of a standardized taxonomic
system to the scientific community AND categorize organisms using a hierarchical classification system
based on similarities and differences shared among groups AND compare characteristics of taxonomic
groups, including archaea, bacteria, protists, fungi, plants, and animals.
Key Concepts

Key Concept #1: Taxonomic classification is a systematic process of science that organizes living
organisms by different levels of organization according to their structure, function, and genetic
relationships. It consists of globally recognized systems of classification for all living organisms.
Domain Kingdom  Phylum  Class  Order  Family  Genus  Species

Key Concept #2: A cladogram is a dichotomous tree
diagramming the phylogenetic relationship of
organisms using the cladistics classification system. It
can be used to compare homologies of species and gene
sequences and reflect a common ancestry based on
similarities.

Key Concept #3: All living organisms are organized
into three Domains according to how they reproduce,
obtain nutrients, and whether they are unicellular or
multicellular: Bacteria, Archaea, and Eukarya. Kingdom Bacteria is part of the Domain Bacteria.
Kingdom Archaea is part of the Domain Archaea. Kingdoms Protista, Plantae, Fungi, and Animalia
are part of Domain Eukarya.

Kingdom Overview

Domain:
Archae
Kingdom:
Archaebacte
ria
unicellular
Domain:
Bacteria
Kingdom:
Eubacteria
Domain:
Eukarya
Kingdom:
Protista
Domain: Eukarya
Kingdom:
Fungi
Domain:
Eukarya
Kingdom:
Plantae
Domain: Eukarya
Kingdom:
Animals
unicellular
Unicellular
Multicellular
Multicellular
Multicellular
prokaryote
prokaryote
Eukaryote
Eukaryotic
Eukaryotic
Eukaryotic
autotrophs
autotroph or
heterotroph
Autotroph or
heterotroph
Heterotroph
Autotrophic
Heterotrophic
Cell walls of chitin
Cell walls of
cellulose
Ex.
Ex.
Ex.
Methane
producing
bacteria that
live around
volcanoes
and in
hotpools
Ex.
Ex.
Ex. mushrooms
paramecium
amoeba
Biomolecules (TEK B.9AD)
Standard: The student is expected to compare the structures of different
types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids AND analyze and evaluate the
evidence regarding formation of simple organic molecules and their organization into long complex molecules
having information such as the DNA molecule for self-replicating life.
Key Concepts

Key Concept #1: Macromolecules (biomolecules) are large, organized chemical molecules that form a structure and
carry out activities in the cells. Biomolecules are characterized by unique chemical structures and functions. The
building blocks of macromolecules are molecular monomers that include saccharides, fatty acids, amino acids, and
nucleotides. Other macromolecules are ATP, hormones, and vitamins.

Key Concept #2: Carbohydrates are polysaccarides that store energy and provide structure for cells. Lipids are
composed of fatty acids (hydrocarbon chains) and are used for energy storage and found in membranes.

Key Concept #3: Proteins are composed of amino acids and have thousands of diverse structures depending on the
function the protein conducts for the cell. These include defense, signaling and transport, enzymatic activity
(catalysts), regulation (hormones,) and structure.

Key Concept #4: The nucleic acids of DNA are the template for RNA transcription. RNA is transcribed and
synthesized from a DNA template, and then the ribosome translates the RNA to produce an amino acid chain that
forms a protein.

Key Concept #5: Monomers are synthesized from various elements through a series of chemical bonds. These are
then assembled into larger chain polymers to carry out life processes. For example, nucleotides are assembled and
produce nucleic acids such as DNA. DNA then carries the message to create proteins. These proteins are essentials
monomers of amino acids, that when assembled in a specific order, will carry out a specific function.
Carbohydrate
s
Lipids
Proteins
Nucleic Acids
Notice all carbohydrates
consist of carbon,
hydrogen, and oxygen.
There are twice as many
H as C and O.
Notice the flag-like
appearance. The
elements are C, H,
and O and are
found in an equal
ratio.
Notice the addition
of Nitrogen (N)
and, in one
instance, Sulfur
(S).
Notice that there are 5
elements present…C, H,
O, N, and P
(phosphorous). The
addition of phosphorous is
a key indicator that this is
a nucleic acid.
Photosynthesis and Cellular Respiration (TEK B.9B) Standard: The student is expected to
compare the reactants and products of photosynthesis and cellular respiration in terms of energy and
matter.
Key Concepts

Key Concept #1: Energy and Matter
The laws of bioenergetics state that energy in living things cannot be created or destroyed, and that while
the total amount of energy in the universe is constant, energy decreases (and entropy increases). Energy
flows in one direction from the sun to producers to consumers to decomposers. Heat is the unusable form
of energy for organisms and is produced at each level of energy
transformation, including photosynthesis. Matter is conserved and
energy travels, or flows, through matter.

Key Concept #2: Carbon dioxide and oxygen cycle between
cellular respiration and photosynthesis. Photosynthesis converts light
energy into chemical energy. Cellular respiration converts chemical
energy into ATP, or the energy cells use to perform work.

Key Concept #3: Photosynthesis
Plants create matter by chemically converting carbon dioxide
into sugars, which are the building materials plants use to grow
and reproduce. Light dependent reactions produce the energy
needed for the Calvin cycle to synthesize glucose. The chemical
reaction for photosynthesis in the chloroplast is:
6CO2 + 6H20 + (light energy) → C6H12O6 + 6O2

Key Concept #4: Cellular Respiration
The process of cellular respiration takes place in all eukaryotic
cells. Molecules of glucose are broken down through glycolysis,
the Kreb’s cycle, and an Electron Transport Chain. Energy from
within the bonds of glucose are used to synthesize ATP, and
the remaining carbon and hydrogen atoms bind with oxygen to
form carbon dioxide and water. The chemical reaction for
cellular respiration is:
C6H12O6 + 6O2 → 6CO2 + 6H20(+ 38 ATP)

Key Concept #5: Reactants and Products
Photosynthesis converts energy from sunlight with water and
carbon dioxide to create sugar and oxygen. Cellular respiration breaks down the energy stored in glucose
into carbon dioxide, water, and energy in the form of ATP. The reactants of cellular respiration are the
products of photosynthesis; the reactants of photosynthesis are the products of cellular respiration.
Enzymes (TEK B.9C)
The student is expected to identify and investigate the role of enzymes.
Key Concepts

Key Concept #1: Almost all reactions in a cell
are catalyzed by enzymes. Enzymes are
biological catalysts that lower the energy of
transition state, or the activation energy, of the
needed reaction. Catalysts are not consumed
during the reaction and almost all are proteins.

Key Concept #2: There are thousands of different enzymes in an animal cell, and they are
structurally diverse.

Key Concept #3: Most reactions in a cell are organized into a series of reactions called metabolic
pathways.

Key Concept #4: Enzymes operate under very mild conditions and increase reaction rate and
decrease the amount of energy needed for the reaction (activation energy).
Interactions in Animals (TEK B.10A)
The student is expected to describe the interactions that occur among systems that perform the functions
of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals.
Key Concepts

Key Concept #1: An animal’s body consists of organs and systems that are unified and interact to
conduct the functions of life, including maintaining homeostasis, metabolizing nutrients,
reproducing new organisms, and pursuing survival through defense and mobility. No single life
process can be achieved without the integration of multiple body systems.

Key Concept #2: The digestive system converts food into simpler substances for the body to
absorb as nutrients. Nutrient absorption is possible through ingestion and digestion in organisms.
Digestion breaks down bonds of molecules with the help of enzymes. Breakdown of food also
provides energy for all body functions.

Key Concept #3: The excretory system filters water and fluids from the blood while also
collecting waste urine.

Key Concept #4: All organisms strive to reproduce and pass their genes to the next generation.
The reproductive system allows animals to continue as a species by fertilizing a female ovum with
a male sperm through sexual reproduction.

Key Concept #5: Organisms strive for survival through defense from injury or illness through
internal and external systems. The immune system responds to pathogens and provides defenses
to the body’s systems from disease. The integumentary system continuously receives
communication with the external environment (temperature, humidity, etc.) and protects the
body’s deeper tissues. It excretes waste, helps rid the body of heat, and synthesizes vitamin D.

Key Concept #6: The nervous system sends immediate and specific information as electrical
impulses for organisms to respond to external stimuli in environment. The endocrine system
controls growth, reproduction, and metabolism through the regulated release of hormones.
BODY SYSTEM
Endocrine
Nervous
Integumentary
Skeletal
Muscle
Circulatory
FUNCTION(S)
MAJOR COMPONENTS &
ORGANS
Secretes hormones to
control body systems and
processes, and to
maintain homeostasis
Glands, pituitary,
hypothalamus,
pancreas, thyroid,
ovaries, testes
Gathers information from
internal and external
sources. Sends impulses
throughout body to
control processes and
movement.
Brain, spinal cord, all
nerves, sensory
receptors, sensory
organs (eyes, ears,
tongue, skin, nose)
Protection from infection,
water loss, and the suns
UV rays. Also controls
body temperature
Skin, hair, nails, oil
glands, sweat glands
Provides shape and
support, protects internal
organs, stores minerals,
allows for movement,
makes blood cells
Bones, bone marrow
Allows for movement,
pushes food through
digestive tract, beating of
the heart
Skeletal muscle,
cardiac muscle,
smooth muscle
Transports oxygen,
nutrients, hormones,
water, and wastes around
the body
Blood vessels
(arteries, veins,
capillaries), heart,
blood cells (red blood
cells, white blood
cells, platelets)
Picture
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v
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m
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sl
co
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v
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Respiratory
Responsible for inhaling
oxygen and exhaling
carbon dioxide
Pharynx, larynx,
trachea, bronchi,
bronchioles, alveoli
Digestive
Physical and chemical
breakdown of food
Mouth, esophagus,
stomach, small
intestines, large
intestines, colon, liver,
pancreas, gall bladder
Removal of metabolic
wastes from the body
(excess salt, urea, water,
and carbon dioxide)
Kidneys, ureters,
urinary bladder,
urethra, lungs and skin
Protection from infection,
removal of invaders
White blood cells,
macrophages,
antibodies
Excretory
Immune
Interactions in Plants (TEK B.10B)
The student is expected to describe the interactions that occur
among systems that perform the function of transport,
reproduction, and response in plants.
Key Concepts

Key Concept #1: The transport of materials in plants is
unified by a system of subterranean parts (roots) and
aerial parts (leaves, stems, and flowers). Vascular
tissues transport materials; xylem transports water and
dissolved minerals from the roots into the shoots; and
phloem transports manufactured sugars from the leaves
to the non-photosynthetic roots.

Key Concept #2: Water and gas exchange is imperative for
plant growth. Water is transported from the roots to the
leaves and is transpired out of the leaves, mostly through
guard cells, which allow carbon dioxide to enter the plant
and expel oxygen.

Key Concept #3: Plants communicate to other plants
(through hormones) and respond to their environment.
Even though plants are sessile, they respond directionally
to light (phototropism) and gravity (gravitropism). Mineral
deficiencies reflect soil composition and the functions nutrients
provide for plants.

Key Concept #4: The sexual life cycle of plants involves alternation
of haploid and diploid generations. Haploid gametophytes (1n)
produce gametes by mitosis that form diploid (2n) zygotes through
fertilization and then 2n sporophytes through mitosis. The diploid
sporophyte produces haploid spores by meiosis which creates
gametophytes through mitosis.
Levels of Organization (TEK B.10C)
The student is expected to analyze the levels of organization in biological systems and relate the levels to
each other and to the whole system.
Key Concepts

Key Concept #1: Levels of Organization
All organisms are a biological hierarchy of atoms, molecules, cells, tissues, and organs working
together. All living organisms are composed of cells.

Key Concept #2: Whole Systems
Specialized cells perform different functions. Cells work together to perform a specific function
creating tissues. Tissues that work together to perform a specific function are called organs.
Different organs work together to form a system, and each organ system carries a specific function
to keep an organism alive.
Homeostasis (TEK B.11A)
The student is expected to describe the role of internal feedback mechanisms in the maintenance of
homeostasis.
Key Concepts

Key Concept #1: Homeostasis
Homeostasis refers to the ‘steady state’ that all living organisms' systems maintain. Homeostatic
controls are used to keep factors such as body temperature and blood pressure fairly constant
despite changes in the surrounding environment. The mechanisms for homeostasis include a
control center, receptor, and effector.

Key Concept #2: Feedback Mechanisms
Most regulatory systems consists of negative feedback mechanisms, or triggers, to counteract an
internal fluctuation; like sweating to dispose of metabolic heat in order to cool the body and
maintain a constant body temperature.
A positive feedback mechanism involves a change that triggers the body to amplify a change, like
the contractions of childbirth in mammals.
In animals, homeostatic mechanisms are controlled by the nervous and endocrine systems.
Homeostatic functions in plants include regulation of water loss and carbon dioxide intake as well
as production of hormones (auxins).
Ecosystem Responses (TEK B.11B)
The student is expected to investigate and analyze how organisms, populations, and communities
respond to external factors.
Key Concepts

Key Concept #1: Organisms, Populations, and Communities
Organisms of the same species that occupy the same area are called a population. Different
populations occupying the same geographical area are called communities.

Key Concept #2: Response to External Factors
Organisms respond to their environment as they exploit natural resources and perform the
functions of life. Factors such as predation, nutrient availability, and temperature affect
populations of organisms.
As each population is affected, there is a distinct ripple effect among the communities of the area.
Microorganisms (TEK B.11C)
The student is expected to summarize the role of microorganisms in both maintaining and disrupting the
health of organisms and ecosystems.
Key Concepts

Key Concept #1: Microscopic organisms are diverse and can be helpful and harmful; all kingdoms
of life have microorganisms.

Key Concept #2: Microorganisms that are used in food production, including fermentation and
baking, are considered helpful. Humans and other animals have microorganisms in the digestion
tract that help with gut immunity and vitamin production.

Key Concept #3: An animal’s body is a diverse place for microorganisms to live; microorganisms
are found in the oral cavity, respiratory tract, intestinal tract, genitourinary tract, or on the human
skin.

Key Concept #4: Microorganisms help ecosystems through symbiotic relationships with plants.
Micorrhizae (fungi) live on older roots and increase water and nutrients available. Rhizobium
(bacteria) converts inorganic nitrogen into usable nitrogen on the root nodules of certain legumes.

Key Concept #5: Microorganisms, including certain bacteria, protozoa, fungi, and viruses, that
cause infection and disease in plants and animals are called pathogens. Within organisms,
pathogens can be parasites or become a pathogen due to an imbalance in homeostasis of natural
populations. Pathogens can disrupt organisms, populations, communities, and ecosystems by
causing widespread infection among organisms in the form of outbreaks, epidemics, and
pandemics.
Ecological Succession (TEK B.11D)
The student is expected to describe how events and processes that occur during ecological succession can
change populations and species diversity.
Key Concepts

Key Concept #1: Ecological Succession
Ecological succession is the observed process of
change in the species diversity of an ecological
community over time.

Key Concept #2: Natural events and humanproduced events affect populations and density in
ecological succession.

Key Concept #3: Populations
Every species has a set of optimal environmental conditions under which it will grow and
reproduce. Species that grow the most efficiently and produce the most viable offspring will
become the most abundant organisms.

Key Concept #4: Species Diversity
Biological diversity, or biodiversity, is the variety of life and the intricate interactions that support
and link organisms together in a geographical region. It includes the variety of genes, species, and
ecosystems. Biodiversity is important to the ability of an ecosystem to withstand environmental
stress.
Interdependency (TEK B.12A)
The student is expected to interpret relationships, including predation, parasitism, commensalism,
mutualism, and competition among organisms.
Key Concepts

Key Concept #1: Symbiotic Relationships
Organisms interact symbiotically and exploit their resources in their ecosystem through
mutualistic, parasitic, and commensal relationships.

Key Concept #2: Mutualism is the symbiotic relationship that exists when both organisms benefit
from the partnership. Parasitism occurs when one organism benefits, and the other is harmed.
Commensalism exists when one organism benefits, and the other is unaffected.
o
Examples of Parasitism: fleas and ticks on dogs
o
Examples of Mutualism: bees pollinating flowers, seeing eye dog and human
o
Examples of Commensalism: bird nest in a tree, barnacles on a whale

Key Concept #3: Competition
Competition occurs when niches overlap and organisms seek the same resources, especially when
the population density is high. Competition for limited resources can be interspecific (different
species) or intraspecific (same species). (A niche is the place an organisms fits in…what it eats,
where it lives, etc.)

Key Concept #4: Predation
Predation is a natural relationship between organisms that plays a role in the balance of the
resources in an ecosystem. Predators and prey co-evolve (the prey gets faster, the predator gets
smarter, etc.)
Environmental Interactions and Effects (TEK B.12BCDF)
The student is expected to compare variations and adaptations of organisms in different ecosystems AND
analyze the flow of matter and energy through trophic levels using various models, including food chains,
food webs, and ecological pyramids AND recognize that long-term survival of species is dependent on
changing resources bases that are limited AND describe how environmental change can impact
ecosystem stability.
Key Concepts

Key Concept #1: Adaptations are genetic characteristics that allow organisms to survive and
reproduce in their ecosystem. Adaptations refer to populations, but individual species may have
variations of a particular trait.

Key Concept #2: Some adaptations are structural, like the webbed feet of a duck. Others are
behavioral, like the migration of birds, or hibernation of small mammals. Trees losing their leaves
and undergoing dormancy is an example of a plant’s physiological adaptation to surviving a cold
winter.

Key Concept #3: As organisms consume energy through eating plants and other organisms,
energy flows from the sun through trophic levels creating a food web. Matter is ultimately
recycled through decomposers, but the amount of available energy decreases from one trophic
level to the next (energy pyramid).

Key Concept #4: The amount of natural space, food, shelter, and water are limited and competed
for as species struggle to survive. These aspects are known as limiting factors and can affect every
level of organization from organism to ecosystem.

Key Concept #5: Environments contain a
balance of abiotic and biotic factors that are
interdependent; organisms rely on natural
resources in that environment for survival.
Changes in the environment can affect its
stability, or change the equilibrium of that
ecosystem.


A change in the population of one species
directly or indirectly effects all of the other
organisms in the food web.
An organisms can be at more than one
trophic level (feeding level), depending on
the food chain you are looking at.
o For example, in the food chain plant,
squirrel, hawk, the hawk is the
secondary consumer. In the food
chain plant, seed-eating bird,
insectivorous bird, hawk, the hawk is
the third-level consumer.
Carbon and Nitrogen Cycles (TEK B.12E)
The student is expected to describe the flow of matter through the carbon and nitrogen cycles and
explain the consequences of disrupting these cycles.
Key Concepts

Key Concept #1:
Carbon Cycle
Photosynthesis and
cellular respiration
transforms carbon and
moves it through the
ecosystem.
Carbohydrates are
produced during
photosynthesis; the
process acquires carbon
from the atmosphere
and incorporates it with
inorganic matter to
create organic carbon.
Carbon is released as carbon dioxide in cellular respiration. The carbon cycle links the atmosphere
and biosphere.

Key Concept #2: An example of disrupting the carbon cycle is wood burning and fossil fuel
burning. These actions result in higher levels of carbon dioxide in the atmosphere than would
occur with natural processes like cellular respiration.

Key Concept #3: Nitrogen Cycle
Nitrogen exists in different forms,
and only a small portion of it is
available for plants to absorb (in the
form of ammonium or nitrates.) The
nitrogen cycle is important because
nitrogen makes up amino acids
which make up proteins in all living
organisms. It enters the ecosystem
through decomposition of organic
material or nitrogen fixation through
symbiotic relationships of bacteria
and plants.

Key Concept #4: An example of a
disruption in the nitrogen cycle would be overuse of fertilizers in agriculture.

Key Concept #5: Disruption Consequences
Matter cycles through the atmosphere and biosphere. These cycles are important for nutrient
availability in ecosystems. Disruptions of any cycling of matter result in the disequilibrium of
distribution of nutrients in an ecosystem which can ultimately lead to the destruction of the
ecosystem itself.
Overview of Photosynthesis and Cellular Respiration

Key Concept #6: The Role of Biomolecules in Cell Processes

Carbohydrates, lipids, proteins, and nucleic acids are organic macromolecules synthesized and
utilized in the metabolic reactions of cells. Carbohydrates like glucose are used for energy in all
cells. Lipids are synthesized for use in membranes. ATP is synthesized in cellular respiration in
plant and animal cells. Proteins are built from amino acids in the ribosomes of eukaryotic cells.

Key Concept #7: ATP (The energy cells use to do work)

Energy stored in ATP (adenosine triphosphate) can be released by breaking a phosphate chemical
bond, creating ADP (adenosine diphosphate). ATP is present in all living cells and is the source of
energy for metabolic processes.