Quarter 1 Review 2005
Scientific Method
The scientific method is used by scientists (and students of science) to solve problems.
The first step is to define the problem. A problem is a question about the natural world
that can be solved by experimentation.
 After researching the question, a scientist makes a testable prediction about the
answer. His/her prediction is called a hypothesis.
 To test the effect of a variable in an experiment, the scientist uses a control. A
control is a set up of the experiment without the tested variable. For example, if a
scientist wants to know how fertilizer affects plant growth, he sets up an experiment
with plants, soil, water and fertilizer. His control would be a copy of the experiment
with only plants, soil and water.
 The scientist collects data (information that he/she can measure) and analyzes it
(makes graphs, compares, thinks about it) and then comes to a conclusion.
Review: PH Biology pp 8-10
Think about it!
1. A student wants to know how much sugar will make bread rise best. She predicts that 5
grams of sugar with one packet of yeast will make the bread rise best. In her experiment,
she mixes her materials as follows:
Container A- yeast, flour, warm water
Container B- yeast, flour, warm water, 5 grams sugar
Container C- yeast, flour, warm water, 10 grams sugar
2. What is the problem?
3. What might be a good hypothesis?
4. Which of the containers is the control?
5. Which factors must be the same in each group in order for the experiment to be valid?
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1.01
Life Processes (STERNGRR)
Life functions include synthesis (making materials), transport (moving materials),
excretion (removing wastes), respiration (release of energy from food within the cell),
nutrition (getting or making food for energy), growth (getting larger), regulation
(controlling activities), and reproduction (making more of the same type of organism).
Of these, all are needed for survival of an individual organism EXCEPT reproduction. All
of the life processes together make up an organism’s metabolism.
 Despite changes in its external (outside) environment, a living thing must make
changes internally (inside) in order to maintain homeostasis or a "steady" state. Any
process that helps balance the internal environment such as excretion, regulation
and transport will help maintain homeostasis.
Review: PH Biology pp 16-19
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Think about it!
1. The one-celled organism above, is taking in food. What life process would this represent?
2. Draw green arrows to show how the food would be moved throughout the organism. What
process does this illustrate?
3. Draw red arrows to show how wastes would exit the cells. What process does this show?
4. Food is broken down in the cell to release energy and used by the cell to do work. What
process is this?
5. Why is reproduction not a necessary process for this organism’s survival but is needed
for survival of the species?
6. What processes are important to maintaining homeostasis?
7. What is metabolism?
4.01 Abiotic and biotic factors, niche and habitat, symbiosis, populations, ecosystems
and biomes
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Abiotic factors are non-living factors in the environment that affect the survival of
living things. Examples are temperature, soil, water, nutrients such as minerals, wind and
precipitation. Biotic factors are living factors in the environment. Examples are the plants,
bacteria, fungus and other living things. All of the living things living in a particular area is
considered a community.

Habitat is the area in which an organism lives. It includes both the biotic and the
abiotic factors in that area. Niche is role that an organism plays in its habitat. To simplify,
a habitat is the address of an organism while a niche is the job that an organism has in its
environment.
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Symbiosis is a relationship of two different species living in close association with
one another. In parasitism, one organism benefits and the other is harmed. In
commensalism, one organism benefits and the other is neither helped nor harmed. In
mutualism, both organisms benefit.
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Populations are groups of the same type of organism living in a particular area.
Sometimes one population of organisms will affect another. For example, if the population
of a prey organism decreases, the population of its predator will also decrease. Whether a
population increases or decreases can be attributed to density-dependent limiting factors
or density-independent limiting factors. Carrying capacity is the maximum number of
organisms of a particular species that an environment can support.

An ecosystem is composed of all the organisms living in an area together with its
non-living environment. A biome is a very large ecosystem that has the same climate,
plants and animals.
Review: PH Biology pp 90 Abiotic and biotic factors
Pp 90-91 Niche and habitat
Pp 93 Symbiosis
Pp 118-132 Populations
Pp 64, 98-112 Ecosystems and Biomes
Think about it!
1. Is this an example of an ecosystem? Justify your answer.
2. What are some abiotic factors in this environment?
3. What are some biotic factors in this environment?
4. List the organisms that would be a part of the community in this ecosystem.
5. The big fish eats smaller fish. Is this a symbiotic relationship or is it a predator-prey
relationship? Justify your answer.
6. What might happen to the prey population if the predator population increases?
7. What might be a density dependent limiting factor for the fish in this ecosystem?
8. What might be a density-independent limiting factor for the fish in this ecosystem?
9. Describe the niche of the small fish. Describe its habitat.
10. A water mold grows on one of the water plants. The water mold gets its nutrients from
the plant and the plant is harmed as a result. What type of symbiotic relationship is this?
11. Trees such as maples and beeches surround this pond. Animals such as raccoons, deer
and bear come to this pond to drink. What biome surrounds this pond a part of? What type
of aquatic ecosystem is this most likely?
4.02, 4.03 Cycling of matter and energy in the environment
 The Earth has material resources that could be used up if not recycled continuously. In
the water cycle, water is cycled between the ocean, the atmosphere and the land as
well as through living things. So, too, is carbon in the carbon cycle and nitrogen in the
nitrogen cycle.
 The ultimate source of energy for all things on Earth is the Sun. Plants and other
autotrophs or producers use the sun’s energy to make food through the process of
photosynthesis. When animals (primary consumers or herbivores) eat plants, about 10%
of the energy from the plant is transferred to the animal. The remainder of the energy
is given off as heat. So too, when animals eat other animals (secondary and tertiary
consumers or carnivores) only 10% of the energy is transferred. We can show how
energy is transferred through an ecosystem with a food chain, food web or pyramid.
Review: PH Biology
pp 74-80 Cycles of matter
pp 67-73 Energy flow
Think about it!
Create a concept map for each of the following cycles, using the terms provided:
Water cycle- evaporation, transpiration, condensation, precipitation, ground water,
run-off
Carbon cycle- all organisms, respiration, combustion, carbon dioxide, plants and
algae, photosynthesis, oxygen
Nitrogen cycle- bacteria, ammonia, nitrates, atmospheric nitrogen, plants, animals,
wastes
1. Create one food chain from the organisms in the food web above.
2. Create a pyramid of energy using the organisms in the food web above.
3. How is a pyramid of biomass similar to a pyramid of energy? How is it different?
4. What happens to energy as it is transferred from one organism to another in a food
chain?
5. What kinds of organisms are considered decomposers?
6. Why are decomposers necessary to an ecosystem?
7. Give an example of a producer from the food web. Why are producers so important to a
food chain or web?
8. Give an example of a consumer from the food web. Why are there generally fewer
consumers than producers in a food pyramid?
9. Why might an organism that has several food sources have a better chance of survival
than an organisms that feeds on only one food source?
4.04, 4.05 Succession and Human Impact
 Succession is the orderly change in an environment from pioneer organisms to a climax
community. The climax community of an area is dependent upon the climate and soil
conditions of an area. Primary succession is the change from bare rock or sand to the
climax community while secondary succession is the change that occurs over time after
a disaster such as fire or flood.
 Humans impact the environment in many ways. Most of the time that impact is negative.
Excess carbon dioxide from combustion of fuels from motor vehicles, factories and
homes are considered the cause for Global Warming.
With technology, humans have extended the carrying capacity for their species. This
exponential growth causes loss of habitat for other animals as well a faster rate of
extinction for many species.
 Bioaccumulation of some pesticides often results in the death or extinction of predator
species. Insects are animals that reproduce rapidly. Often the populations of target
insects will change genetically so that the pesticides used are not effective any more.
Rachel Carson is best known for her book, Silent Spring. This book alerted people to
the harmful effects of pesticides such as DDT and the dangers of biological
magnification.
Review: PH Biology
pp 94-95 Succession
Pp 158-159 Global Warming
Pp 118-137 Population growth
Pp 152 Biological magnification
Think about it!
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1. Examine the diagram above. What type of succession does this illustrate? Explain your
answer.
2. About how long would it take for this ecosystem to go through succession to its climax
community?
3. What is the difference between primary and secondary succession?
4. What is the role of a pioneer plant?
5. What would be the climax community of a grassland biome? Taiga biome? Deciduous
forest biome?
6. Succession also occurs with aquatic ecosystems such as ponds and lakes. Draw the
sequence of stages that a pond might go through until it becomes a part of the land
ecosystem that surrounds it.
7. Carbon dioxide is naturally present in the air from respiration of organisms as well as
from forest fires and volcanic eruptions. How has man added to the amounts of carbon
dioxide that are present naturally?
8. What might be some negative effects of increases in human populations?
9. What might be some things that humans could do to help prevent environmental
destruction of our planet?
10. Often sports fishermen are told not to eat the fish they catch in some streams and
lakes. This is because the fish may have high levels of pesticides in them. How do fish get
these high levels of pesticides in their bodies?
11. What author of Silent Spring made people aware of the problems with the pesticide,
DDT?
Goal 5 Adaptive responses, plant tropisms, animal behaviors, rhythmic behaviors,
evolution of behavioral adaptations
 In addition to physical adaptations, behavioral adaptations help animals survive. Such
adaptations as camouflage, mimicry, feeding strategies, and parental behavior, help
animals live long enough to pass their genes on to future generations.
 Plants respond, too, to changes in their environment. Phototropism (growth towards
light), thigmotropism (growth around a support) and geotropism or gravitropism
(downward growth of roots) are examples of plant responses. These responses are
controlled by hormones.
 Animals may move towards or away from light (positive or negative phototaxis) as well
as other stimuli. Additionally, higher animals may exhibit instinctive (innate or inborn)
and learned behaviors.
 Organisms seem to have internal “clocks”. A 24 hour cycle for an organism is called a
circadian rhythm. Some animals are more active in the daytime than at night (diurnal)
while other are more active at night (nocturnal). Many animals migrate, hibernate or
estivate. These behaviors are generally due to the availability of food. Plants flower at
certain times of the year or may bloom at certain times of the day.
 Social behaviors like courtship and dominance hierarchy (such as pecking order)
increase an animal’s potential for reproduction and survival. Communication, courtship
behaviors and territoriality also aid in the success of species. Jane Goodall’s studies of
primate behavior laid the groundwork for studies of animal behavior
Review: Glencoe Biology: Dynamics of Life
pp 405-406 Adaptive responses
PH Biology
p 872
Adaptive responses
Pp 639-640
Plant tropisms
Pp 870-877
Animal Behaviors
Pp 878
Biological clocks
Pp 879-882
Evolution of behavioral adaptations and Jane Goodall
1. Contrast mimicry with camouflage. How do these responses help animals survive?
2. Birds often lay only 3-4 eggs at a time while frogs and turtles may lay hundreds. What
behaviors help birds ensure the survival of their young so that it is necessary only to lay a
few eggs rather than hundreds?
3. Draw and explain the three tropisms that plants exhibit.
4. Worms and isopods generally move away from light. What is the name of this behavior?
5. How is imprinting both instinctive and learned?
6. Give examples of learned behaviors.
7. Give an example of a reflex. Is a reflex instinctive or learned? Explain.
8. Why might a bear in a deciduous forest hibernate in winter? Why might a frog estivate
when it is extremely hot?
9. What advantage do predatory fish have that are territorial have over those that are not?
10. How do courtship behaviors help ensure the survival of the population of a species? Give
an example.
11. How does dominance hierarchy help aid in the survival of a population? Give an example.
12. What contributions did Jane Goodall make to the study of animal behavior.