STANDARD 2 REVIEW
NAME
HOUR
INSTRUCTIONS: This review battery covers standard 2. Included are the vocabulary and at least one question
for each indicator. There is a crossword puzzle for the vocabulary and the content questions are located
below. These first two parts, the crossword and content questions may be done with a partner. Use them to
review because there will be a review clicker quiz the following day in class.
Standard 2 Rational/Description
The sun is the source for essentially all biological energy. Plants store captured light energy as chemical energy
in sugars. Animals eat plants to obtain the energy and matter that they need. The energy from food is used for
mechanical (motions) and heat(body temperature) energy. The matter is used to build the cells and tissues of the
organism.
Food chains and food webs are models used to show the transfer of energy and matter among organisms. These
models can be used to show relationships among organisms. Organisms, including humans, influence the ability
of other organisms to live in a specific environment.
Vocabulary
food web/A model that shows all possible trophic pathways in a community
food chain/A model that shows a single trophic pathway in a community
photosynthesis/Autotrophs using solar energy to create glucose, cellulose or other sugar
respiration/A process done by autotrophs and heterotrophs to get energy out of food
predator/An organism that lives by preying on other organisms
prey/An animal hunted and killed by another animal for food
trophic flow/Chemical potential energy in the form of food that gets passed from one trophic level to the
next.
solar energy/Radiant energy emitted by the sun.
chemical potential /Energy stored in the tissues of plants and animals that can be used for energy when
consumed
mechanical energy/Energy of motion. Examples include swimming, running, escaping
producer/Any organism that produces its on food. Synonym is autotroph
consumer/Any organism that must eat or consume another organism for energy. Synonym is heterotroph
mutualism/A symbiotic relationship between two organisms where both organisms benefit
commenslism/A symbiotic relationship between two organisms where on organism benefits and the other is
unaffected
parasitism/A symbiotic relationship between two organisms where one organism benefits and the other
slowly dies
competition/The simultaneous demand by two or more organisms for limited environmental resources
environment/The external conditions or surroundings in which a plant or animal lives
carrying capacity/ Also referred to as capacity. The maximum population of a particular organism that a
habitat or environment can sustain
symbiosis/A close, prolonged association between two or more different organisms of different species that
may, but does not necessarily, benefit each member.
10% rule/A principle that states only 10% of the energy passed from one trophic level to another will be
converted into plant or animal tissue and provide a food source
limiting factors/Anything that can impact an individual or population of individuals. Include water, habitat,
and food
heterotroph/An organism that must eat in order to get energy. A synonym for consumer
autotroph/An organism that can synthesis sugar using solar energy. A synonym for producer
population/A measurement for the number of individuals in an environment or habitat
heat energy/The energy type that is lost at each trophic level. Body temperature and staying warm are
examples
host/The animal or plant on which or in which another organism lives, or steals resources from.
ATP/ The energy molecule that is produced by respiration.
sugar/ The substance that is produced by photosynthesis.
STANDARD 2 REVIEW CONTENT QUESTIONS
NAME
HOUR
INSTRUCTIONS: Answer these questions the best you can. You may use your resources and team members,
but remember to know why THE CORRECT ANSWER IS THE CORRECT ANSER so you can do well on the clicker
challenge.
s2o1a 1.) Photosynthesis is a very important process where plants produce sugar and plant tissue. The
equation for photosynthesis is given below. Which substances are the products of photosynthesis?
Sunlight
6CO2 + 6H2O
➞
6O2 + C6H12O6
s2o1b 2.) Respiration is a very important process where plants and animals release energy stored in food by
using oxygen. The equation for respiration is given below. Which substances are the products of
respiration?
6O2 + C6H12O6
=
6CO2 + 6H2O+ ATP
s2o1c 3. )
photosynthesis
mechanical energy
light energy
chemical energy
respiration
Which sequence of the above words best shows the path from beginning to end.
Put these words in order from first to last that allows animals to move?
Use the following diagram to answer questions 4-5.
s2o1c 4.) Which level of the pyramid above contains the most energy?
s2o1c 5.) How much energy loss would be expected moving from level A to level B?
Where does this energy go?
s2o2a 6.) Which relationship would best describe a cow eating grass?
s2o2a 7.) Which relationship would best describe a fox eating a duck?
s2o2a 8.) Which relationship would best describe a mosquito sucking blood from a deer?
In the ocean, large fish sometimes have their teeth cleaned by smaller fish.
The smaller fish gets food and the larger fish gets clean teeth that are less likely to
decay.
s2o2a 9.) Use the description above. This is an example of what type of a relationship?
a. mutualism because both fish benefit.
c. predator/prey because one organism is hunting
b. parasitism because one organism is harmed
d. competition between the two sizes of fish
Use the following diagram to answer question 10
s2o2b 10.) What could be missing in the above diagram of a food chain?
s2o2b 11.) What is the original source of energy for the above food chain?
s2o2b 12. ) Consider if the insect population is removed from the food chain above. Describe two other
organisms that would be impacted and how.
s2o2b 13.) Study the above food web, determine a sequences that could show how energy flows through a
food chain with at least 4 organisms in it. Write/draw it below.
Use the following chart to answer questions 14-15.
Students designed an experiment to test the effect of hours of sunlight on radish seedlings. They put 5
seedlings in each group and gave each the following amount of light:
EXPERIMENT DATA
group 1
no light
group 2
regular daylight
group 3
8 hours a day
group 4
12 hours a day
group 5
16 hours a day
This table shows the data they collected as they measured the height of each plant in a group and averaged
them.
s2o2c 14.) How many hours of sunlight a day are best for radishes? How do you know?
s2o2c 15. Which group would be considered the control? How do you know?
Suzanne wanted to better understand the effect of light on seed
germination. She planted 8 seeds, 4 in each of 2 cups. One cup got
extra soil. She placed one cup in a dark and the other on a sunny
window sill. She gave the plants the same amount of water and
observed them for a week.
s2o2c 16. What might invalidate any data she collects?
STANDARD 2 REVIEW CONTENT QUESTIONS-LONG ANSWER KEY
NAME
HOUR
INSTRUCTIONS: Answer these questions the best you can. You may use your resources and team members,
but remember to know why THE CORRECT ANSWER IS THE CORRECT ANSER so you can do well on the clicker
challenge.
s2o1a 1.) Photosynthesis is a very important process where plants produce sugar and plant tissue. The
equation for photosynthesis is given below. Which substances are the products of photosynthesis?
Sunlight
6CO2 + 6H2O
➞
6O2 + C6H12O6
oxygen O2 and glucose C6H12O6
s2o1b 2.) Respiration is a very important process where plants and animals release energy stored in food by
using oxygen. The equation for respiration is given below. Which substances are the products of
respiration?
6O2 + C6H12O6
=
6CO2 + 6H2O+ ATP
carbon dioxide CO2, water H2O, and the energy currency molecule ATP
s2o1c 3. )
photosynthesis
mechanical energy
light energy
chemical energy
respiration
Which sequence of the above words best shows the path of Put these words in order from first to last that
allows animals to move?
light energy
photosynthesis
chemical energy
respiration
Use the following diagram to answer questions 12 – 17.
mechanical energy
s2o1c 4.) Which level of the pyramid contains the most energy?
Level A, the producers.
s2o1c 5.) How much energy loss would be expected moving from level A to level B? Where does this energy
go? 90%, life’s activities like running, swimming, escaping (kinetic energy), and body temp. (thermal energy)
s2o2a 6.) Which relationship would best describe a cow eating grass?
consumer-producer
s2o2a 7.) Which relationship would best describe a fox eating a duck?
predator-prey
s2o2a 8.) Which relationship would best describe a mosquito sucking blood from a deer?
parasitism
In the ocean, large fish sometimes have their teeth cleaned by smaller fish.
The smaller fish gets food and the larger fish gets clean teeth that are less likely to
decay.
s2o2a 9.) Use the description above. This is an example of what type of a relationship?
a. mutualism because both fish benefit.
c. predator/prey because one organism is hunting
b. parasitism because one organism is harmed
d. competition between the two sizes of fish
Use the following diagram to answer question 10
s2o2b 10.) What could be missing in the above diagram of a food chain?
Any small mammal such as a mouse. It needs to be something that would eat wheat-like plants and could
be eaten by an owl.
s2o2b 11.) What is the original source of energy for the above food chain?
sunlight
s2o2b 12. ) Consider if the insect population is removed from the food chain above. Describe two other
organisms that would be impacted and how.
the bird and hawk populations may decrease because they would have less food while the producers would
increase because of less insects eating them
s2o2b 13.) Study the above food web, determine a sequences that could show how energy flows through a
food chain. Write/draw it below.
Sun-berry bush-grasshopper-bird-hawk
Sun-grass-grasshopper-bird-hawk
Use the following chart to answer questions 14-15.
Students designed an experiment to test the effect of hours of sunlight on radish seedlings. They put 5
seedlings in each group and gave each the following amount of light:
EXPERIMENT DATA
group 1
no light
group 2
regular daylight
group 3
8 hours a day
group 4
12 hours a day
group 5
16 hours a day
This table shows the data they collected as they measured the height of each plant in a group and averaged
them.
s2o2c 14.) How many hours of sunlight a day are best for radishes? How do you know?
12hours a day because on day five they were 5.5 cm high which is the highest out of the 5 groups.
s2o2c 15. Which group would be considered the control? How do you know?
Group 2 because those seedlings got the most “normal” amount of light. Regular daylight. The other groups
had restricted/specific amounts of light.
Suzanne wanted to better understand the effect of light on seed
germination. She planted 8 seeds, 4 in each of 2 cups. One cup got
extra soil. She placed one cup in a dark and the other on a sunny
window sill. She gave the plants the same amount of water and
observed them for a week.
s2o2c 16. What might invalidate any data she collects?
She added extra soil to one and not the other. No longer a controlled experiment because now there are
two variables that have changed.
WORDLIST FOR CROSSWORD PUZZLE
food web
food chain
photosynthesis
respiration
predator
preytrophic flow
solar energychemical potential
mechanical energy
producer
consumermutualism
commenslism
parasitism
competition
environment
carrying capacity
symbiosis.
10% rule/ limiting factorsheterotroph
autotroph
population
heat energy
host
ATP
sugar
STANDARD 2 REVIEW CONTENT QUESTIONS
MULTIPLE CHOICE
NAME
HOUR
INSTRUCTIONS: Answer these questions the best you can. You may use your resources and team members,
but remember to know why THE CORRECT ANSWER IS THE CORRECT ANSER so you can do well on the clicker
challenge.
s2o1a 1.) Photosynthesis is a very important process where plants produce sugar and plant tissue. The
equation for photosynthesis is given below. Which substances are the products of photosynthesis?
Sunlight
6CO2 + 6H2O
a. CO2 and O2
b. CO2 and H2O
➞
6O2 + C6H12O6
c. C6H12O6 (glucose) and O2
d. C6H12O6 (glucose) and H2O
s2o1b 2.) Respiration is a very important process where plants and animals release energy stored in food by
using oxygen. The equation for respiration is given below. Which substances are the products of
respiration?
6O2 + C6H12O6
a. CO2 and O2
b. CO2 and H2O and ATP
=
6CO2 + 6H2O+ ATP
c. C6H12O6 (glucose) and O2
d. C6H12O6 (glucose) and H2O
s2o1c 3. )
photosynthesis
mechanical energy
light energy
chemical energy
respiration
Which sequence of the above words best shows the path of energy that allows animals to move?
a. photosynthesis ➞ chemical energy ➞ light energy ➞ mechanical energy ➞ respiration
b. mechanical energy ➞ light energy ➞ chemical energy ➞ photosynthesis ➞ respiration
c. light energy ➞ photosynthesis ➞ chemical energy ➞ respiration ➞ mechanical energy
d. chemical energy ➞ respiration ➞ light energy ➞ photosynthesis ➞ mechanical energy
Use the following diagram to answer questions 12 – 17.
s2o1c 4.) Which level of the pyramid contains the most energy?
a. A
b. B
c. C
d. D
s2o1c 5.) How much energy loss would be expected moving from level A to level B?
a. 1%
b. 10%
c. 50%
d. 100 %
s2o2a 6.) Which of the following relationships would best describe a cow eating grass?
a. producer/consumer b. predator/prey c. symbiosis/mutualism d. symbiosis/parasitism
s2o2a 7.) Which of the following relationships would best describe a fox eating a duck?
a. producer/consumer b. predator/prey c. symbiosis/mutualism d. symbiosis/parasitism
s2o2a 8.) Which of the following relationships would best describe a mosquito sucking blood from a deer?
a. producer/consumer b. predator/prey c. symbiosis/mutualism d. symbiosis/parasitism
In the ocean, large fish sometimes have their teeth cleaned by smaller fish.
The smaller fish gets food and the larger fish gets clean teeth that are less likely to
decay.
s2o2a 9.) Use the description above. This is an example of what type of a relationship?
a. mutualism because both fish benefit.
c. predator/prey because one organism is hunting
b. parasitism because one organism is harmed
d. competition between the two sizes of fish
Use the following diagram to answer question 10
s2o2b 10.) What is missing in the above diagram of a food chain?
a. a mouse because the owl has eaten it
c. a deer because it eats the grass
b. a tree because it is larger than the plant shown
d. a hawk because it is a consumer
s2o2b 11.) What is the original source of energy for the above food chain?
a. sun
b. air
c. soil
d. nutrients
s2o2b 12. ) If the insect population is removed from the food chain the:
a. plant population will increase
c. bird population will decrease
b. oxygen level will increase
d. all are correct
s2o2b 13.) Study the above food web and determine which of the sequences below would show how
energy flows through a food chain.
a. dodder plant rabbit bird berry bush sunflower c. tree bird dodder plant rabbit snake hawk
b. sunflower dodder plant bear snake hawk tree d. grass grasshopper bird snake
Use the following chart to answer questions 14-15.
Students designed an experiment to test the effect of hours of sunlight on radish seedlings. They put 5
seedlings in each group and gave each the following amount of light:
EXPERIMENT DATA
group 1
no light
group 2
4 hours a day
group 3
8 hours a day
group 4
12 hours a day
group 5
16 hours a day
This table shows the data they collected as they measured the height of each plant in a group and averaged
them.
s2o2c 14.) How many hours of sunlight a day are best for radishes?
a. Radishes grow best with between 12 and 16 hours of sunlight.
b. The best conditions for radishes are lots of water, good soil and 12 hours of light.
c. Radishes grow at different rates.
d. The amount of light makes little difference in radish growth.
s2o2c 15. Which group would be considered the control?
a. Group 1
b. Group 2
c. Group 3
d. Group 4
e. Group 5
Suzanne wanted to better understand the effect of light on seed
germination. She planted 8 seeds, 4 in each of 2 cups. She placed one
cup in a dark and the other on a sunny window sill. She gave the plants
the same amount of water and observed them for a week.
s2o2c 16. Which of the following would invalidate any data she collects?
a. She used different soils in each cup.
c. She forgot to water all of the plants one day.
b. Nothing grew in either cup.
d. She didn’t weight the seeds before she planted them.
Standard 1 Wordbank
food web
predator
chemical potential
mutualism
environment
heterotrophy
host
food chain
prey
10% rule
commenslism
carrying capacity
autotroph
ATP
photosynthesis
respiration
trophic flow
solar energy
mechanical energy
consumer
parasitism
competition
symbiosis
limiting factors
population
heat energy
sugar
Standard 2
Students will understand that energy from sunlight is changed to chemical energy in plants, transfers between
living organisms, and that changing the environment may alter the amount of energy provided to living
organisms.
Button to show links.
Objective 1
Compare ways that plants and animals obtain and use energy.
Button to show links.
Recognize the importance of photosynthesis in using light energy as part of the chemical process that builds
plant materials.
Explain how respiration in animals is a process that converts food energy into mechanical and heat energy.
Trace the path of energy from the sun to mechanical energy in an organism (e.g., sunlight - light energy to
plants by photosynthesis to sugars - stored chemical energy to respiration in muscle cell - usable chemical
energy to muscle contraction- mechanical energy).
Objective 2
Generalize the dependent relationships between organisms.
Button to show links.
Categorize the relationships between organisms (i.e., producer/consumer/decomposer, predator/prey,
mutualism/parasitism) and provide examples of each.
Use models to trace the flow of energy in food chains and food webs.
Formulate and test a hypothesis on the effects of air, temperature, water, or light on plants (e.g., seed
germination, growth rates, seasonal adaptations).
Research multiple ways that different scientists have investigated the same ecosystem.
Objective 3
Analyze human influence on the capacity of an environment to sustain living things.
Describe specific examples of how humans have changed the capacity of an environment to support specific
life forms (e.g., people create wetlands and nesting boxes that increase the number and range of wood ducks,
acid rain damages amphibian eggs and reduces population of frogs, clear cutting forests affects squirrel
populations, suburban sprawl reduces mule deer winter range thus decreasing numbers of deer).
Distinguish between inference and evidence in a newspaper or magazine article relating to the effect of
humans on the environment.
Infer the potential effects of humans on a specific food web.
Evaluate and present arguments for and against allowing a specific species of plant or animal to become
extinct, and relate the argument to the of flow energy in an ecosystem.
Language science students should use: food web, food chain, photosynthesis, respiration, predator, energy
flow, solar energy, chemical energy, mechanical energy, producer, consumer, prey, mutualism, parasitism,
competition, environment, capacity
food web/A model that shows all possible trophic pathways in a community
food chain/A model that shows a single trophic pathway in a community
photosynthesis/Autotrophs using solar energy to create glucose, cellulose or other sugar
respiration/A process done by autotrophs and heterotrophs to get energy out of food
predator/An organism that lives by preying on other organisms
prey/An animal hunted and killed by another animal for food
trophic flow/Chemical potential energy in the form of food that gets passed from one trophic level to the
next.
solar energy/Radiant energy emitted by the sun.
chemical potential /Energy stored in the tissues of plants and animals that can be used for energy when
consumed
mechanical energy/Energy of motion. Examples include swimming, running, escaping
producer/Any organism that produces its own food. Synonym is autotroph
consumer/Any organism that must eat or consume another organism for energy. Synonym is heterotroph
mutualism/A symbiotic relationship between two organisms where both organisms benefit
commenslism/A symbiotic relationship between two organisms where on organism benefits and the other is
unaffected
parasitism/A symbiotic relationship between two organisms where one organism benefits and the other
slowly dies
competition/The simultaneous demand by two or more organisms for limited environmental resources
environment/The external conditions or surroundings in which a plant or animal lives
carrying capacity/ Also referred to as capacity. The maximum population of a particular organism that a
habitat or environment can sustain
symbiosis/A close, prolonged association between two or more different organisms of different species that
may, but does not necessarily, benefit each member.
10% rule/A principle that states only 10% of the energy passed from one trophic level to another will be
converted into plant or animal tissue and provide a food source
limiting factors/Anything that can impact an individual or population of individuals. Include water, habitat,
and food
heterotroph/An organism that must eat in order to get energy. A synonym for consumer
autotroph/An organism that can synthesis sugar using solar energy. A synonym for producer
population/A measurement for the number of individuals in an environment or habitat
heat energy/The energy type that is lost at each trophic level. Body temperature and staying warm are
examples
host/The animal or plant on which or in which another organism lives, or steals resources from.
ATP/ The energy molecule that is produced by respiration.
sugar/ The substance that is produced by photosynthesis.