MCAS and Final Review Packet 2013
Name_____________________________________
Class______
This packet is designed to review the major topic areas and Framework Standards covered in the CP Biology
course. Each topic or standard has review questions to be answered by the student onto these sheets. This entire
packet will be handed in BEFORE the MCAS test in June and graded as a TEST GRADE for the fourth
marking period. Therefore, answers should be presented in a neat and clear manner. Students may look up the
answers to any of the questions in their notebook, text, or online.
1. The Chemistry of Life
1.1 Recognize that biological organisms are composed primarily of very few
elements. The six most common are C, H, O, N, P, S.
Vocabulary:
organic compound: ______________________________________________________________
What elements do these symbols represent?
C - ________________________________ H - ______________________________
N - ________________________________ O - ______________________________
P - ________________________________ S - ______________________________
Which of these six elements is the “backbone” of living organisms? ______________
1.2 Describe the basic molecular structures and primary functions of the four major
categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids).
Vocabulary:
macromolecule: ______________________________________________________________
amino acid: __________________________________________________________________
polypeptide: _________________________________________________________________
monosaccharide: _____________________________________________________________
polysaccharides: ______________________________________________________________
nucleotide: ___________________________________________________________________
fatty acid: ____________________________________________________________________
triglyceride: __________________________________________________________________
Identify the major function(s) of the following organic compounds;
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Identify the following molecules (as one of the four major categories):
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1.3 Explain the role of enzymes as catalysts that lower the activation energy of
biochemical reactions. Identify factors, such as pH and temperature, which have
an effect on enzymes.
Vocabulary:
catalyst: _____________________________________________________________________________
enzyme: _____________________________________________________________________________
activation energy: _____________________________________________________________________
substrate: ____________________________________________________________________________
product: _____________________________________________________________________________
active site: ___________________________________________________________________________
Describe how temperature/pH affects Enzyme activity? ________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Cell Biology
2.1 Relate cell parts/organelles (plasma membrane, nuclear envelope, nucleus,nucleolus,
cytoplasm, mitochondrion, endoplasmic reticulum, Golgi apparatus,lysosome, ribosome,
vacuole, cell wall, chloroplast, cytoskeleton, centriole, cilium,flagellum, pseudopod) to
their functions. Explain the role of cell membranes as a highly selective barrier (diffusion,
osmosis, facilitated diffusion, and active transport).
Vocabulary:
organelle: ___________________________________________________________________________
flagellum (a): ________________________________________________________________________
cilium (a): ___________________________________________________________________________
pseudopod: __________________________________________________________________________
Name two cell structures found in animal cells but not in plant cells.
(1) _________________________________ (2) _______________________________
Name two structures that could be found in plant cells but not in animal cells.
(1) _________________________________ (2) _______________________________
State the function of the following cell parts:
Cell Part
Plasma membrane
Nuclear envelope
Nucleus
Nucleolus
Cytoplasm
Mitochondria
Endoplasmic Reticulum
Golgi apparatus
Lysosome
Ribosome
Vacuole
Cell Wall
Chloroplast
Cytoskeleton
Centriole
Function
Cell Membrane and Transport
Vocabulary:
selectively permeable: __________________________________________________________________
diffusion: ____________________________________________________________________________
osmosis: _____________________________________________________________________________
facilitated diffusion: ____________________________________________________________________
active transport: _______________________________________________________________________
Structure of Cell Membrane:
Identify the parts of the membrane labeled:
#2: ____________________________
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Materials can pass across a cell membrane by simple diffusion, facilitated diffusion or active transport.
Compare and contrast these three processes by completing the following table:
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Which way does water pass in each of the following solutions?
Isotonic: ___________________________
Hypotonic: _________________________
Hypertonic: ________________________
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2.2 Compare and contrast, at the cellular level, prokaryotes and eukaryotes (general
structures and degrees of complexity).
Vocabulary:
prokaryote: _________________________________________________________________
eukaryote: _________________________________________________________________
Complete the following table comparing and contrasting prokaryotes and eukaryotes:
Prokaryote
Does it have a nucleus?
Where is the DNA?
Does it have membrane
bound organelles?
How does it reproduce?
Does it have ribosomes?
What’s its size?
Give Examples
Eukaryote
2.3 Use cellular evidence (such as cell structure, cell number, and cell reproduction) and modes of
nutrition to describe the six Kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia).
See Evolution Section
2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration.
Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic
organisms.
Vocabulary:
reactant: _____________________________________________________________________________
product: _____________________________________________________________________________
cellular respiration: ____________________________________________________________________
photosynthesis: _______________________________________________________________________
1. Write the general equation for photosynthesis.
2. What are the reactants in photosynthesis? __________________________________________________
3. What are the products? _________________________________________________________________
4. What is the source of energy for photosynthesis? ____________________________________________
5. What is the role of chlorophyll in photosynthesis? ___________________________________________
____________________________________________________________________________________
6. What kind of organisms carry out photosynthesis? ____________________________________________
7. Write the general equation for cellular respiration.
8. What are the reactants in cellular respiration? _______________________________________________
9. What are the products? _________________________________________________________________
10. What kind of organisms carry out cellular respiration? _________________________________________
11. Label this simple diagram to illustrate how carbon dioxide, water, glucose, and oxygen are used in the
process of photosynthesis and cellular respiration in a plant.
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2.5 Explain the important role that ATP serves in metabolism.
Vocabulary:
metabolism: __________________________________________________________________
ATP: ________________________________________________________________________
What is the main source of the energy that all organisms use? ___________________________
What process in the cell converts the chemical energy stored in food into chemical energy stored in the form of
ATP? ________________________________________________________________________
The diagrams below show the structure of ATP. Answer questions a through d.
(a) Circle the high energy bond.
(b) Label the ribose, adenine, and phosphate groups.
(c) How is energy released from this molecule? ___________________
(d) How is ATP recharged?
___________________________________
2.6 Describe the cell cycle and the process of mitosis. Explain the role of mitosis in the
formation of new cells, and its importance in maintaining chromosome number during asexual
reproduction.
Vocabulary:
asexual reproduction: _______________________________________________________
mitosis: _____________________________________________________________________
cytokinesis: _________________________________________________________________
interphase: _________________________________________________________________
chromosome: ______________________________________________________________
sister chromatids: ___________________________________________________________
spindle: ____________________________________________________________________
1. Label the parts of the cell cycle in the diagram below.
State what happens in each part of the cycle.
2. Name TWO reasons why a cell might undergo mitosis.
a. ______________________________________
b. ______________________________________
3. Mitosis begins with one diploid cell and ends with _________________________________________.
4.Explain why replication is needed before a cell divides. ______________________________________
___________________________________________________________________________________
Label the steps of mitosis in the diagram below.
2.7 Describe how the process of meiosis results in the formation of haploid cells. Explain the
importance of this process in sexual reproduction, and how gametes form diploid zygotes in the
process of fertilization.
4.6 Recognize that the sexual reproductive system allows organisms to produce offspring that receive
half of their genetic information from their mother and half from their father, and that sexually
produced offspring resemble, but are not identical to, either of their parents.
Vocabulary:
Meiosis: _____________________________________________________________________________
Haploid: _____________________________________________________________________________
Diploid: _____________________________________________________________________________
Crossing over: ________________________________________________________________________
____________________________________________________________________________________
Genetic variation: _____________________________________________________________________
Gamete: _____________________________________________________________________________
Fertilization: __________________________________________________________________________
Zygote: ______________________________________________________________________________
This is a picture of a cell at the start of Meiosis I. Show what the cell will look at the end of Meiosis I and II.
Label when the cell is diploid and when it is haploid.
1. The union of a sperm and an egg cell is called _________________________
2. What is the other name for sperm and egg cells? _______________________
3. What process makes sperm and egg cells? _____________________________
4. Meiosis starts with one diploid cell and ends in __________________________________________.
4. Why may crossing over result in an increase in genetic variation? ___________________________
2.8 Compare and contrast a virus and a cell in terms of genetic material and reproduction.
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1. Describe the general structure of a virus. _______________________________________________
__________________________________________________________________________________
2. Why aren’t viruses considered to be living things? _______________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Genetics
3.1 Describe the basic structure (double helix, sugar/phosphate backbone, linked by complementary
nucleotide pairs) of DNA, and describe its function in genetic inheritance.
Vocabulary
DNA: __________________________________________________________________________________________
nucleotide: ______________________________________________________________________________________
sugar-phosphate backbone: ________________________________________________________________________
double helix: ____________________________________________________________________________________
gene: ___________________________________________________________________________________________
Label the three parts of the nucleotide.
Complete the following molecule of DNA
by filling in the correct base pairs. Label the
sugar and phosphate and circle a hydrogen bond.
3.2 Describe the basic process of DNA replication and how it relates to the transmission and
conservation of the genetic code. Explain the basic processes of transcription and translation, and
how they result in the expression of genes. Distinguish among the end products of replication,
transcription, and translation.
3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic
change in an organism. Explain how mutations in gametes may result in phenotypic changes in
offspring.
Vocabulary:
replication: ________________________________________________________________________________________
__________________________________________________________________________________________________
transcription: _______________________________________________________________________________________
__________________________________________________________________________________________________
translation: ________________________________________________________________________________________
_________________________________________________________________________________________________
Addition: _________________________________________________________________________________________
Deletion: _________________________________________________________________________________________
Substitution: ______________________________________________________________________________________
Translocation: _____________________________________________________________________________________
Frameshift: _______________________________________________________________________________________
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1. Why would a cell need to replicate its DNA? ________________________________________________________
________________________________________________________________________________________________
2. What are two functions of proteins?
a. _______________________________________________________________________________________
b. _______________________________________________________________________________________
3. How is DNA different from RNA? _________________________________________________________________
Below is the DNA base sequence for the normal protein for normal hemoglobin and the mutated base sequence for sickle
cell hemoglobin. As the result of this mutation, the red blood cells that are formed are sickle-shaped which may cause
blockage in the capillaries. Using the codon chart, answer the questions that follow.
Normal: GGG
Sickle: GGG
CTT CTT TTT
CAT CTT TTT
1. Transcribe and translate both the normal and sickle cell DNA.
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2. If the DNA base sequence was mutated and read GGA CTT CTT TTT instead, would this result in sickle cell
hemoglobin? Explain. _________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Does a mutation in DNA always result in a phenotypic change? Explain your answer using the evidence you have
gathered from this problem. _______________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits
(dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles).
3.6 Use a Punnett square to determine the probabilities for genotype and phenotype combinations in
monohybrid crosses.
Vocabulary:
_________________________ - different forms of a gene that control a specific characteristic
_________________________ - what the organism physically looks like
_________________________ - what the 2 alleles are that control a specific characteristic
_________________________ - in the genotype, the 2 alleles are different
_________________________ - in the genotype, the 2 alleles are the same
_________________________ - in the heterozygote, the allele that shows itself
_________________________ - the allele that is not allowed to show itself when a dominant allele is present
_________________________ - type of dominance where one allele is dominant and the other is recessive
_________________________ - type of dominance when the organism looks somewhere in between
_________________________ - the type of dominance where in the heterozygote both alleles are seen
_________________________ - alleles for a particular characteristic are located on the X chromosomes
_________________________ - characteristic is controlled by more than one gene
1. Identify the inheritance pattern in the following scenarios.
a. A cross between a purebred animal with red hairs and a purebred animal with white hairs produces an animal that has
both red hairs and white hairs. What type of inheritance pattern is involved? ___________________________
b. In a cross between individuals of a species of tropical fish, all of the male offspring have long tail fins, and none of the
females possess the trait. Mating two of the F1 fish fails to produce females with the trait. What type of inheritance pattern
is involved? ___________________________
c. Suppose you mate a black rooster with a white hen. The feathers of all the offspring are grey.and white. What is the
inheritance pattern being expressed? _________________________
2. Complete Punnett squares for the following crosses.
a. In chimpanzees, straight fingers are dominant to bent fingers. Cross a heterozygous straight fingered chimpanzee
with x bent fingered chimpanzee. List the percentages of all possible genotypes and phenotypes of their offspring.
b. In humans, tongue rolling is a dominant trait; those with the recessive condition cannot roll their tongues. Bob can
roll his tongue, but his mother could not. He is married to Sally, who cannot roll her tongue. List the percentages
of all possible genotypes and phenotypes of their offspring.
c. In snapdragons, flower color is controlled by incomplete dominance. The two alleles are red (R) and white (W).
The heterozygous genotype is expressed as pink. A pink-flowered plant is crossed with a white-flowered plant.
List the percentages of all possible genotypes and phenotypes of their offspring.
3.5 Describe how Mendel’s laws of segregation and independent assortment can be observed through
patterns of inheritance (e.g., dihybrid crosses).
Vocabulary:
Law of Segregation: _____________________________________________________________________________
______________________________________________________________________________________________
Law of Independent Assortment: __________________________________________________________________
______________________________________________________________________________________________
gamete: _______________________________________________________________________________________
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Below is a Punnett square of a two-factor cross. Use the Punnett square to answer the questions that follow.
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1. What is the genotype of the mom?
__________________________________
2. What is the phenotype of the father?
__________________________________
3. What ratio of the offspring will be
PPRR?
__________________________________
4. What ratio of the offspring will have
puffy, red lips?
__________________________________
5. What ratio of the offspring will be
heterozygous for both traits? _______
6. Which of the four traits will not show
up in any of the offspring?
________________
4. Anatomy and Physiology
4.1 Explain generally how the digestive system converts macromolecules from food into smaller
molecules that can be used by cells for energy and for repair and growth.
Vocabulary:
Mouth ____________________________________________________________________________________________
Pharynx___________________________________________________________________________________________
Esophagus ________________________________________________________________________________________
Stomach __________________________________________________________________________________________
Small intestines ____________________________________________________________________________________
Large intestines ____________________________________________________________________________________
Rectum ___________________________________________________________________________________________
1. Explain how starch in a piece of bread can be converted into food energy through the digestive system.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4.2 Explain how the circulatory system transports nutrients and oxygen to cells and removes cell wastes.
Describe how the kidneys and the liver are closely associated with the circulatory system as they perform the
excretory function of removing waste from the blood. Recognize that kidneys remove nitrogenous wastes and
the liver removes many toxic compounds form the blood.
Vocabulary:
Heart ___________________________________________________________________________________
Arteries _________________________________________________________________________________
Veins ___________________________________________________________________________________
Capillaries _______________________________________________________________________________
Red blood cells ___________________________________________________________________________
Kidney __________________________________________________________________________________
Liver ___________________________________________________________________________________
1. What waste does our red blood cells remove from our body? ___________________________
2. Where did that waste material in our blood come from? ________________________________
3. What is the function of your kidney? ________________________________________________________
________________________________________________________________________________________
4. What is the function of your liver? __________________________________________________________
________________________________________________________________________________________
4.3 Explain how the respiratory system provides exchange of oxygen and carbon dioxide.
Vocabulary
Nose ____________________________________________________________________________________
Pharynx _________________________________________________________________________________
Larynx __________________________________________________________________________________
Trachea _________________________________________________________________________________
Lungs __________________________________________________________________________________
Alveoli _________________________________________________________________________________
Bronchioles _____________________________________________________________________________
Bronchi ________________________________________________________________________________
1. Explain how oxygen and carbon dioxide are exchanged in our respiratory system.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4.4 Explain how the nervous system mediates communication between different parts of the
body and the body’s interactions with the environment. Identify the basic unit of the nervous
system, the neuron, and explain generally how it works.
Vocabulary:
Brain ____________________________________________________________________________________
Spinal cord _______________________________________________________________________________
Neuron __________________________________________________________________________________
Sensory neuron____________________________________________________________________________
Motor neuron _____________________________________________________________________________
1. What type of nerve receives stimuli from the environment? _______________________________
2. What processes the stimuli from the environment? _______________________________________
3. What type of nerve sends signals to our muscles for response? ______________________________
4. Label the parts of the neuron.
5. How is a signal passed along a neuron? ____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
4.5 Explain how the muscular/skeletal system works with other systems to support and allow
for movement. Recognize that bones produced both red and white blood cells.
Vocabulary:
Skeleton________________________________________________________________________________
Smooth muscle __________________________________________________________________________
Cardiac muscle __________________________________________________________________________
Cartilage _______________________________________________________________________________
Ligament _______________________________________________________________________________
Tendon _________________________________________________________________________________
Bone marrow____________________________________________________________________________
Red blood cell___________________________________________________________________________
White blood cell__________________________________________________________________________
1. What produces red and white blood cells? _________________________________
2. What is the function of white blood cells? ___________________________________________________
3. What is the function of muscles? __________________________________________________________
4. What are the functions of the three different types of muscles?___________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. What is the function of bones? ____________________________________________________________
6. What attaches muscle to bone? ______________________ Bone to bone? _________________________
4.7 Recognize that communication between cells is required for coordination of body functions. The nerves
communicate with electrochemical signals, hormones circulate through the blood, and some cells produce
signals to communicate only with nearby cells.
Vocabulary:
Hormone _______________________________________________________________________________
4.8 Recognize that the body’s systems interact to maintain homeostasis. Describe the basic
function of a physiological feedback loop.
Vocabulary
Homeostasis ____________________________________________________________________________
Feedback loop___________________________________________________________________________
1. Explain how your body maintains homeostasis when you go out in the cold without a jacket.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Explain how your body maintains homeostasis when you exercise heavily.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. Evolution and Biodiversity
5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics,
molecular biology, and examples of natural selection.
Vocabulary:
evolution: _____________________________________________________________________________
biodiversity: ___________________________________________________________________________
natural selection: _______________________________________________________________________
adaptation: ____________________________________________________________________________
variation: _____________________________________________________________________________
survival of the fittest: ___________________________________________________________________
Fitness:_______________________________________________________________________________
fossil: ________________________________________________________________________________
homologous structure: ___________________________________________________________________
1. What are 3 sources of natural selection?
a. _________________________
b. _______________________
c. ________________________
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3. Cytochrome c is a protein that is involved in cellular respiration in all eukaryotic organisms. Human cytochrome c
contains 104 amino acids. The following table compares human cytochrome c with cytochrome c from a number of other
organisms. Based on the chart, which organism is most closely related to humans? Least related? How does this show
evidence of evolution? _________________________
____________________________________________
____________________________________________
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4. Pictured below are the upper limbs and forelimbs of various species. How do they provide evidence for evolution?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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5.2 Describe species as reproductively distinct groups of organisms. Recognize that species are
further classified into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus,
species) based on morphological, behavioral, and molecular similarities. Describe the role that
geographic isolation can play in speciation.
Vocabulary:
taxonomy: ________________________________________________________________________________________
Linnaean classification: _____________________________________________________________________________
cladogram: _______________________________________________________________________________________
phylogenetic tree: _________________________________________________________________________________
reproductive isolation: _____________________________________________________________________________
geographic isolation: ______________________________________________________________________________
speciation: _______________________________________________________________________________________
extinction: _______________________________________________________________________________________
Pictured are the different finches found on the islands of the Galapagos. Explain what
speciation means using examples from the finches. How did the island geography
possibly contribute to the evolution of these species?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Use the chart above to answer the following questions.
Which two organisms are most closely related to each other? How do you know? Explain.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
If you wanted to add a column for the protist species Amoeba proteus, what taxonomic category, if any, would it have in
common with the other organisms in the chart?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Consider the following statement: “Size and shape are NOT reliable indicators of how closely different organisms are
related.” What information in the figure above supports this statement?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2.3 Use cellular evidence (e.g., cell structure, cell number, cell reproduction) and modes of nutrition to describe
the six kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia).
1. Complete the chart below.
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2. Identify the Kingdom of each of the following organisms:
1.
2.
3.
4.
5.
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___________________________
___________________________
___________________________
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5.3 Explain how evolution through natural selection can result in changes in biodiversity through the
increase or decrease of genetic diversity within a population.
1.Name three ways in which natural selection can disrupt the distribution of phenotypes among individuals within a
species.
a. ______________________________ b. ____________________________ c. ____________________________
2. The following graphs represent the three types of selection that can occur as a result of natural selection. Briefly
describe which members of these populations are being favored and the results.
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__________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. Disruptive selection can possibly lead to a____________________________________________.
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4. Look at Graph A above. What change occurred in the beak size of the population? Provide one possible explanation
why this may have occurred. _________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
5. Look at Graph B above. What change occurred in the bird body mass of the population? Provide one possible
explanation why this may have occurred. _______________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
6. Ecology
6.1 Explain how birth, death, immigration, and emigration influence population size.
Vocabulary
population: _______________________________________________________________________________________
population density: ________________________________________________________________________________
immigration: _____________________________________________________________________________________
emigration: ______________________________________________________________________________________
limiting factor: ___________________________________________________________________________________
carrying capacity: ________________________________________________________________________________
1. Name two factors that increase population growth.
a. ________________________________ b. _______________________________
2. Name two factors that decrease population growth.
a. ________________________________ b. _______________________________
6.2 Analyze changes in population size and biodiversity (speciation and extinction) that result from the following:
natural causes, changes in climate, human activity, and the introduction of invasive, non-native species.
Vocabulary:
biodiversity: _______________________________________________________________________________________
speciation: _________________________________________________________________________________________
extinct: ___________________________________________________________________________________________
natural selection: ___________________________________________________________________________________
introduced species: _________________________________________________________________________________
ozone: ___________________________________________________________________________________________
1. How are introduced species a threat to biodiversity?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. Discuss biodiversity as a natural resource.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
6.3 Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer
of energy through trophic levels. Describe how relationships among organisms (predation, parasitism,
competition, commensalism, and mutualism) add to the complexity of biological communities.
Vocabulary:
community: _______________________________________________________________________________________
food chain: ________________________________________________________________________________________
food web: _________________________________________________________________________________________
producer: _________________________________________________________________________________________
consumer: ________________________________________________________________________________________
primary consumer: _________________________________________________________________________________
secondary consumer: _______________________________________________________________________________
tertiary consumer: _________________________________________________________________________________
decomposer: ______________________________________________________________________________________
trophic level: _____________________________________________________________________________________
ecological pyramid: ________________________________________________________________________________
predation: ________________________________________________________________________________________
parasitism: _______________________________________________________________________________________
competition: ______________________________________________________________________________________
commensalism: ___________________________________________________________________________________
mutualism: ____________________________________________________________________________________
1. Label the following energy pyramid with 4 trophic levels. At each level name the type of organism that exists there and
the amount of energy available at each level for the organisms at the next level.
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2. Explain why there is less energy available at higher trophic levels than at the lower levels.
__________________________________________________________________________________________
__________________________________________________________________________________________
Use the food web to identify all organisms in the following categories:
producers:
____________________________________________
_
primary consumers:
____________________________________________
_
secondary consumers:
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higher order consumers:
____________________________________________
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decomposers:
____________________________________________
_
What is the original source of the energy for this entire food web? __________________________
6.4 Explain how water, carbon, and nitrogen cycle between abiotic resources and organic matter in an
ecosystem and how oxygen cycles through photosynthesis and respiration.
Vocabulary:
ecosystem: _______________________________________________________________________
biosphere: ________________________________________________________________________
nitrogen fixing bacteria: ___________________________________________________________
denitrifying bacteria: ______________________________________________________________
transpiration: _____________________________________________________________________
evaporation: _____________________________________________________________________
condensation: ____________________________________________________________________
runoff: __________________________________________________________________________
combustion: ______________________________________________________________________
greenhouse effect: _________________________________________________________________
Carbon Cycle: Identify the process taking place at each of the numbered arrows. Some answers may be the same.
(1)
(2)
(3)
(4)
(5)
(6)
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__________________________________
__________________________________
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What is the primary source of carbon in our atmosphere?
___________________________
What is the only process that removes carbon from the
environment and incorporates it into living organisms?
___________________________________________
What does this process turn carbon dioxide into?
___________________________________
What three processes in the above diagram returns carbon to the environment?
(1) _______________________ (2) _______________________ (3) ________________________
What fourth process puts carbon dioxide into our atmosphere? ____________________________________________
How is carbon dioxide related to the greenhouse effect?
________________________________________________________________________________________________
________________________________________________________________________________________________
_______________________________________________________________________________________________
Nitrogen Cycle
What is the primary source of nitrogen in our environment? ______________________________________________
Plants cannot use this form of nitrogen. What organism changes this form of nitrogen into a form that plants can use?
________________________________________________________________________________________________
What organic compounds do plants need nitrogen to make? _______________________________________________
Label the diagram of the water cycle below.
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Which of these three cycles (carbon, nitrogen or water) can occur in
the absence of living organisms?
_______________________________________________________