Ecological Interactions: Predation, Mutualism, Competition & More

1. TEKS 12A- interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms 12C- analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids 11C- summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems 12B- compare variations and adaptations of organisms in different ecosystems Day 1: Ecological InteractionsHomework due by Tuesday 4/23/19 Word Bank ____Predation______________________ When one organism consumes another organism 2. ___________________________________ A graphical representation of trophic levels in an ecosystem 3. ___________________________________ A relationship in which both species benefit 4. ___________________________________ The place an organism is in a food chain 5. ___________________________________ An organism that obtains nutrients from eating other organisms 6. ___________________________________ A relationship in which one organism harms another 7. ___________________________________ All biotic and abiotic factors in an area 8. ______ Food Web ____________________ A collection of food chains representing an entire ecosystem 9. ___________________________________ A relationship in which one organism benefits and the other is neither helped nor harmed 10. _________________________________ An organism that obtains energy from its surroundings 11. ____ Competition_________________ A relationship in which organisms are competing for the same resources 12. _________________________________ A diagram of relationships describing the transfer of energy from organism to organism

2. Food Chains/ Food Webs 12C (R) 1) Make a food chain in the space below ____________  ____________  ____________  _____________ 2) What do the arrows in the food chain represent? __________________________________ 3) Using the food web below, label Decomposers, Producers, Primary Consumers, Secondary Consumers, and Tertiary Consumers. 4) What could bacteria be classified as besides a decomposer? 5) What are other examples of decomposers? 6) What are other examples of producers besides plant species and bacteria?

3. Ecological Relationships 12A (R) 1) Provide a brief description of each type of symbiotic relationship. 2) Read the scenario and determine which type of symbiotic relationship is being described. ____________________ 1. A tapeworm living in a 9th grade student’s intestines. ____________________ 2. A bird building a nest in a tree. ____________________ 3. The hermit crab carrying the sea anemone on its back for camouflage. ____________________ 4. Head lice living on a human scalp. ____________________ 5. Mistletoe putting its roots into its host tree taking its nutrients. ____________________ 6. The ants and the acacia tree living together and both receiving benefit. ____________________ 7.Orchids growing in tall tropical trees. The trees are not harmed but the orchids get sunlight. ____________________ 8. Two jaguars in the same area of the forest with limited prey species. ____________________ 9. Nitrogen-fixing bacteria living in root nodules of plants. ____________________ 10. Bees and a flower. ____________________ 11. Bacteria living safely in the intestines of a cow to help it break down cellulose. ____________________ 12. A lion catching and eating a gazelle. Variations in Ecosystems 12B (S) Looking at the pictures of the feet below, predict what type of environment the animals live in and how they move. (Terrestrial, aquatic, both) What process led to the differences and foot type?

4. Ecological Pyramids 12C (R) 1) Label each trophic level on the ecological pyramid below and include examples of an organism found within each level. 2) What happens to the number of organisms in each trophic level as you go up towards the top of the pyramid? 3) How much energy is transferred as you move up one level? Role of Microorganisms in Ecosystems 11C (S) 1) Helpful or Harmful? Microorganisms such as bacteria and fungi can either support the health of an ecosystem or disrupt the ecosystem. Read each of the statements below and circle helpful or harmful. Harmful / Helpful Nitrogen-fixing bacteria in root nodules convert nitrogen into a useable form. Harmful / Helpful E. coli bacteria within our digestive system helps to break down food we eat. Harmful / Helpful Food was not properly handled and cause food-poisoning. Harmful / Helpful Strep throat is caused by the bacteria Streptococcus. Harmful / Helpful Bacteria and fungi acts as decomposers recycling ecosystem nutrients. Harmful / Helpful Bacteria can be used for bioremediation, such as cleaning up oil spills. Harmful / Helpful Naturally occurring bacteria on your skin limit the growth of pathogenic bacteria. 4) Where does the remainder of the energy go? 5) Describe the difference between and energy pyramid and a biomass pyramid.

5. Practice Questions: Day 1 Ecological Interactions 1) 12A (R) 4) 2) 11C (S) 12A (R)

6. 5) 6) 12C (R)

7. 7) Health professionals sometimes recommend nutritional supplements that contain a variety of species of bacteria to promote good digestive health. The product label for one of these supplements is shown. Why does this type of bacteria-filled supplement benefit human health instead of causing illness? A Stomach acids and digestive enzymes kill the bacteria in this type of supplement, protecting the person against future infections by live organisms. B The human digestive system contains billions of beneficial bacteria that enhance digestion and nutrient absorption, synthesize vitamins, and help limit the growth of harmful bacteria. C These species of bacteria remove all the other species of microorganisms living in the human digestive system and ensure that no microorganisms survive to contaminate the body. D These bacteria are able to deactivate viruses that may inhabit the human digestive system and are used to protect against further viral infections. 11C (S) 8) 12C (R)

8. Day 2 Ecology – Ecosystem Stability and Changes Homework due Wednesday 4/24/19 11D: Describe how events and processes that occur during ecological succession can change populations and species 11B: Investigate and analyze how organisms, populations, and communities respond to external factors 12D: Recognize that the long term survival of a species is dependent on changing resource bases that are limited 12E: Describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles 12F: Describe how environmental change can impact ecosystem stability Match the word with the correct letter M. G. L. J. I. A. The development of an ecological community in a previously uninhabited location B. The development of an ecological community in an area that was once inhabited, but experienced devastation C. All of the organisms of one species within a particular ecosystem D. The total variation of species within a given ecosystem E. A stable ecological community that has reached an equilibrium after having adapted to its environment F. The first plant species to grow during primary succession G. Established and non-changing H. All of the interacting species within a particular ecosystem I. An interruption or disruption J. A system consisting of all of the interactions that occur between the abiotic (nonliving) and biotic (living) factors within an environment K. The conversion of nitrate in the soil into nitrogen gas by bacteria in the soil. L. The cycle in which nitrogen is cycle through an ecosystem M. The cycle in which carbon is cycled through an ecosystem O. The conversion of atmospheric nitrogen into a form that plants can use by soil bacteria.

9. The Cycles of the Earth 12F (S) 1) Complete the Carbon and Nitrogen cycles.

10. Primary and Secondary Succession 11D (R) 1) Compare and contrast Primary and Secondary Succession using the Venn Diagram below Word bank: No previously existing life, Plants and Animals adapt, Comes after a natural disaster, Climax Community, Starts as a result of a forest fire or flood, Starts as a result of a volcano or receding glacier, Previously existing life, Pioneer Species, starts with previously existing soil, starts on bare rock, Lichens break down rock, Happens relatively slow, Happens relatively fast, Gradual growth 2) Number the correct order of Primary Succession below. 3) Number the correct order of Secondary Succession below.

11. Practice Questions Day 2: Ecosystem stability and Changes 1) Surtsey is an island located south of Iceland. The island was formed by a volcanic eruptionand first appeared in 1963. The table below contains descriptions of changes in the populationand diversity of species on Surtsey. Which of these lists the descriptions in the correct order of ecological succession on Surtsey? A. I, II, IV, III B. IV, III, I, II C. III, I, II, IV D. II, IV, I, III 11D (R) 2) The diagram shows the flow of organic molecules through an ecosystem. One process that occurs in this ecosystem is labeled X, and another process that occurs is labeled Y. Which two processes are identified by the labels X and Y? A. X: Respiration Y: Predation B. X: Adaptation Y: Decomposition C. X: Fermentation Y: Nitrogen fixation D. X: Decomposition Y: Respiration 12E (S) 3) As ecosystems move through the stages of succession, the populations of organisms in them change. Which of the following describes the stage of succession likely to have the most species diversity? A. A newly formed volcanic island B. An agricultural field that has not been plowed for one year C. A temperate forest that has never been cleared by logging D. A field that is regularly mowed 4) Dead zones are low-oxygen areas that develop on the seafloor. Scientists hypothesize that phytoplankton blooms cause these dead zones. Phytoplankton blooms occur when excess nutrients are introduced by pollution from fertilizers, sewage plants, and the burning of fossil fuels. Which of the following would most likely cause an increase in these contributors to dead zones? A. Rainfall patterns that increase freshwater runoff from terrestrial ecosystems B. Replacing coal-fired power plants with windmills C. Farming practices that reduce nitrate and phosphate applications D. Constructing efficient water-recovery and treatment plants 11D (R) 12D (S)/ 12F (R)

12. 5) In recent years humans have interfered with the natural balance within deer populations in various ecosystems. The interference includes eliminating predators of the deer. Which of the following statements correctly describes the long-term outcome of this interference? F The deer that are the fastest and most agile will survive and reproduce. G The deer population will be too large to be supported by producers. H Other browsing species will thrive and outcompete the deer. J The producers will evolve into species that are less palatable to the deer. 12D (S) 6) The mimosa plant displays thigmotropism by collapsing its leaves in response to touch, as shown in the pictures below. The plant on the left is undisturbed. The upper stem of the plant on the right has been touched. What is the most likely benefit of this mechanism for the plant? A. Protection from a loss of minerals to the environment B. Protection from poor light availability C. Protection from herbivores by becoming less attractive D. Protection from overwatering 8) The graph shows the basic changes in a forest community after a disturbance occurred. 11B (S) 7) Hydrothermal vents form deep in the ocean when iron-rich magma is released from openings on the seafloor. These vents spew extremely hot water (400°C) mixed with methane and sulfur. Bacteria that thrive in this hostile environment form the base of a food chain that leads to colonization by tube worms, mussels, and many other life-forms. When a hydrothermal vent becomes inactive and cold, the bacterial community that lives in the hot fluid methane and sulfur dies out. Which organisms most likely succeed the original community in this ecosystem? A. Cold-tolerant bacteria that feed on sulfur and iron in the vents B. Giant kelp that use sulfur in photosynthesis C. Fish that do not need oxygen for cellular respiration D. Ocean mammals that tolerate cold and act as top predators in the food chain 12F (R) The information shown in the graph suggests that the changes in the forest community werecaused by— A. tree-leaf replacement after a storm B. repeated habitat destruction C. succession after a fire D. decreased species diversity 11D (R)

13. Day 3: Cell Structure and Function & the Cell Cycle Homework due Thursday 4/25/19 **The gray boxes represent spaces between words**

14. Prokaryote vs. Eukaryote 4A (R) 1) Compare and contrast prokaryotic cells and Eukaryotic cells (3 facts minimum in each box) Transport of Molecules 4B (R) • Label the Cell membrane below with Osmosis, Diffusion, Facilitated Diffusion, and Active transport. Include names of structures/molecules involved (Channel protein, Sodium-potassium pump, water molecules) 2) Which type of transport requires ATP energy and why? 3) Which type of transport moves water across the membrane? 4) Which type of transport uses a protein channel to move molecules across the cell membrane? 5) Which type of transport does not require ATP energy when transporting molecules and why?

15. The Cell Cycle 5A (R) 1) Label each phase of mitosis and Illustrate them using the cells below.

16. Practice Questions: Day 3 Cell Structure & Function/ The Cell Cycle 4B (R) 2) 5A (R) 3) 4B (R)

17. 4) 5A (R) 5) 2G / 4A (S)

18. 6) 4B (R) 7) Which cellular process takes place in the ribosomes that are bound to the endoplasmic reticulum? A The breakdown of waste material B The conversion of radiant energy to glucose C The synthesis of new proteins D The replication of nucleic acids 4B (R)

19. 9A: Compare the structure and function of biomolecules 9C: Identify and investigate the role of enzymes 4B: Investigate and explain cellular process including homeostasis, energy conversions, transport of molecules and synthesis of new molecules. 9B: Compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter Day 4: Biomolecules and EnzymesHomework due Friday 4/26/19 Word Bank carbohydrate lipid protein amino acidEnzyme monomer polymer chloroplast mitochondria Active site substrate catalyst homeostasis Nucleic acid denature enzyme-substrate complex 1._________________________- A substance being acted upon by an enzyme 2. ________________________- A large molecule formed by the bonding of smaller molecular units 3. _________________________-A biomolecule composed of nucleotides and carries the genetic information of an organism 4.__________________________- A biomolecule composed of glycerol and fatty acids that is hydrophobic 5.__________________________- The intermediate formed when a substrate interacts with the enzyme's active site 6. _________________________-Proteins that can change the rates of specific reactions. 7.__________________________- A biomolecule that contains hydrogen, carbon, and oxygen in a 1:2:1 ratio and is used as a primary energy source 8.__________________________- A substance capable of initiating or speeding up a chemical reaction 9. __________________________-Molecule that contains an amine group, a carboxylic acid group, and a side chain specific to each amino acid 10._________________________- The location on an enzyme where the substrate attaches 11._________________________- Smallest molecular unit of a biomolecule 12._________________________-Monomer of protein 13. _________________________-Cellular organelle that contains chlorophyll which is used for photosynthesis 14._________________________- Cellular organelle that is the site of cellular respiration. 15._________________________- Organisms maintain a constant internal balance, keeping things stable 16._________________________- Changing the chemical structure so that it loses its function

20. Biomolecules 9A (R) Elements: Elements: Elements: Elements:

21. Cell Energy Photosynthesis and Cellular Respiration 9B (S) 1) Complete the Photosynthesis and Cellular Respiration diagrams below. Energy: Gas: Gas: Energy: Liquid gas: Gas: Liquid Gas: Energy: Organelle: Organelle: • Process: Process:

22. Enzymes 9C (S) 1) Complete the diagram below. Describe the function of an enzyme, list factors affecting enzyme function, and label the enzyme figure. Function: Word Bank: Active Site, Enzyme, substrate, product, enzyme substrate complex 2) What two factors could denature an enzyme? 3) What is the term used to describe a molecule that attaches to an enzyme and prevents the substrate from attaching?

23. Practice Questions: Day 4 Biomolecules, Enzymes, & Cell Energy 1) 4B (R) 2) Cells can generate as many as 36 to 38 molecules of adenosine triphosphate (ATP) from the metabolism of one molecule of glucose. Which cellular process results in this amount of ATP production? A. Anaerobic cellular respiration B. Protein synthesis C. Aerobic cellular respiration D. Photosynthesis 4B (R) 3) The differences between two molecules include the type of sugar that forms a section of the molecules and the identity of one of the four nitrogenous bases that make up another section of the molecules. These two molecules are — A. proteins B. lipids C. nucleic acids D. complex carbohydrates 9A (R) 4) Proteins and polysaccharides are polymers. These polymers are formed by dehydrationsynthesis. Which statement correctly identifies a difference in the structure of proteins and polysaccharides? A. Only polysaccharides are comprised of repeating units of cytosine, adenine, guanine,and thymine. B. Only proteins are formed from amino acids joined by peptide bonds. C. Only polysaccharides can be folded and twisted to very specific shapes. D. Only proteins can be large molecules with thousands of subunits. 9A (R) 5) Diatoms are one of the most common types of phytoplankton in marine habitats. Like plants, diatoms contain chlorophyll and produce glucose from which of the following? A. CO2 and H2O B. CO2and O2 C. O2and ATP D. ATP and H2O 9B (S)

24. 6) Most plant leaves take in more carbon dioxide as light increases. They give off carbon dioxide if light intensity is too low. The graph shows a plant’s carbon dioxide levels at different light intensities. At point X, the rate of which process is equal to the rate of photosynthesis? A. Cellular respiration B. Transpiration C. Growth D. Reproduction 9B (S) 7) Fireflies emit light. The production of light by an organism is called bioluminescence. To generate visible light, cell in a firefly's tail produce thousands of luciferase enzymes. Luciferase binds to a chemical called luciferin. Once bound, the luciferase enzyme speeds up a chemical reaction that combines an oxygen molecule and luciferin to produce oxyluciferin. This reaction requires energy and releases light. Which of the following best describes how the luciferase enzyme speeds up the chemical reaction? A Luciferase increases the amount of time light is visible. B Luciferase decreases the temperature of the environment inside the body of the firefly. C Luciferase increases the number of sites on luciferin that must bind to oxygen. D Luciferase decreases the amount of energy required for the reaction to start. 9C (S) 8) Lactose is found in milk products. It is converted by the body into a usable form in a series of chemical reactions. The diagram shows the series of reactions that convert lactose into a usable form. Enzyme 1 Enzyme 2 Enzyme 3 Enzyme 4 Lactose galactose galactose- glucose- glucose- 1-phosphate 1-phosphate 6-phosphate • If enzyme 3 is denatured, the levels of which substance will increase? • A Luciferase increases the amount of time light is visible. • B Luciferase decreases the temperature of the environment inside the body of the firefly. • C Luciferase increases the number of sites on luciferin that must bind to oxygen. • D Luciferase decreases the amount of energy required for the reaction to start. 2G/ 11A (S)

25. Day 5: DNA Structure and Molecular GeneticsHomework due Monday 4/29/19 Word Bank: Double helix DNA Chromosome Gene expression Genetic code Codon Transcription Mutation Translation Protein Synthesis Nucleotide RNA Deoxyribonucleic acid Ribonucleic acid This describes the twisted ladder structure of the DNA molecule This is the process in which DNA is used as a template to produce RNA This is the process in which the RNA nucleotide sequence is read and paired with the correct amino acid This is the monomer that makes up a nucleic acid polymer The biochemical instructions for the synthesis of a particular peptide chain or protein which determine the trait(s) of an organism Any change in the nucleotide sequence Long, continuous thread of DNA that consists of numerous genes and regulatory information A set of 3 nucleotides, sometimes referred to as a triplet A process when specific genes are transcribed and translated, informally referred to as genes being turned off or on The process in which the sequence of DNA nucleotides is used to construct a polypeptide chain DNA RNA TEKS: 4B - investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules 6A - identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA 6E - identify and illustrate changes in DNA and evaluate the significance of these changes 6B - recognize that components that make up the genetic code are common to all organisms 6C - explain the purpose and process of transcription and translation using models of DNA and RNA

26. DNA Structure and the Genetic Code 6B (S) 1) Complete the following diagram by drawing in the missing components and then answer the questions 2) What type of bond holds the two sides of the double helix together? 3) How many are between each base pair? 4) Write a unique DNA strand with 10 bases below: 5) Compare your DNA strand to your neighbors. What part of each DNA strand is different than your neighbors? • On the diagram label: • sugar-phosphate backbone • Nitrogenous base • Hydrogen Bonds Transcription and Translation 6C (S) 1) Create the Central Dogma of Biology below. Process: Process: Which determines our Which takes place in Which takes place in

27. Protein Synthesis 6A (R) 1) Using the DNA sequence below, determine the mRNA sequence and the correct amino acid sequence CGT AAG CGC TAA TTA DNA ___ ___ ___ ___ ___ mRNA ___ ___ ___ ___ ___ amino acid DNA Mutations 6E (R) 1) Original DNA sequence: G C C G T C G A C A A T Word Bank: Point mutation-Substitution, Frameshift mutation, Insertion, Deletion, Missense, Silent, Nonsense 2) What type of mutation can cause the most change in a trait? Explain your reasoning. 3) Which type of point mutation can still result in a functioning protein? Explain. 4) Can you pass on a mutation to your offspring if it is in a gametic cell or somatic cell?

28. 1) Practice Questions Day 5: DNA Structure & Molecular Genetics 2) Sickle-shaped red blood cells result from a mutation in the gene that codes for hemoglobin. This mutation results in sickle-cell anemia. A partial sequence of bases from a normal hemoglobin gene and a sequence that results in sickle-cell anemia are shown below. What type of mutation is depicted in this sequence? A Substitution B Insertion C Deletion D Frameshift The process represented in the diagram produces a molecule that is complementary to the template strand of DNA. What type of molecule is produced? New DNA Polypeptide Messenger RNA Carbohydrate 6C (S) 3) A segment of DNA is represented in the illustration How is information for a specific protein carried on the DNA molecule? A. As a sequence of nucleotides B. In the double-helix shape of the condensed chromosome C. In the ratio of adenines to thymines D. As a pattern of phosphates and sugars 2G 6E (R) 6A (R)

29. 7) A segment of DNA produces methionine, threonine, histidine, aspartate, and glycine when translated. A substitution mutation occurs and causes the synthesis of the segment as shown. Which is the new peptide chain when the new DNA segment is translated? A Methionine, leucine, histidine, aspartate, glycine B Methionine, phenylalanine, histidine, aspartate, glycine C Methionine, proline, histidine, aspartate, glycine D Methionine, serine, histidine, aspartate, glycine 6E (R) 6) Nitrogenous bases are located on both strands of the DNA double helix. What is the significance of the nitrogenous bases? A The amount of thymine and guanine in the DNA molecules determines the length of the genes. B The number of adenines and cytosines determines the type of RNA that will be produced. C The type of hydrogen bonding between the nitrogenous bases determines which amino acid will be added to the peptide chain. D The order of the nitrogenous bases determines the order of amino acids in the proteins synthesized. 5) Part of an important cellular process involving a DNA strand is modeled below. • What is the purpose of this cellular process? • Preserving genetic information for future generations • Deleting the information in the sequence produced from the DNA template • Transcribing information in the DNA sequence for use by the cell • Producing more nucleotides for the DNA sequence • 2H/ 6C (S) 2G/ 6E (R) 4) The chart below illustrates the amino acids that a specific triplet creates. Which of the following mutations would result in a different protein being synthesized? A. AUA is mutated into AUU B. AGA is mutated into AGG C. AUU is mutated into ACU D. ACC is mutated into ACA 6E (R)

30. 6B (S) 11) In the genetic structure below, which component changes when coding for different triplets and amino acids? A. sugar B. phosphate group C. nitrogen base D. all three above will change in creating different triplets 8) Four different types of cells are shown to the right. Which characteristic is shared by all four cells? A. A mechanism for transforming sunlight into energy B. Self-locomotion C. Membrane-bound organelles that transport substances D. Genetic material composed of DNA 6A(R) 10) Information in DNA is carried in sequences of genetic code. How are these genetic codes translated into specific proteins that carry out functions within the organism? A. Triplets, a group of three nucleotides, create a code for a specific amino acid. These amino acids are combined into chains to form proteins. Nitrogen bases in the DNA strand recombine into amino acids chains. Mutations within a set of nucleotides create variations in genetic coding. These variations are vital to consistent protein synthesis. D. All of the above are true. Which of these models of a DNA strand shows bases that are complementary to the ones on the student’s DNA model? 9) A student builds a model of a DNA strand. 6C (S) 6B (S)

31. Day 6: Meiosis and Mendelian Genetics Homework due Tuesday 4/30/19 6F: Predict the possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance 6G: Recognize the significance of meiosis to sexual reproduction. 6H: Describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms. Word Bank Allele Chromosome Codominance Heterozygous Crossing Over Dihybrid Cross Recessive allele Diploid Meiosis Dominant allele Monohybrid Cross 1. An organism is said to have a _____________________ gene combination if it possesses two different forms of an allele. 2. Also known as sex cells, _________________ are cells that contain half the total number of chromosomes for an organism. 3. The exchange of genetic material between homologous chromosomes during meiosis that contributes to genetic variation is a process called __________________ ___________. 4. A ______________________ gene combination is one in which an individual possesses two identical alleles. 5. All of the possible forms of a gene that can occur in an individual is a(n) ________________. 6. A ______________________ ____________ is a genetic cross used to examine the possible inheritance of one specific set of alleles. 7. A ______________________ ____________ is a genetic cross used to examine the possible inheritance of two specific sets of alleles. 8. The inherited characteristic that is only expressed when no other character is present is the ____________________ ___________. 9. A linear strand of DNA that is wrapped around protein structures, a(n) ____________________ carries the gene sequence of an organism. 10. _____________________ is the process of cell division that results in the production of haploid gametes. 11. The actual allele combination of a gene is called its __________________________________. 12. The physical appearance of an organism is known as its ______________________________. 13. When both alleles are considered dominant, __________________________ occurs, resulting in both phenotypes being expressed. 14. The ___________________ _________________ is the inherited characteristic that is always expressed when present. 15. Represented by the symbol n, a(n) ______________________ cell contains only a single set of chromosomes. 16. Represented by the symbol 2n, a(n) ______________________ cell contains pairs of all of the homologous chromosomes.

32. Meiosis 6G (S) Meiosis creates gametes or sex cells such as sperm and eggs for sexual reproduction. Gametes are haploid cells (half the number of chromosomes). Gametes are reproductive cells and are made in the reproductive system. Using the diagram of meiosis answer the following questions. 1) Label which type of cell division is haploid and which is diploid. 2) How do the number of daughter cells produced differ between meiosis and mitosis? 3) How do the number of copies of chromosomes differ between meiosis and mitosis? 4) Genetic diversity is due to crossing over of sister chromatids during meiosis. Compare the daughter cells to the parent cells. Which of the two types of cell division exhibits genetic diversity in the daughter cells? 5) Why is genetic diversity important? Genetic Crosses 6F (R) Punnett squares allow you to predict the possible genetic combinations of the offspring. There are 4 main steps to solving a punnett square, but all 4 steps may not be needed depending on the questions. These steps are: K – Key; create a key C – Cross; Write the parental genotypes P – Punnet Square; Set up and fill in a punnett square S – Solve; Answer the question (s) 1) The allele for dimples (D) is dominant to the allele for no dimples (d). A heterozygous man marries a woman who is also heterozygous for dimples. What fraction of their offspring will have dimples? K- C- P- S-

33. 2) The allele for hitchhiker’s thumb (h) is recessive to straight thumb (H). If a man and his wife are both homozygous recessive, will any of their offspring potentially have a hitchhikers thumb? K- C- P- S- 3) In a certain breed of dogs, a gene (L) codes for hair length. The dominant trait is short hair and the recessive is long hair. Suppose a heterozygous female dog and a homozygous long hair male dog mate. What will be the genotypic ratio of their offspring? K- C- P- S- 4) Monohybrid = ___________________________ traits 5) Dihybrid = __________________________ traits

34. Dihybrid Crosses 6F (R) In a dihybrid cross, two genes are being studied. The same steps are followed. When gametes are created for the parent, each gamete must have 1 letter from each gene (so a “B” and a “L”), otherwise the offspring will be missing the directions for that particular trait. 1) Gametes can be determined using the FOILmethod or another method your teacher taught you. Using the genotype of the F1 offspring, determine the gametes to be used in the cross between the 2 F1 offspring. The gametes you determined should match the gametes on the outside of the punnett square below. 2) Complete the cross by filling in the genotype for each possible offspring.

35. Practice Questions Day 6: Meiosis & Mendelian Genetics 1) Sexual reproduction in animals depends on the production of gametes. Which of these processes produces gametes in animals? A. Mitosis B. Fertilization C. Meiosis D. Binary fission 6G (S) 2) In cocker spaniels the allele for a black coat color (B) is dominant over the allele for a brown coat color (b). If a brown cocker spaniel is crossed with a heterozygous black cocker spaniel, which of the following genotypic ratios can be expected? A. 0 BB: 2 Bb: 2 bb B. 1 BB: 2 Bb: 1 bb C. 2 BB: 0 Bb: 2 bb D. 2 BB: 1 Bb: 0 bb 6F (R) 3) Facial dimples and free earlobes are both considered dominant human traits. What are the expected phenotypes of the offspring of a female with dimples and free earlobes (DDFf) and a male with no dimples and attached earlobes (ddff)? A. 50% with dimples and free earlobes and 50% with dimples and attached earlobes B. 50% with dimples and free earlobes and 50% with no dimples and attached earlobes C. 75% with dimples and free earlobes and 25% with no dimples and attached earlobes D. 75% with dimples and attached earlobes and 25% with no dimples and free earlobes 6F (R) 4) A genome-wide association study involves searching the genomes of many people in order to find genetic variations associated with common diseases such as cancer, asthma, and diabetes. These studies are possible because of computer databases that allow researchers to compare the genomes of people who do not have a particular condition with the genomes of people who have the condition. In order to do this type of testing, researchers need blood samples or cheek swabs from people. Obtaining these samples is necessary because blood and cheek cells contain — A. plasma and platelets B. a complete set of DNA C. essential proteins and amino acids D. a large number of neutrophils 6H (S)

36. 5) The picture shows a person’s karyotype. Which of the following can best be determined by examining this karyotype? A. The presence of an additional chromosome B. The presence of a homozygous genotype C. The person’s genome D. The person’s phenotype 6H (S) 6) Normal Fruit flies have brownish-yellow bodies, and this body color is dominant. A mutation in the gene for body color can produce flies with an ebony body color. A homozygous normal fruit fly (e+e+) is crossed with a homozygous ebony fruit fly (ee). What is the predicted outcome of this genetic cross? A Of the offspring, 75% will have ebony bodies, and 25% will have brownish-yellow bodies. B Of the offspring, 75% will have brownish-yellow bodies, and 25% will have ebony bodies. C All of the offspring will have ebony bodies. D All of the offspring will have brownish-yellow bodies. 2G/ 6F (R) 7) In the 1860s Gregor Mendel performed numerous dihybrid crosses between pea plants. Dihybrid crosses involve the study of the inheritance patterns related to two different traits. In guinnea pigs the allele for black fur (B) is dominant over the allele for brown fur (b), and the allele for short fur (F) is dominant over the allele for long fur (f). What percentage of the offspring from a BbFf X bbff cross would be expected to be heterozygous for both traits? A 100% B 50% C 25% D 0% 6F (R)

37. Day 7: Plant and Animal SystemsHomework Due Wednesday 5/1/19 Word Bank:Tropism, Vascular, Homeostasis, System, Feedback, Phloem, Nutrient absorption, Response Xylem, Immune, Reproduction, Organ 1. A group of organs working together to carry out a specific function 2. A group of tissues working together for a common function 3. The process by which biomolecules are absorbed by an organism 4. When organisms create new individuals of the same kind 5. A type of body system that prevents pathogens from entering and reproducing 6. This plant system is comparable to the circulatory system in animals 7. This system in plants produces hormones which control plant growth and development 8. This type of vascular tissue transports water 9. This vascular tissue transports nutrients 10. Phototropism, Gravitropism, and Thigmotropism are examples of this 11. Information that is compared to a set of values that aids in maintaining homeostasis 12. This is the process of regulating and maintaining a constant internal condition TEKS: 4B - investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules 10A - describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals 10B - describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants 5B - examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium

38. Animal Systems 10A (R) 1) Circle the animal body systems and put a box around the plant system 2) Using the animal systems you found above, read the scenarios below and determine which body systems are interacting. Feedback Mechanisms 4B (R) 1) Label each of the four arrows below as either Positive or Negative feedback. Circulatory Reproductive Response Nervous Endocrine Excretory Vascular Integumentary Digestive Respiratory Lymphatic Immune Muscular Skeletal

39. Levels of Organization 10A (R) (Largest) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (smallest) Word Bank: Organism Population Biome Atom Biosphere Organ Tissue Cell Ecosystem Community Molecule Organ System Gene Expression and Cell Differentiation 5B (S) 1) Identify the type of specialized cells shown in the table below and briefly describe the function of each. • 2) Why is it beneficial for cells to be specialized? • 3) What determines cell differentiation?

40. Plant Systems 10B (R) 1) Read through each scenario and determine which plant systems are interacting 2) _________________ transfers water and nitrogen from the roots up to the leaves. 3) _________________ transfers glucose from the site of production in the leaves to other parts of the plant such as it’s reproductive structures. 4) Both of the transport structures belong to the ___________________________________ system. 5) Receptacle Word Bank: Pistil, Stamen, Petal, Sepal, Stem, Ovary, Ovules, Style, Stigma, Anther, Filament 6) Explain the path a pollen grain would take in order to self-fertilize.

41. 1) The scenario below is best described by the interaction of what three body systems? Practice Questions Day 7: Plants and Animal Systems A. X=respiratory system, Y=circulatory system, Z=reproductive system B. X=muscular system, Y=nervous system, Z=immune system C. X=circulatory system, Y=immune system, Z=muscular system D. X=muscular system, Y=digestive system, Z=circulatory system 10A (R) 2) A deer hears a predator approaching and begins to run for safety. The deer has primarily engaged what body systems to escape? A nervous, respiratory, and muscular systems B muscular, digestive, and immune systems C respiratory, endocrine, and excretory systems D muscular, reproductive, and circulatory system 10A (R) 3) The table below lists the types of white blood cells found in humans, indicates how abundant they are, and describes their functions. The two most abundant types of white blood cells may both be involved in a response to which of these? A. Injury B. Heat C. Allergens D. Bacterial infection 5B (S)

42. 4) The diagram below represents an example of how the body regulates itself. 5) The statements below describe processes and interactions in what plant function? A. defense against diseases B. reproduction C. transport of necessary materials D. response to environmental change This diagram describes what relationship in body systems? A. The circulatory system and nervous system interact to absorb nutrients. B. The circulatory system and digestive system interact to defend the body from diseases. C. The circulatory system and nervous system interact to maintain homeostasis. D. The nervous system and immune system interact for reproduction. 10B (R) 10A (R) 6) When one side of a plant is not getting enough light, a hormone is produced in the shoot system causing growth on the darker side of the plant. This growth on the darker side causes the plant to bend. This is an example of: A. a plant’s ability to reproduce B. uptake of water through the plant’s root system C. defense from possible predators D. a plant’s ability to respond to its environmental conditions 5B (S) 7) Which scenario below best describes the interaction between the endocrine and reproductive system. A. Hormones are produced causing ovulation in a female. B. Muscles are contracted, pushing food from the stomach into the small intestine. C. A male rabbit sees and chases a female rabbit. D. A bird lays her eggs, and protects them from possible predators. 10A (R)

43. 8) What body function is identified in the process described below? Respiratory System – mucus in the lungs traps an infectious bacteria cell Immune System – T-cells attack the bacteria cell Nervous System – triggers a cough to remove the mucus from the lungs along with the destroyed bacteria A. regulation of body temperature B. absorption of nutrients C. defense D. reproduction 10A (R) 9) Describe how the transport system of a plant is critical to its reproductive function. The plant’s root system uptakes water and nutrients and delivers them to the flowering parts of the plant to support growth and development. II. The shoot system provides structural support to the plant and upholds the flower. III. Hormones used for seed development are transported through the root system to the shoot system. A. I and II only B. II and III only C. I and III only D. I, II, and III 10B (R) 10) Animal body systems often coordinate their actions to carry out specific functions for the whole animal. Which of these correctly describes the interaction of two biological systems for a specific purpose in the human body? 10A (R)

44. 11) As a fertilized egg divides, the cells differentiate because they- A. Contain a lipid bilayer B. Can clump together C. Have specific genes activated D. Metabolize sugars rapidly 5C (S) 12) Cytokinins are a class of plant hormones that help regulate growth by promoting cell division. Cytokinins are produced mainly in the meristematic tissue, where most plant growth occurs. Which system carries cytokinins produced in the roots to the rest of the plant? A. Reproductive system B. Dermal System C. Vascular system D. None of these. 10B (R) 13) The outermost layer of plant systems in dicotyledons consists of epidermal cells and guard cells that surround openings called stomata. The epidermal cells are usually covered with a waterproof layer that provides protection from injury and water loss. The stomata allow gas exchange. The epidermal cells and stomata have functions similar to those of which two human body systems? A. Cardiovascular and integumentary B. Cardiovascular and skeletal C. Skeletal and respiratory D. Integumentary and respiratory 10B (R) 14) Most plants have hair-like cells called trichomes that project from the surface and help the plants in many ways. In some plants trichomes secrete toxic substances that most likely perform which function? A. Absorb carbon dioxide B. Protect against herbivorous insects C. Reflect light off leaves D. Reduce water loss from evaporation 10B (R)

45. Day 8: Classification, Viruses, & Bacteria Homework due Thursday 5/2/19 C. D. B.

46. 1) Label each diagram of viruses and bacterial cells. Then, write a description of each structure’s function that you labeled. Word Bank: Pilus, Capsid, DNA and RNA, DNA or RNA, RNA, Cell Wall, Protein Projections, Flagella, Cytoplasm, Ribosomes, Tail Fibers, Plasma Membrane, Capsule Structure of a Virus and Bacterial Cell 4C (R)

47. Viral Reproduction Cycles 4C (R) 1) Write in the correct descriptions and number the steps to viral reproduction. Label Lysogenic and Lytic cycle.

48. 1) Label the taxonomic levels with the most inclusive level on top and the least inclusive level on bottom. Word Bank: Class, Family, Domain, Order, Species, Phylum, Genus, Kingdom Taxonomic Levels 8B (R) 2) Which level would have the most in common? 3) How many kingdoms are there currently? List them. 4) How many domains are there currently? List them. Cladograms 8B (R) 1) How many clades are represented in this tree? Human monkey Chimpanzee Spider Monkey King-Tailed Lemur Loss of opposable thumb on foot Loss of tail Downward-pointing nose Central eye area for acute vision Five digits on each hand and foot with opposable thumbs on feet 2) How many nodes are in this cladogram? 3) Which organisms are most closely related? 4) Which organisms are the least related? 5) Which organisms have a central eye area for more acute vision?

50. 1) Practice Questions Day 8: Classification, Viruses, and Bacteria 8B (R) 2) 4C (R) 3) 8B (R)