LO 2.39: The student is able to justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms.SP 6.1: The student can justify claims with evidence.Explanation: Many organisms behavioral events are not just sporadic, many of them are in regulation with that of internal mechanisms. Things such as the mating period for certain species is regulated by this; homeostasis is a prime example of this. Certain animal behaviors are caused to keep the organism healthy and as close to a complete equilibrium as possible. Things such as the timing of when a tree sheds its leaves to prepare for winter, or when flowers pollinate in the spring time. M.C. Question:Within the endocrine systems negative feedback loop what does insulin produce/form when entering the liver? A) Increased glucose uptake within all cellsB) Glucagon breakdown C) Glycogen formationD) An unexplained increase in blood sugar

FRQ Question: Describe in detail how the endocrine system keeps mammalian organisms in a homeostatic state involving insulin and glucose? (Hint: Describe the Steps)

Answer Key- L.O. 2.39M.C. Question:Within the endocrine systems negative feedback loop what does insulin produce/form when entering the liver? A) Increased glucose uptake within all cellsB) Glucagon breakdown C) Glycogen formationD) An unexplained increase in blood sugar

FRQ Question: Describe in detail how the endocrine system keeps mammalian organisms in a homeostatic state involving insulin and glucose? (Hint: Describe the Steps)

Answer:A negative feed back loop, although negative may increase or decrease a stimulus. A negative feed back loop works with receptors, so if a stimulus has too high of a level the loop will work to balance it out, the same goes for if the levels are too low. In the endocrine system glucose, insulin from the pancreas, glycogen, glucagon and tissue cells are used in this process of homeostasis. When an animal eats the blood glucose level rises, this is sensed by the nervous system, the pancreas then receives a signal to release insulin into the blood. In response to the higher insulin levels, glucose is then stored in cells and in liver cells as glycogen. This drops the glucose levels back into homeostasis. The same goes for when the levels are too low. Instead of the pancreas releasing insulin, glucagon is released. This breaks down glycogen stored within liver cells. Which releases glycogen into the blood bringing the body back into homeostasis. This system is essentially helping a person to determine when food is needed to support the body and when eating is not required.

Learning Objective 1.3: The student is able to apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future.

Science Practice 2.2: The student can apply mathematical routines to quantities that describe natural phenomena.

Explanation: A mathematical model can help make conclusions for how a population will change over time. For example, by looking at a scatter plot of bacteria colonies over time an equation for the line of best fit can be derived. This equation will help to predict how the population size will change in the years to come. Another example is the Hardy-Weinberg equilibrium equation which helps to analyze allele frequencies in a population. The Hardy-Weinberg equation focuses on the gene pool and describes genetic balance within a population. This mathematical method can be connected to Science Practice 2.2 as students will be able to calculate changes in allele frequencies, which could then show evidence of evolution in a population. Examples of various changes in allele frequencies that will disturb the Hardy-Weinberg equilibrium include mutations, gene flow, and natural selection.

Multiple Choice Question: Which of the following would not have a significant impact on allelic frequencies within a population?A. A new specie of birds immigrate into an small, isolated island. B. A large earthquake in Africa reduces the size of a meerkat population.C. A population of deer begins to choose a mate bases on the size of the males antlers.D. A population of iguanas adds an accessible local fruit to its diet after its main food source is diminished by global warming.

FRQ: In a population of sheep black fleece (B) is dominant to a white fleece(b). The only information known is that the percentage of the homozygous recessive genotype(bb) is 36%. First, find the frequency of each other genotype using the Hardy-Weinberg mathematical method. Then, predict what will happen in the future if black sheep are able to hide from predators. Explain your reasoning.

Each line represents the three possible genotypes.

Answer Key: Learning Objective 1.3

Multiple Choice Question: Which of the following would not have a significant impact on allelic frequencies within a population?A. A new specie of birds immigrate into an small, isolated island. B. A large earthquake in Africa reduces the size of a meerkat population.C. A population of deer begins to choose a mate bases on the size of the males antlers.D. A population of iguanas adds an accessible local fruit to its diet after its main food source is diminished by global warming.FRQ: In a population of sheep black fleece (B) is dominant to a white fleece(b). The only information known is that the percentage of the homozygous recessive genotype(bb) is 36%. First, find the frequency of each other genotypes using the Hardy-Weinberg mathematical method. Then, explain how you could determine if the population was evolving over time.

Solution: 1) The frequency of bb is 36%, which means that q2 = 0.36. If q2 = 0.36, then q = 0.6. Because p+q=1 according to the basic Hardy-Weinberg formula we can conclude that p=0.4. The percentage of homozygous dominant individuals is equal to 0.42 or 16%. The percentage of heterozygous individuals can be found by taking 2pq or 48%. 2) If Black sheep are better able to hide from predators like wolves then the percentage of heterozygous individuals and homozygous dominant individuals would both increase while the percentage of homozygous recessive would decrease proportionally. This is because individuals with more favorable phenotypes are more likely to survive and pass their traits to subsequent generations.

LO 1.32: The student is able to justify the selection of geological, physical, and chemical data that reveal early Earth conditions.

SP 4.1: The student can justify the selection of the kind of data needed to answer a particular scientific question.

Explanation: Chemical data which reveals Earth’s early conditions were suitable for creating organic compounds, such as amino acids ,which are necessary for cellular life in Early Earth. Adenine was also discovered, which is biologically significant because it is a key component of DNA and RNA, as well as ATP, which is a major source of energy. Geological data shows that solid rock floated in magma and cooled to form gases such as carbon dioxide, and water vapor which created an Early Earth which lacked oxygen. Single-celled cyanobacteria formed later which performed photosynthesis and released oxygen and created biotic diversity amongst Early Earth. Geological data also shows that Earth’s earliest rocks were created 3.8 billion years ago and the oldest fossils are 3.5 billion years old. Physical data proves that oceans were formed when the temperatures plummeted and steam was turned into rain. However, larges rocks had a tremendous impact on the Earth’s oceans and the oceans boiled which created condensation and the disappearance of the oceans. Although oceans evaporated due to the formation of large rocks, liquid water returned to Early Earth once temperatures began to rise again.

Multiple Choice Question: What single celled organism was responsible for the production of oxygen, as well as isolating carbon dioxide in organic molecules?A.) Oxygen was not available at all in early Earth’s conditions.B.) AmoebaC.) CyanobacteriaD.) Algae

Free Response Question: Before and after oxygen became present on Earth, how did organisms survive? Describe this process and how it is affected by temperature increases. What are three gases that were available in Earth’s early atmosphere?

Answer Key LO-1.32:What single celled organism was responsible for the production of oxygen, as well as isolating carbon dioxide in organic molecules?A.)Oxygen was not available at all in early Earth’s conditions.B.)AmoebaC.)CyanobacteriaD.) AlgaeBefore and after oxygen became present on Earth, how did organisms survive? Describe this process and how it is affected by temperature increases. What are three gases that were available in Earth’s early atmosphere? Before oxygen was present on Earth, organisms survived by the process of anaerobic respiration. Organisms used sunlight, carbon dioxide, and water to stay alive. Oxygen was a byproduct of this process and then became present in the Earth’s atmosphere. Oxygen was hazardous to the anaerobic organisms living on Earth, so the anaerobic organisms resorted to living in the depths of the ocean, or they would live in the deep soil where oxygen was not present. When temperature increased, the rate of anaerobic respiration increased as well, due to the increase in fermentation. However; If temperatures rose too high, the organisms would die because their proteins would denature. Three gases that were available in Earth’s early atmosphere were water vapor, methane, and carbon dioxide. Early Earth consisted of only prokaryotes because anaerobic respiration occurs mostly in prokaryotes.

LO 2.38: The student is able to analyze data to support the claim that responses to information and communication of information affect natural selection.SP 5.1: The student can analyze data to identify patterns or relationships

Explanation: In natural selection, for example, the adaption of a population of organisms to their environment is caused by differential reproductive success. This is caused by reproduction of the fittest, meaning the one most fit for survival will be the one to reproduce and pass on its successful traits. Natural selection occurs through interactions between the environment and the variability among individual organisms in a population. In photoperiodism in plans, changes in the length of night regulate flowering and preparation for winter. Through this process, different types of plants were developed that are adapted to short period days or long period days. This is crucial for the development of the flowering process. Responses to information and communication are vital to natural selection.

M.C. Question: In a population of giraffes longer necks are less common until a drought occurs and only tall trees are left. The longer necked giraffes can more easily reach these tall tress. Which of the following types of natural selection will occur during this drought season?A) Disruptive SelectionB) Stability SelectionC) No natural selection will occurD) Directional Selection

Learning Log/FRQ-style Question: A population of gazelles begin to die off due to cheetahs hunting them. One side of the population is really fast and can out run the other gazelles that will then be killed by the cheetas.A) What will occur in the population in order for the gazelles to gain a better survival rate?B) Graph the change in the population.C) Explain Darwin’s theory of natural selection and provide a second example.

ANSWER KEY– LO 2.38In a population of giraffes longer necks are less common until a drought occurs and only tall trees are left. The longer necked giraffes can more easily reach these tall tress. Which of the following types of natural selection will occur during this drought season?

A) Disruptive SelectionB) Stability SelectionC) No natural selection will occurD) Directional Selection

(sample drawing)

A population of gazelles begin to die off due to cheetahs hunting them. One side of the population is really fast and can out run the other gazelles that will then be killed by the cheetas.A) What will occur in the population in order for the gazelles to gain a

better survival rate?B) Graph the change in the population.C) Explain Darwin’s theory of natural selection and provide a second

example.

A) Evolution will occur via natural selection in order to make the survival rate of the gazelles increase by selecting for the faster trait.B) See Graph to the RightC) Natural selectio occurs through interactions between the environment and the variability among indivisdual organisms in a population. The product of natural selection is adaption of a population of organisms to their environment. For an example, in a habitat there are red bugs and green bugs. The birds prefer the taste of the red bugs, so soon there are many green bugs and few red bugs. The green bugs reproduce and make more green bugs and eventually there are no more red bugs.

Learning Objective 1.23: The student is able to justify the selection of data that address questions related to reproductive isolation and speciation.Science Practice 4.1: The student can plan and implement data collection strategies particular to a specific scientific question.

Explanation: The student be capable of analyzing data related to isolation and speciation in animal populations. The student should be able to find significance and evidence of speciation and reproductive isolations through comparing and interpreting data. This can be connected to the Science Practice because students must be able to make claims and predictions based off scientific theories and models in order to understand the relevance of the data and how it represents the phenomenon of speciation and reproductive isolation. For an example, the student should be able to explain how data representing biological diversity can be effected by geographical isolation. Geographical isolation is a type of speciation that results in the emergence of species. And example of geographical isolation would be a river. If a river emerges and separates a squirrel population, this will create to separate gene pools. Over time, the phenotypes of the two populations will become more diverse and lead to the creation of a new species.Multiple Choice Question: Which of the following would most likely cause speciation in a population of chupacabras?A. A severe drought depleted their food supply, causing the population to migrate.B. The population of males is drastically decreased due to a specific pathogen.C. An earthquake creates a ridge that divides the population.D. The chupacabras adapt to withstand various ecosystems.

FRQ: A population of deer live in a forest. The ecosystem is change through the mergence of a river, dividing up the population of deer into two populations. After a long period of time, the river dries up and unites the two species of deer. However, researchers observed that the populations are interbreeding, but also observed that the deer aren’t producing as much offspring as expected for their population size. Provide a definition of geographical isolation and and a possible explanation for how it may have resulted in the researchers observations.

Multiple Choice Question: Which of the following would most likely cause speciation in a population of chupacabras?A. A severe drought depleted their food supply, causing the population to migrate.B. The population of males is drastically decreased due to a specific pathogen.C. An earthquake creates a ridge that divides the population.D. The chupacabras adapt to withstand various ecosystems.

FRQ: A population of deer live in a forest. The ecosystem is change through the mergence of a river, dividing up the population of deer into two populations. After a long period of time, the river dries up and unites the two species of deer. However, researchers observed that the populations are interbreeding, but also observed that the deer aren’t producing as much offspring as expected for their population size. Provide a definition of geographical isolation and and a possible explanation for how it may have resulted in the researchers observations.

The population of deer is a single species. Once the river emerges and divides the population, the population is divided. This creates two populations which are unable to mate with each other due to the geographical barrier. Over time, the gene pool of the populations become divergent from each other, resulting in differences in the two populations genotypes and phenotypes. This eventually creates two species, which are unable to have viable offspring with the other do to their genetic diversity. So, once they are united, many of them interbred but only the deer that bred with the same species produce offspring, which explains why the offspring numbers were lower than expected.

Answer Key: LO 1.23

LO 2.25: The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments.SP 6.2:The student can construct explanations of phenomena based on evidence producedthrough scientific practices.

Explanation: Homeostatic mechanisms regulate an organism’s body through organs, glands, tissues, and cells. These mechanisms contribute to homeostasis, the optimum physiological condition of the body. Homeotic mechanisms control body temperature, blood sugar levels, blood pressure etc. A similarity in homeostatic mechanisms between two organisms can be evidence of common ancestry. For example, the great white shark and the pacific bottlenose dolphin both have the blood vessels called countercurrent heat exchanger which are involved in thermoregulation. These blood vessels trap heat in the body core and prevent heat loss from extreme temperatures. However, honeybees adapted differently based on their environment to depend upon social behaviors by clustering together in cold temperatures to retain heat. Honeybees adapted to rely on social behaviors as a thermoregulatory mechanism.

M.C. Question:

If a scientist knows that the great white shark and the bluefin tuna share common ancestry, which of the following statements is most likely true?

a) The bluefin tuna and the great white shark occupy the same ecological

role.

b) The two species live in the same exact environment.

c) The great white shark and the bluefin tuna share similar homeostatic

mechanisms.

d) Because they share common ancestry, both species are likely to suffer

from the same disease.

Learning Log/FRQ-style Question:

All organisms utilize homeostatic mechanisms to regulate internal body processes. Give an example of one type of

homeostatic mechanism and provide an example of an animal that uses this mechanism. Describe and explain how

this homeostatic mechanism helps maintain homeostasis. Finally, indicate how scientists can use homeostatic

mechanisms to trace common ancestry.

ANSWER KEY – LO 2.25

If a scientist knows that the great white shark and the bluefin tuna share common ancestry, which of the following statements is most likely true?

a) The bluefin tuna and the great white shark occupy the same ecological role.

b) The two species live in the same exact environment.

c) The great white shark and the bluefin tuna share similar homeostatic mechanisms.

d) Because they share common ancestry, both species are likely to suffer from the same disease.

All organisms utilize homeostatic mechanisms to regulate internal body processes. Give an example of one type of homeostatic mechanism and provide an example of an animal that uses this mechanism. Describe and explain how this homeostatic mechanism helps maintain homeostasis. Finally, indicate how scientists can use homeostatic mechanisms to trace common ancestry.

Mammals, like bears, use insulation to reduce the flow of heat between an animal and its environment. A bear’s fur, which is part of the integumentary system, will raise in reaction to cold weather trapping a thicker layer of air. This allows the bear’s body to retain heat and maintain optimum body temperature. Scientists can compare homeostatic mechanisms between two organisms to test for common ancestry. Animals with common homeostatic mechanisms are likely to share common ancestry. A difference in homeostatic mechanisms can indicate a divergence due to environmental pressures.

LO 4.18: The student is able to use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter.SP 1.4: The student can use representation and models to analyze situations or solve problems qualitatively and quantitatively.Explanation: Multicellular organisms consist of cells and organs that have specialized jobs. These organs use cooperative interactions in order to complete certain tasks. For example, food digestion consists of many hormone signals and organs. They each have a specific job. It’s like an assembly line. The digestion of food actually begins when your eyes see the food that you are about to eat. Your brain will then tell your mouth to begin to salivate. Amylase is an enzyme that is formed in your mouth that will begin to break down sugar. The food then goes on through the stomach which is acidic to further break down food. The next stop is the small intestine. Pancreatic amylase is made to break down carbohydrates into glucose that the cells need.

M.C. Question: Which of the following statements concerning multicellularorganisms is false?A) They have specialized cells.B) They usually consist of plants, animals, and fungi.C) They have the shortest life span.D) They are usually found in eukaryotic lineages. FRQ: Use the diagram to describe the specifics about the exchange of gases between an organism and its environment. Why do organisms need to exchange gases with their environment?

ANSWER KEY- LO 4.18

Which of the following statements concerning multicellular organisms is false? A) They have specialized cells.B) They usually consist of plants, animals, and fungi.C) They have the shortest life span.D) They are usually found in eukaryotic lineages.

Use the diagram above to describe the exchange of gases between an organism and its environment. Why do organisms need to exchange gases with their environment? Gases move through the plasma membrane via diffusion. These molecules such as carbon dioxide and oxygen have no problem getting through the membrane because of their size. Organisms must exchange gases in order to get the energy they need. Cells need to take in oxygen to complete respiration. Organisms release carbon dioxide so that it doesn’t build up in the cell. This could cause the cell to become acidic.

Learning Objective 2.22: The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems.

Science Practice 1.3: The student can refine representations and models of natural or man-made phenomena and systems in the domain.

Explanation: The student should fully be able to understand, analyze and explain scientific models, as well as analyze the complex biotic and abiotic interactions of every system. By doing this, the student should be able to refine and reconstruct scientific models of laboratory experiments, as well as naturally occurring phenomena. When connecting the objective with the science practice, students must realize that they need to be fully capable of dissecting how a variety of factors can help or hinder different systems. For example, the student should be able to realize that the addition of certain ions like nitrate impact the growth of a waterborne species in a sitting body of water. All biological systems are affected by the interactions of living and nonliving factors, which involve the exchange of matter and free energy. If nitrate is added to a sitting pond instead of a phosphate, the algal population will bloom initially before levelling off. While the nitrate and phosphate concentrations directly impact the pond, wind is the abiotic factor responsible for “flagging,” when trees grow windward due to the wind pressure. Students should be able to extend their knowledge and interpret how “flagged” trees impact the rest of a biological system. Since flagged trees are essentially injured, the wind can lead to ineffective trees, which aren't able to contribute oxygen, shelter, and many other resources to its inhabitants.

Multiple Choice Question: Which of the following is most likely the effect that one season of no forest fires would have on the chaparral biome?

A. Evergreen trees would adapt quickly to the lack of nutrients produced by fire.B. All native mammals, such as deer and goats, would migrate to a new biome.C. There would be no effect on the chaparral biome.D. Nutrients found in soil and seeds that germinate after a hot fire would be lost, leading the inhabitants of the biome to starve.

FRQ: The west coast had long experienced a long drought, until this year. Rainfall has steadily increased to equate to the yearly average based on yearly data between 1975-2015. Much of central Nevada, specifically the eastern side of the Sierra Nevada Mountains, is desert. This is due to the “rain shadow effect.” Explain how biotic and abiotic factors facilitate this phenomena. Discuss at least 1 abiotic factor.

Answer Key: Learning Objective 2.22Multiple Choice Question: Which of the following is most likely the effect that one season of no forest fires would have on the chaparral biome?

A. Evergreen trees would adapt quickly to the lack of nutrients produced by fire.B. All native mammals, such as deer and goats, would migrate to a new biome.C. There would be no effect on the chaparral biome.D. Nutrients found in soil and seeds that germinate after a hot fire would be lost, leading the inhabitants of the biome to

starve.FRQ: The west coast had long experienced a long drought, until this year. Rainfall has steadily increased to equate to the yearly average based on yearly data between 1975-2015. Much of central Nevada, specifically the eastern side of the Sierra Nevada Mountains, is desert. This is due to the “rain shadow effect.” Explain how biotic and abiotic factors facilitate this phenomena. Discuss at least 1 abiotic factor.

As moist air moves away from the Pacific Ocean and hits the mountains, it flows to a higher altitude and rains along the coastal range. The rain is an abiotic factor and facilitates the growth of coastal redwoods, which are the world’s tallest trees. The rainwater provides ample hydration and fertilizes the soil, which supports tree growth. Past the coast range, precipitation increases as the altitude of the mountains increase. While rain is an abiotic factor impacting the shadow effect, wind carries the precipitation to the higher altitudes. The combination of rain and wind makes the peak of the mountain home to deeply packed snow. However, just over the snowcapped peak is the part of the system impacted by the “rain shadow effect.” While the rain travels over peaks and mountains, it can’t travel further than the highest peaks, so the mountain essentially blocks the rain and wind from continuing. This leads to a desert in the central Nevada area. The biotic factors of the areas that receive high amounts of precipitation vs. no precipitation vary in characteristics. The plants in the coast range likely have thin cuticles, because they are constantly being drenched and hydrated. The plants in the central Nevada desert likely have thick cuticles, to retain as much water as possible.

Learning Objective 1.11- The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology,

biochemistry and geology

• Explanation- Species have changed throughout time through different mechanisms. At the biochemistry level, natural selection of species for survival of the fittest has helped ensure genetic variation. Mutations, and genetic drift have helped contribute to this process. Evidence that some species have diverged from a common ancestor has been found with homologous structures being present (which is where similar structures are found in different species, but they have different functions). Genetic drift has contributed to the evolution of species, as different environments cause a need for different adaptations. This is seen with the difference in the Galapagos Island beak size and types with the Finches.

S.P.- The student can design a plan for collecting data to answer a particular scientific question

Multiple Choice Question1.) Which of the following is an example of a homologous structure?A.) The ability for desert animals to maintain their body temperature during cold temperatures at nightB.) Insects in the Amazon having wings that blend in with their environmentC.) The front appendages of humans, cats, and batsD.) The dorsal fin of dolphins and sharks

FRQ- style question- Scientists studying the Forest of Dean and Forest of Mayberry believe that two species of bears have evolved from a common ancestor. Propose a scientific study to determine if species X and species Y come from the same ancestor, and how speciation occurred.

Answer KeyMultiple Choice Question1.) Which of the following is an example of a homologous structure?A.) The ability for desert animals to maintain their body temperature during cold temperatures at

nightB.) Insects in the Amazon having wings that blend in with their environmentC.) The front appendages of humans, cats, and batsD.) The dorsal fin of dolphins and sharks

FRQ- Scientists can first start the study by obtaining DNA from species X and Y. The DNA can then be ran to see if there is any genetic sequencing. The DNA test will also inform the scientists if any mutations seem to be present in certain sequences between the two species. If the DNA sequences are similar, the next step would be to determine how environmental factors effected speciation. For this, scientists could look at the geographical locations of the Forest of Dean and the Forest of Mayberry and determine if genetic drift could have occurred. Furthermore, abiotic environmental factors such as temperature and natural resources could have caused adaptations throughout the bears’ evolution. Finally, scientists can determine if there was a common ancestor by observing the different structures of the bears. By determining if they have things such as homologous or analogous structures, different life expectancies, mating patterns, or different average heights and weights, scientists can use morphology to see if species X and Y did come from a common ancestor, with the addition of biochemistry and geology.

Learning Objective 3.25: The student can create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in the polypeptide produced.

Science Practice 1.1: The student can create representations and models of natural or man-made phenomena and systems in the domain.

Explanation: Protein production begins when DNA is transcribed into mRNA. This mRNA is modified, taken out of the nucleus, and translated into a protein by ribosomes. Mutations can occur in DNA (not mRNA) which cause the mRNA to be different after transcription. When this changed mRNA is translated, this often results in a different protein, but sometimes the protein is unchanged. This is because different codon sequences can sometimes code for the same amino acid. The polypeptide produced will only be different if the mutation in the DNA causes the mRNA to change in such a way that a different primary structure is created during translation.

Multiple Choice Question: Consider the following template strand of DNA, found in an exon of a particular gene:

3’ TAC TCC CTA ATA GCT 5’

Which of the following diagrams illustrates how a mutation can result in a different polypeptide? A) DNA: 3’ TAC TCC CTA ATA GCT 5’ mRNA: 5’ AUG GGG GAU UAU CGA 3’

B) DNA: 3’ TAC TCC CTA ATA GCT 5’ mRNA: 5’ AUG AGG GAU UAU CGA 3’

D) DNA: 3’ TAC TCG CTA ATA GCT 5’ mRNA: 5’ AUG AGC GAU UAU CGA 3’

C) DNA: 3’ TAC GCC CTA ATA GCT 5’ mRNA: 5’ AUG CGG GAU UAU CGA 3’

Free Response Question: Consider the codon TCT, which occurs in the DNA sequence which codes for protein X. Explain how a missense mutation could occur, and how a nonsense mutation could occur. Draw and label a diagram showing transcription and translation at this codon for one of these mutations. Which mutation is more likely to drastically change the function of protein X?

Answer Key – Learning Objective 3.25Multiple Choice Answer: DA) Incorrect because mutations occur in DNA, not mRNA

B) Incorrect because the polypeptide changed without any mutation in the DNA

C) Incorrect because there was a mutation in the DNA, but it was a silent mutation that did not change the amino acid sequence of the protein

D) Correct because a mutation occurred in the DNA, causing a corresponding change in the mRNA, causing the second amino acid to be different.

Free Response Sample AnswerThe DNA sequence ACA would normally be transcribed into the mRNA sequence UGU, which would correspond to the amino acid Cysteine. A missense mutation could occur if the third nucleotide was changed from Adenine to Cytosine. This sequence, ACC, would be transcribed as UGG, and translation would result in the amino acid Tryptophan. A nonsense mutation could occur if the third nucleotide was changed from Adenine to Thymine. This sequence, ACT, would be transcribed as UGA, a stop codon, which would stop transcription. The nonsense mutation would most likely have a much more drastic effect on protein X, because it will end transcription too soon, making the protein incomplete, changing the structure, thereby changing the function.

Missense Mutation

Transcription

Translation

LO 1.29-The student is able to describe the reasons for revisions of the scientific hypotheses of the origin of life on earth

Explanation: Learning objective 1.29 relates directly to the hypothesis of Oparin and Haldane that said that early earth’s atmosphere been a reducing environment where the energy could come form UV radiation and this is where life was started from a “primitive soup”. This was then tested 30 years later by Miller and Urey using a closed system, water, heat, hydrogen, methane, and, ammonia which were all thought to exist on earth at this time the only difference is the theory that on earth there was also sparks of electric energy in the atmosphere not UV radiation from the sun forming compounds that could collect on rocks like clay. From this experiment in this closed environment Miller and Urey collected samples and those samples included amino acids, common proteins and, complex hydrocarbons. From this these amino acids and proteins could have collected and dried on such material like clay which was cool enough to solidify on and was present on early earth. This experiment has been repeated thousands of times and the results have been every major building block of life on earth. This test of the theory of the “primitive soup” proved that with the conditions and the gases thought to be on planet earth at the time life could be started from these basic components but with the changes in the catalyst. These amino acids and proteins are theorized to come together and make such basic compounds of life like DNA and RNA in Protobionts that have been discovered in some of the most harshest and warmest places on planet earth.

SP 6.3-The student can articulate the reasons that scientific explanations and theories are refined or replaced

M.C Question: What organic gas compounds could be found in early earth’s atmosphere that when combined to form amino acids and proteins?A) CH4

B) H2

C) N2

D) A and BE) A and C

Learning Log/FRQ-Style Question: On early earth there were only organic compounds of gasses such as Methane, Ammonia, Hydrogen, and, Water Vapor in the atmosphere due to the heat of the surface. How could these gases come together to form complex compounds that could build life in early earth’s atmosphere? What complex compounds would these reactions make to be able to become the building blocks of early life? Why? How could these compounds turn into living cells such as prokaryotes?

20 μm

(a) Simple reproduction. This lipo-some is “giving birth” to smallerliposomes (LM).

(b) Simple metabolism. If enzymes—in this case, phosphorylase and amylase—are included in the solution from which the droplets self-assemble, some liposomes can carry out simple metabolic reactions and export the products.

Glucose-phosphate

Glucose-phosphate

Phosphorylase

StarchAmylaseMaltos

e

Maltose

Phosphate

Answer KeyWhat organic gas compounds could be found in early earth’s atmosphere that when combined to form amino acids and proteins?A) CH4

B) H2

C) N2

D) A and BA and C

On early earth there were only organic compounds of gasses such as Methane, Ammonia, Hydrogen, and, Water Vapor in the atmosphere due to the heat of the surface. How could these gases come together to form complex compounds that could build life in early earth’s atmosphere? What complex compounds would these reactions make to be able to become the building blocks of early life? How could these compounds be protected and turn into living cells such as prokaryotes?

These gases could come together with the catalyst of an electric current from the atmosphere that would give the gases enough energy to break their bonds and form new bonds to create new compounds with the compatibility of hydrogen, nitrogen, carbon and, oxygen. These compounds could come together to form one of the most important compounds amino acids which would be able to make common proteins which are necessary to every form of life especially early life which started with single cell prokaryotes. They also could make hydrocarbons that are very important in life due to the amount of energy stored in there covalent bonds that make up there complex structures which are mainly made up of early life’s large amount of hydrogen and carbon atoms. All of these compounds could be protected by protobionts which can perform basic reproduction and very basic metabolism all surrounded by a membrane. These amino acids, proteins, and hydrocarbons could be protected by the protobionts and in this environment could start to form RNA and DNA to form the first living prokaryote cell.

LO 1.22: The student is able to use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future. SP 6.4: The student can make claims and predictions about natural phenomena based on scientific theories and models.

M.C. Question: The locus for a certain plant gene has two alleles, the dominant A which codes for red petals and the recessive a which codes for white petals. Given that the frequency of A is 0.75 and the frequency of B is 0.25, what is the percentage of individuals that are homozygous dominant, homozygous recessive, and heterozygous respectively? Round to the nearest hundredth.A)0.60,0.05,0.35B)0.56, 0.06, 0.38C)0.49, 0.09, 0.42D)0.64, 0.04, 0.32

Explanation: Inference of a population’s future change based on current data requires the student’s knowledge of natural selection as part of evolution. Provided with data that indicates a trend or information that implies a factor which impacts reproductive success of a certain trait or allele, students should be able to infer how the population will change in the future. For example, given a table listing frequencies of the alleles on the sickle cell gene and assuming that in the environment, use of pesticides reduces the rate of malaria infection, the student should be able to conclude that the frequency of the sickle cell allele will decrease.

Learning Log/ FRQ Question: Two types of three-spined stickleback fish have been observed. The open water stickleback has longer spines to protect it from predators and the bottom-dwelling stickleback has short spines to reduce predation by dragonfly larvae. Measurements of the average spine length of two populations of the fish are below. Assume that an invasive species has been introduced that sharply reduces dragonfly numbers.Using the data provided, explain the most likely change in these populations in the future. What is the cause of this change? Would this change occur if the number of dragonfly larvae had not decreased? Explain.

ANSWER KEY- LO 1.22M.C. Question: The locus for a certain plant gene has two alleles, the dominant A which codes for red petals and the recessive a which codes for white petals. Given that the frequency of A is 0.75 and the frequency of B is 0.25, what is the percentage of individuals that are homozygous dominant, homozygous recessive, and heterozygous respectively? Round to the nearest hundredth.A)0.60,0.05,0.35B)0.56, 0.06, 0.38C)0.49, 0.09, 0.42D)0.64, 0.04, 0.32

Two variants of three-spined stickleback fish have been observed. The open water stickleback has longer spines to protect it from predators and the bottom-dwelling stickleback has short spines to reduce predation by dragonfly larvae. Measurements of the average spine length of two populations of the fish are below. Assume that an invasive species is introduced that sharply reduces dragonfly numbers.Using the data provided, explain the most likely change in these populations in the future. What is the cause of this change? Would this change occur if the number of dragonfly larvae had not decreased? Explain.

The spine length of the bottom-dwelling stickleback will most likely increase and become closer to the average spine length of the open-water stickleback. Since dragonfly larvae are no longer an environmental factor that favors the development of short spines, the bottom-dwelling stickleback’s average spine length will increase. If the number of larvae did not decrease, the change would not occur. There would still be pressure and a reproductive advantage for the bottom-dwelling stickleback to have short spines, so the phenotype would be more common in that population.

L.O. 3.7 The student can make predictions about natural phenomena occurring during the cell cycle.

S.P. The student can make claims and predictions about natural phenomena based on scientific theories and models.

Explanation: The cell cycle contains two different cycles of reproduction. Mitosis is the production of somatic cells and Meiosis produces the productions of gametes. Within both of these cycles they have their own phases that are very similar. Mitosis has diploid cells and Meiosis has haploid cells. The mitosis cycle in the cell can cause cancerous harm. M.C. Question: Which of the following statements about mitosis is incorrect?A)The daughter nuclei are not genetically identical to the parent nucleus.B) Chromosomes separate during anaphase due to the interaction of polar microtubules from opposite poles pushing against each other.C)Chromosomes separate during anaphase when the kinetochore microtubules shorten as they depolymerize.D)Chromosomes move to the metaphase plate using motor proteins, a kind of kinesin, attached to spindle fibers.E)The centrosomes organize the microtubules of the spindle fibers.Learning Log/ FRQ Question: Meiosis reduces chromosome number and rearranges genetic information. Several human disorders occur as a result of defects in the meiotic process. Identify ONE such chromosomal abnormality ; what effects does it have on the phenotype of people with the disorder? Describe how this abnormality could result from a defect in meiosis.

Answer KeyM.C. Question: Which of the following statements about mitosis is incorrect? A)The daughter nuclei are not genetically identical to the parent nucleus. B) Chromosomes separate during anaphase due to the interaction of polar microtubules from opposite poles pushing against each other. C)Chromosomes separate during anaphase when the kinetochore microtubules shorten as they depolymerize. D)Chromosomes move to the metaphase plate using motor proteins, a kind of kinesin, attached to spindle fibers. E)The centrosomes organize the microtubules of the spindle fibers.Meiosis reduces chromosome number and rearranges genetic information. Several human disorders occur as a result of defects in the meiotic process. Identify ONE such chromosomal abnormality ; what effects does it have on the phenotype of people with the disorder? Describe how this abnormality could result from a defect in meiosis.One chromosomal abnormality is Turner Syndrome which has one X missing or partial of an X missing. This effects the mental state and may not be able to be pregnant in the future. This abnormality could result in a defect of meiosis from of nondisjunction.

LO 2.30: The student can create representations of models to describe nonspecific immune defenses in plants and animals.

SP 1.1: The student can create representations and models of natural or man-made phenomena and systems in the domain.SP 1.2: The student can describe representations and models of natural or man-made phenomena and systems in the domain

Explanation: Plants and animals have nonspecific immune defense to protect themselves from pathogens. Animals have a 1st line of defense that is external defense, and a 2nd line of defense that is internal defense. Animals use skin, mucous, and hair that physically blocks/traps invaders, coughing and sneezing that eliminates invaders etc.(1st line of defense). Within the 2nd line of defense, patrolling cells/proteins are non specific and don’t have memory. However, they’re effective at ridding the body of some invading pathogens. Leukocytes are phagocytic white blood cells. Macrophages, neutrophils and natural killer cells are examples of leukocyte that kills invading pathogens with different characteristics. Macrophages are long-lived in the body, neutrophils are abundant, but only live for roughly 3 days. Natural killer cells kill virus-infected cells and cancer cells. An additional response to pathogenic invaders is a fever. Activated macrophages release signal molecule cytokines to trigger the brain to increase normal body temperature (Inflammatory response) to inhibit bacterial growth. Plants don’t have specific immune defense like animals do. Plants have cell walls that physically protect the plant from invaders. Plants also use hypersensitive response; they can sense pathogens invading them. When the plant is infected, the plant burst infected cells via oxidative burst.

M.C. Question: Which of the following statements concerning nonspecific immune defense in animals is false?A)Neutrophils are very abundant, but only live for roughly 3 days.B)Inflammatory system increases body temperature to destroy invaders.C)Hair works as 1st line of defense, and traps invaders.D)Macrophages are long-lived in the body.E)None of the above.

FRQ-style Question: Plants don’t have specific immune defense like animalsdo. How do plants protect themselves from invaders? What are thesteps? Does it have memory?

ANSWER KEY – LO 2.30

M.C. Question: Which of the following statements concerning nonspecific immune defense in animals is false?A)Neutrophils are very abundant, but only live for roughly 3 days.B)Inflammatory system increases body temperature to destroy invaders.C)Hair works as 1st line of defense, and traps invaders.D)Macrophages are long-lived in the body.E)None of the above.

FRQ-style Question: Plants don’t have specific immune defense like animalsdo. How do plants protect themselves from invaders? What are thesteps? Does it have memory?

-Plants use hypersensitive response to protect themselves from pathogens. When bacteria give off proteins to infect the plant, the R gene senses the protein, and then undergoes hypersensitive response. Then they set off an oxidative burst, free up all the excess highly reactive oxygen they have inside the cell, and destroy them. Then proteins will be released that are going to change the cell wall of all the adjacent cells, so they’re not be able to infected. It doesn’t have memory, so the next time it’s infected by that pathogen, it has to undergo hypersensitive response again.

LO 3.16 The student is able to explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics.SP 6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced.Mendel established a few basic discoveries for genetics that work in certain cases. Those discoveries were that the hereditary determinant were genes that each had for each particular trait. For example, a heterozygous individual carries a dominant allele and a recessive allele, making up the gene pair. However, only one allele from the pair is passed on to the gamete. Although these applied in some cases, they did not explain how codominance, incomplete dominance, pleiotropy, etc. occurs. For example, with a cross between two homozygous individuals, one recessive and one dominant, Mendelian genetics states that all offspring with exhibit the dominant phenotype; however, if the gene exhibits incomplete dominance, then the offspring will be a mix of the two original phenotypes. The student can see that while Mendelian Genetics can apply, revisions and new laws have to be made to account for occurrences like codominance, incomplete dominance, etc.MC QuestionWhich of the following would follow the inheritance patterns established by Mendelian genetics?a) Mitochondrial DNA inherited from the maternal side.b)Polygenic traits such as eye color where multiple alleles control the phenotype.c) Seed homozygous dominant for round shape crossing with homozygous recessive for oval shape and producing all round offspring. d)A brown cat and white cat mating and producing white offspring with brown spots.e)The facial hair gene present in both males and females, but expressed differently.

Learning Log/FRQ-style QuestionWhy is incomplete dominance not accounted for by Mendelian genetics? Provide an example of what would occur according to Mendelian genetics and an example of what actually occurs.

MC AnswerWhich of the following would follow the inheritance patterns established by Mendelian genetics?a) Mitochondrial DNA inherited from the maternal side.b)Polygenic traits such as eye color where multiple alleles control the phenotype.c) Seed homozygous dominant for round shape crossing with homozygous recessive for oval shape and producing all round offspring. d)A brown cat and white cat mating and producing white offspring with brown spots.e)The facial hair gene present in both males and females, but expressed differently.

The answer is C because the cross between both seeds perform exactly as Mendel predicts. Because both parents are homozygous, they have to pass down the same exact allele to every offspring. Therefore each offspring will be heterozygous. This shows that many patterns can’t be explained by Mendelian genetics; new laws has to be introduced to account for all of the strange inheritance patterns occurring. Strange inheritance patterns: codominance, incomplete dominance, etc.Incomplete dominance is not accounted for by Mendelian

genetics because Mendelian predicts that a person, etc. that is heterozygous will exhibit the dominant trait’s phenotype. However with incomplete dominance, both of the traits are exhibited. For example, a cross between a homozygous dominant red flower crossed with a homozygous recessive white flower: based on Mendel’s predictions, all of the flowers would be the dominant red color. However, Mendelian genetics doesn’t account for the fact that incomplete dominance occurs, meaning that all of the flowers are pink because a mix of the two phenotypes.

R R

r Rr Rr

r Rr RrAnswer Key- LO

3.16

LO 1.30: The Student is able to evaluate scientific hypotheses about the origin of life on

Earth. SP 6.5: The student can evaluate alternative

scientific explanations.• RNA is the oldest genetic material, prior to the evolution of organic molecules. Initially, Earth only had inorganic molecules, lacking any large magnitude of oxygen. The dominant gases in the atmosphere at the time were water vapor, carbon dioxide, and ammonia, spewed out by volcanoes after the sun erupted and crusted over. The inorganic molecules were monomers, building blocks, which are amino acids and nucleotides. Once they joined together, they formed polymers, allowing molecules to replicate, store, and transfer information. In the scientific world, there is skepticism around whether or not these combinations of monomers occurred within a solution or a solid reactive surface. The first organisms were cyanobacteria, and they used the sun for photosynthesis. Later on, they evolved into the multicellular organisms we see and are today. Protobionts are the product of the combination of polymers, and they are small pieces of membrane that help regulate a stable internal environment. These organisms had to ability to replicate, and cells, the basic units of life, passed on this genetic material, forming different species and generations of evolution. Oparin’s hypothesis, well-known and respected, involves the primordial soup, which is the reactions of many essential elements and compounds to form even more complex compounds. The Miller-Urey experiment stressed the idea of atmospheric elements, which they believed to be abundant; hydrogen, methane, ammonia, and water vapor. They figured oxygen wasn’t abundant due to the lack of living organisms at the time. Their theory claimed that lightning created the building blocks of life, amino acids and sugars. Deviating from the original formation of reactions, Alexander Smith proposed that mineral crystals in clay rearranged molecules into compounds and the building blocks of life. One of them most famous and well-known, especially by children is the ice age. This theory suggests that ice was covering organic compounds, and once the Ice Age ended, the organic compounds were released. Out of all these theories, it seems evident that RNA was the equivalent of DNA at the time and was the first nucleic acid for coding genes and other materials. Now, it is used as an off-on switch for genes, but it’s importance was unrivaled during the time of inorganic compounds. Lastly, Pansmeria is the claim that blasted material from some other planet brought coding material for living organisms to Earth.

• Multiple Choice Question:– Archaeabacteria were the first organisms on Earth. How do they differ from bacteria?

a. Archaea have intracellular organelles, while bacteria do notb. Bacteria have intracellular organelles, while archaea do notc. Bacteria has circular DNA, while archaea does notd. They have different numbers of polymerases

• FRQ:– Scientists claim there is evidence of mitochondria and chloroplasts once being primitive bacterial cells. Identify three

pieces of evidence to justify this claim. Identify the theory behind these claims and explain how mitochondria and chloroplasts arose from bacteria.

ANSWER KEY- LO 1.30Archaeabacteria were the first organisms on Earth. How do they differ from bacteria?

a. Archaea have intracellular organelles, while bacteria do notb. Bacteria have intracellular organelles, while archaea do notc. Bacteria has circular DNA, while archaea does notd. They have different numbers of polymerases

Scientists claim there is evidence of mitochondria and chloroplasts once being primitive bacterial cells. Identify three pieces of evidence to justify this claim. Identify the theory behind these claims and explain how mitochondria and chloroplasts arose from bacteria.

-The size and structure of bacteria resemble that of the mitochondria and chloroplasts. They all have ribosomes attached to them. Another piece of evidence is that when engulfed, all three of these structures replicate by binary fission once their host cell enters mitosis. As well, mitochondria and chloroplasts have their own sets of DNA, proving they were once unicellular aerobic bacteria with their own identities, until they were engulfed by bacteria, through a process called endophagocytosis. -This is the Endosymbiotic Theory. -Mitochondria and chloroplasts arose from bacteria due to aerobic bacteria being engulfed by the archaea. Once inside, they were not digested and the aerobic bacteria began to grow, causing an overpower of energy to make bacteria leak, allowing it to also breath. The two organisms could not live independently of each other, so that’s where endosymbiosis comes in. The structures depend on each other.

LO 3.9: The student is able to construct an explanation, using visual representations or narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization.

SP 6.2: The student can construct explanations of phenomena based on evidence produced through scientific practices.

Explanation: DNA in chromosomes is replicated during the processes of mitosis and meiosis. Mitosis creates a cell with the same amount of DNA that was found in the original cell. Meiosis on the other hand creates four gametes by undergoing replication twice. The first replication will involve creating two daughter cells that don’t have the same DNA due to crossing over that occurred in the first cycle of cell division. The cell will then undergo another round of cell division that further mixes the DNA and creates four different gametes or sperm cells that have a complete haploid set of chromosomes from the original DNA, which makes each gamete unique. A picture that shows the process of meiosis will show where the chromosomes in DNA cross over and the two cycles of replication that occur in meiosis. Once the gametes are made, the DNA will then be transferred to the next generation through fertilization. Fertilization involves a sperm cell fertilizing an egg cell or two gametes combining, which causes the DNA in both the sperm and egg cell to combine and create a zygote that will result in an offspring, which inherits DNA from both the male and female gamete. The combination of two haploids will then create a diploid cell with genetic variability.

M.C. Question: During meiosis, between which phases is there a chance for the chromosomes to fail in replicating? A) Prophase I and Anaphase IB) Prophase II and Telophase IIC) Metaphase II and Telophase IID) Telophase I and Prophase II

FRQ-style Question: Sexual reproduction involves two parents providing half of their chromosomes to create a zygote.What is the process in humans beings that allow them to create cells that contain half of their chromosomes? Briefly explain this process and the final results from it. What process allows humans to create a zygote? Explain this processand draw a diagram of this process with proper labels.

Answer Key - LO 3.9During meiosis, between which phases is there a chance for the chromosomes to fail in replicating? A) Prophase I and Anaphase IB) Prophase II and Telophase IIC) Metaphase II and Telophase IID) Telophase I and Prophase II

Sexual reproduction involves two parents providing half of their chromosomes to create a zygote.What is the process in humans beings that allow them to create cells that contain half of their chromosomes? Briefly explain this process and the final results from it. What process allows humans to create a zygote? Explain this process and draw a diagram of this process with proper labels.

Meiosis is the process in human beings that allow them to create haploid cells, which containhalf of their chromosomes. Meiosis involves two stages that are almost identical but resultin different amount of cells. The first stage involves making two daughter cells that have genetic variation through crossing over. These daughter cells contain 46 chromosomes. Thesecond stage involves another cell division of the daughter cells that result in four haploid cells or gametes that contain 23 chromosomes each. Each of the gamete cells are unique to each other. Fertilization allows humans to create a zygote. This process involves a sperm cell penetrating through an egg cell and fertilizing it. By fertilizing it, the haploid cells willcreate a complete diploid cell that contains the 46 chromosomes, 23 chromosomes fromeach parent.

LO 2.8: The student is able to justify the selection of data regarding the types of molecules that an animal, plant, or bacterium will take up as necessary building blocks and excrete as waste products. SP: 4.1: The student can justify the selection of the kind of data needed to answer a particular a scientific question.

Explanation: The main macromolecules that organisms use are proteins, carbohydrates, lipids, and nucleic acids. Every macromolecule is composed of smaller molecules and atoms. These building blocks (monomers) are brought in from the environment and used to create macromolecules (polymers). Carbon is used to synthesize carbohydrates, proteins, lipids, or nucleic acids. Nitrogen is used to make proteins and nucleic acids. Phosphorus is used in nucleic acids and some lipids. The process of combining molecules to create macromolecules is dehydration synthesis. In dehydration synthesis, the hydrogen of a molecule binds with the hydroxyl group of another molecule to form water. The water leaves (hence dehydration) and the molecules are bound together. The opposite of this reaction, hydrolysis, involves adding water to split the molecules back up again. The splitting of these macromolecules releases energy that the organism can use and the individual building blocks are excreted from the organism. M.C Question: What would happen if you heated a polymer to 130 degrees Celsius? A) A protein would do the work faster as a result of the increased temperature. B) DNA would begin to replicate. C) A polysaccharide would be synthesized from several monosaccharidesD) A protein’s tertiary structure would begin to unravel E) The polar head of a lipid would fall off leaving just the nonpolar tail Learning log/FRQ question: Describe the structure and function of 2 of the 4 main macromoleculesused by organisms and give 2 examples for each.

Answer Key: LO 2.8

M.C Question: What would happen if you heated a polymer to 130 degrees Celsius? A) A protein would do the work faster and more effectively as a result of the increased temperature B) DNA would begin to transcribe itself into RNA C) A polysaccharide would be synthesized from several monosaccharidesD) A protein’s tertiary structure would begin to unravel E) The polar head of a lipid would fall off leaving just the nonpolar tail

Desribe the structure and function of 2 of the 4 main macromoleculesused by organisms and give an example for each. Carbohydrates, like Glucose or Sucrose, are made up of monosaccharides (simple sugars) joined together via dehydration synthesis. Their function is to give immediate energy to the organism by their hydrolysis. Proteins are made up of amino acids synthesized together by peptide bonds. Proteins are described in four structures: primary, secondary, tertiary, and quaternary. Primary is just the amino acid sequence; the amino acids bonded together by the peptide bonds. Secondary is when the chain of amino acids folds into a Alpha helix or a Beta-pleated sheet. Tertiary is the overall 3D shape of the protein, which is based on the original amino acid sequence and the properties of the amino acids (polar, nonpolar, etc). The quaternary structure is when multiple Tertiary structures bind together to create a larger protein. Proteins have a variety of functions from cell communication to catalyzing reactions. An example of a protein is ATP synthase which phosphorylates ADP molecules, creating ATP. Also, Helicase is a protein that unwind the double-stranded DNA molecules.

LO 3.11:The student is able to evaluate evidence provided by data sets to support the claim that heritable information is passed from one generation to another generation through mitosis, or meiosis followed by fertilization.

SP 5.3: The student can evaluate the evidence provided by data sets in relation to a particular scientific question.

Explanation: Through the analysis of different data sets, students can evaluate whether heritable information is passed from one generation to the next by fertilization. Analysis of Punnett squares can indicate the likelihood of having children with certain genotypes and phenotypes as well as the chances of certain disease or condition from their parents. Pedigrees can indicate what type of disorders are found in the family and whether they are inherited as a sex-linked disorder or possibly a mitochondrial disorder. Due to random fertilization and the sixty-four trillion unique combinations for offspring, these data sets are widely used to predict the chances of inheriting certain characteristics. Meiosis plays a large role in this process as there is also much randomization in the process which leads to less clarity in which traits are being passed down.

M.C. Question: In corn, the trait for tall plants (T) is dominant to dwarf and colored kernels (C) are dominant to white kernels. In a cross of corn, the probability of the offspring being tall is 0.5 while the probability of colored kernels is 0.75. Which represents the parental genotypes?a. TtCc X ttCcb. TtCc X TtCcc. TtCc X ttccd. TTCc X ttCce. TTCc X TtCC

Learning Log/FRQ-style Question: In a cross between two plants, one completely heterozygous tall green (SsYy) and the other heterozygous tall yellow (Ssyy), the following results were observed: 54 tall green, 50 tall yellow, 23 short green, 29 short yellowf. Explain the importance of random fertilization in this process.g. Calculate the expected phenotypic ratio of offspring. You may use Punnett squares

for your description but the results must be discussed.h. Use x2 calculations to determine whether or not the variations in the observed

results could be due to chance.

ANSWER KEY—LO 3.11

In corn, the trait for tall plants (T) is dominant to dwarf and colored kernels (C) are dominant to white kernels. In a cross of corn, the probability of the offspring being tall is 0.5 while the probability of colored kernels is 0.75. Which represents the parental genotypes?

a. TtCc X ttCcb. TtCc X TtCcc. TtCc X ttccd. TTCc X ttCce. TTCc X TtCC

In a cross between two plants, one completely heterozygous tall green (SsYy) and the other heterozygous tall yellow (Ssyy), the following results were observed: 54 tall green, 56 tall yellow, 23 short green, 27 short yellowf. Explain the importance of random fertilization in this process.g. Calculate the expected phenotypic ratio of offspring. You may use Punnett squares for your description but the

results must be discussed.h. Use x2 calculations to determine whether or not the variations in the observed results could be due to chance. ‘

i. Random fertilization is important as there are 64 trillion unique combinations of an egg and a sperm cell and every combination leads to different possibilities for the offspring.

j. The ratios indicate 3 Tall green, 3 tall yellow, 1 short green, 1 short yellow, meaning the ratio is 3:3:1:1. Since there are a total of 160 plants, the ratio is 60:60:20:20. This means the expected phenotypes are 60 tall green, 60 tall yellow, 20 short green and 20 short yellow.

k. The equation for Chi-Square Test is . The Chi-Square value is 0.6 + 0.266667 + 0.45 + 2.45 = 3.7666. For the 3 degrees of freedom, the critical value is 7.815. Since the chi square value is less than 7.815, we reject the null hypothesis and conclude that the observed results do fit the expected ratio and are not due to chance.

THE ABILITY TO IDENTIFY PATTERNS AND RELATIONSHIPS BETWEEN BIOTIC AND ABIOTIC FACTORS IS VERY BROAD, BUT ONE OF THE MOST IMPORTANT CONCEPTS IN BIOLOGY. WHEN EXAMINING AN ECOSYSTEM IT IS IMPORTANT TO REALIZE THE INTERDEPENDENCY OF BIOTIC AND ABIOTIC FACTORS. THE CLIMATE OF AN ECOSYSTEM , AN ABIOTIC FACTOR, GREATLY AFFECT A BIOTIC CELL IN THAT ECOSYSTEM. TEMPERATURE CAN AFFECT HOW WELL A CELL FUNCTIONS, IF IT GETS TO HOT IT CAN DENATURE THE CELL. IN THE SAME WAY BIOTIC FACTORS SUCH AS BIOMASS MASS CAN AFFECT AN ABIOTIC FACTOR LIKE AMOUNT OF CO2 IN THE ATMOSPHERE. BIOTIC, LIVING ORGANISMS ALSO INTERACT WITH EACH OTHER, ON A SMALLER SCALE THE RELATIONSHIPS AND PATTERNS BECOME EVIDENT. MUTUALISM IS AN EXAMPLE OF THIS INTERACTION, THE BEE GATHERS A FOOD SOURCE FROM THE FLOWER, BRINGING THE FLOWERS POLLEN TO ITS NEXT FLOWER. ON A LARGER SCALE THE AVAILABILITY OF WATER CAN HAVE A TREMENDOUS IMPACT ON A POPULATION OR THE ENTIRE ECOSYSTEM, CAUSING A HUGE CHANGE IN POPULATION

SCIENCE PRACTICEANALYZE DATA TO IDENTIFY RELATIONSHIPS AND OR PATTERNS

LEARNING OBJECTIVE 2.24ANALYZE AND IDENTIFY PATTERNS AND RELATIONSHIPS BETWEEN A BIOTIC AND ABIOTIC FACTOR AND A BIOLOGICAL SYSTEM (CELL,ORGANISM,POPULATION,COMMUNITIES OR ECOSYSTEM)

ACCORDING TO THE GRAPH APPROXIMATELY WHAT IS THE OPTIMAL TEMPERATURE FOR PHOTOSYNTHESES TO OCCUR. WHY IS THIS A PARABOLIC GRAPH INSTEAD OF A LINEAR GRAPH, JUSTIFY YOUR ANSWER. EXPLAIN HOW A DROP IN TEMPERATURE WOULD AFFECT THE CONCENTRATION OF CO2 IN THE PLANT, AND THE RATE OF PHOTOSYNTHESIS.

THIS NUTRIENT IS NEEDED IN PLANTS TO MAKE DNA AND PROTEINS.

a. Carbonb. Magnesium C. NitrogenD. Potassium

FRQ ANSWER30-33˚C

THE GRAPH IS PARABOLIC BECAUSE AFTER 30˚C THE RATE OF PHOTOSYNTHESIS BEGINS TO DECREASE. THIS IS DUE TO THE FACT THAT ENZYMES NEEDED FOR PHOTOSYNTHESIS BEGIN TO BRAKE DOWN AND BECOME DENATURED.A DROP IN THE TEMPERATURE WOULD CAUSE THE RATE OF PHOTOSYNTHESIS TO DECREASE, THE DROP IN TEMPERATURE ALSO MEANS THAT THE CONCENTRATION OF CO2 WOULD DECREASE. BECAUSE THE AMOUNT OF CO2 AVAILABLE IS DEPENDENT ON THE TEMPERATURE.

THIS NUTRIENT IS NEEDED IN PLANTS TO MAKE DNA AND PROTEINS.

A. CARBONB. MAGNESIUM C. NITROGEND. POTASSIUM

LO 1.14: The student is able to pose scientific questions that correctly identify essential processes of shared, core life processes that provide insights into the history of life on Earth.SP 3.1: The student can pose scientific questions.

Explanation: What does every organism have in common that joins us all? What is the base molecular unit? What cellular parts and systems signal that organisms share a common ancestor? All organisms have DNA, RNA, genes and proteins, which points to a first organism that passed DNA to the next generation. These genetic codes and information are essential for telling cells what process to carry out. Organisms carry out processes, some that are shared with others. Animals don’t have cell walls like plants, but both perform mitosis and have a nucleus as well as mitochondria. Single Celled organisms perform processes inside the cell although both are made of cells and perform cellular respiration. The sharing of cellular processes and genetic information points back to a common ancestor that passed down these shared processes to help life get to where it is today. The relationship between identifying essential processes of shared, core life processes and the ability to pose scientific questions, is that you have to be able to pose scientific questions to identify essential processes of shared core life processes. Without posing questions, you can’t fully identify or understand core processes of organisms.Multiple Choice: There are processes that organisms have to carry out to survive, and many organisms perform these processes for certain cellular/bodily functions. Which of the following does not correctly identify what the process does?A) Cellular Respiration helps create ATP, or the energy

necessary for other cellular functions.B) Cellular Signaling helps transmit signals to other cells

or throughout the body that helps perform functions. C) Mitosis is the division of the cell, and cytokinesis

division of the cytoskeletonD) Phagocytosis in the immune system is the process of

phagocytes engulfing pathogens to rid the body of them.

Free Response Question: Binary fission and mitosis are seenIn bacteria and most eukaryotes. Both have similarities, and it is known that prokaryotes preceded eukaryotes on Earth. Being a process that occurs, explain how this could point to a common ancestor? Provide evidence for how this could show that all life shares a common ancestor.

A) Cellular Respiration helps create ATP, or the energy necessary for other cellular functions.

B) Cellular Signaling helps transmit signals to other cells or throughout the body that helps perform functions.

C) Mitosis is the division of the cell, and cytokinesis division of the cytoskeleton.

D) Phagocytosis in the immune system is the process of phagocytes engulfing pathogens to rid the body of them.

ANSWER KEY- LEARNING OBJECTIVE 1.14

There are processes that organisms have to carry out to survive, and many organisms perform these processes for certain cellular/bodily functions. Which of the following does not correctly identify what the process does?

Free Response Question(5x2=10 points): Binary fission and mitosis are seen in bacteria and most eukaryotes. Both have similarities, and it is known that prokaryotes preceded eukaryotes on Earth. Being a process that occurs, explain how this could point to a common ancestor? Provide evidence for how this could show that all life shares a common ancestor.

Both processes are essential for organisms to produce more cells(1 point) in their body, although binary fission is also a way for prokaryotes to asexually reproduce (1 point). This leads us to conclude that all organisms share a common ancestor especially if all organisms use similar ways of cell division (1 point). This is believed because prokaryotes arrived on earth first and binary fission existed first as the simplest cell division process, which may have evolved over time (1 point for providing that prokaryotes and binary fission came first). Also, some characteristics are shared with these processes. For example, during binary fission and mitosis, the chromosomes or sister chromatids move to opposite ends of the cells, and proteins such as tubulin are related to proteins used in binary fission (1 point for providing any justification or example of similar characteristics in both processes).

LO 3.2: The student is able to justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information.

SP 4.1: The student can justify the selection of the kind of data needed to answer a particular scientific question.

Explanation: The first step in determining DNA’s role as the source of heritable information was the confirmation that it could alter bacteria via a process known as transformation: the external assimilation of DNA into a cell. British medical officer Frederick Griffith, while studying the bacterium Streptococcus pneumoniae in 1928, found that dead pathogenic “S” cells mixed with nonpathogenic “R” cells led to the death of the injected laboratory mouse. This observation, along with the presence of living S cells found in the dead mouse’s blood, suggested that the nonpathogenic bacteria had been “transformed” by the DNA of the pathogenic cells, leading to their production in the mouse. The next step was in 1952 when Alfred Hershey and Martha Chase sought the source of viral reprogramming- either the protein or DNA of the bacteriophage was responsible. They performed an experiment with two batches, one that contained phages marked by radioactive sulfur (tagging the protein) and another with radioactive phosphorus (tagging the DNA). Both batches infected bacterial cells and were then separated in a blender and centrifuged. Finally, the radioactivity of the pellet and the liquid products was tested. In the protein-tagged batch, no radioactivity was found in the bacterial cells, indicating that phage protein was not responsible for heritable information. In the DNA-tagged batch, radioactivity was found inside the pellet content (bacteria), indicating that DNA was truly the source of genetic material. A final confirmatory observation was made by Erwin Chargaff in 1947 when he observed molecular diversity between DNA pair ratios of different species, an indicator that DNA is a credible fount of genetic information and diversity.

M.C. Question: How would the outcome of Hershey and Chase’s experiment have been different if the phage protein contained the heritable genetic material?A. Neither batch would contain any radioactivity in the pellet.B. Both batches would contain radioactivity in the pellet.C. The sulfur-tagged batch would contain radioactivity in the liquid. D. The phosphorus-tagged batch would contain radioactivity in the liquid.E. The phosphorus-tagged batch would contain radioactivity in the pellet.

Learning Log/FRQ-Style Question: For TWO of the three aforementioned DNA investigations, a) identify one unique finding of the experiment and b) describe how each solidified DNA’s role as the source of heritable material in organisms.

ANSWER KEY- LO 3.2

How would the outcome of Hershey and Chase’s experiment have been different if the phage protein contained the heritable genetic material?

A. Neither batch would contain any radioactivity in the pellet.B. Both batches would contain radioactivity in the pellet.C. The sulfur-tagged batch would contain radioactivity in the liquid. D. The phosphorus-tagged batch would contain radioactivity in the liquid.E. The phosphorus-tagged batch would contain radioactivity in the pellet.

For TWO of the three DNA investigations, a) identify one unique finding of the experiment and b) describe how each solidified DNA’s role as the source of heritable material in organisms.

a) One unique finding of Griffith’s investigation was that dead S cells were unable to infect a mouse on their own but capable with the help of “transformable” R cells. One unique finding of Hershey and Chase’s investigation was that bacterial cells infected by phosphorus-tagged DNA displayed radioactivity once cultured and reproduced. One unique finding of Chargaff’s investigation was that unlike previous perceptions of universal DNA, the molecular base pair ratios from one species to another were different.

b) Griffith’s experiment showed that DNA could be transmitted heritably between bacteria cells. Hershey and Chase’s experiment showed that DNA was the definite source of heritable information in phages (viruses) because this same DNA could be found in future generations of cultured bacteria. Chargaff’s experiments solidified DNA’s stance as the source of heritable information by indicating that it showed diversity in its molecular makeup across species.

LO 2.16: The student is able to connect how organisms use negative feedback to maintain their internal environments

Explanation: To maintain its internal environment, the human body uses feedback mechanisms, which are responses that trigger other activities or processes. Negative feedback mechanisms are the most common because they attempt to maintain a target level. An example could be body temperature. The body has a set temperature that is required for homeostasis, 37 C. When the temperature rises above that 37 C the hypothalamus sends signals to the brain causing the body to sweat to cool down and when the temperature drops below 37 C, the hypothalamus send signals to the brain causing shivering to warm up.

SP 7.2: The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas.

M.C. Question: Which of the following is not an example of a negative feedback loop?A. Hypothalamus regulates body temperatureB. ADH regulates osmolarityC. Milk is made until a baby is done nursingD. Insulin and glucagon regulate blood glucose level

Learning Log/ FRQ Question: Sarah hasn’t eaten anything all day and her blood glucose levels are low. In what ways will her body regulate her blood glucose levels? What if she has consumed too much glucose in a day?

Answer Key- LO 2.16• M.C. Question: Which of the following is not an example of a negative feedback

loop?A. Hypothalamus regulates body temperatureB. ADH regulates osmolarityC. Milk is made until a baby is done nursingD. Insulin and glucagon regulate blood glucose level• Learning Log/ FRQ Question: Sarah hasn’t eaten anything all day and her blood

glucose levels are low. In what ways will her body regulate her blood glucose levels? What if she has consumed too much glucose in a day?

• Blood glucose levels are controlled mainly by two hormones secreted by the pancreas, glucagon and insulin. As Sarah’s blood glucose levels decrease the brain signals the pancreas to release glucagon which breaks down glycogen in the liver cells that releases glucose into the blood. When blood glucose levels rise the brain signals the pancreas to secrete insulin which causes the liver cells to build polymers of glucose called glycogen.

LO 2.30 The student can create representations or models to describe nonspecific immune defenses in plants and animalsSP 1.1 The student can create representations and models of natural or man-made phenomena and systems in the domainSP 1.2 The student can describe representations and models of natural or man-made phenomena and systems in the domain

Explanation: Nonspecific immune defenses provide constant unchanging protection against any foreign invader, and make up the first and second innate lines of defense. Barriers are a type of nonspecific immune defense that blocks foreign invaders from entering the body of an organism. In animals, skin and mucous membranes are barriers that mechanically defend against invaders, while secretions like mucous, tears, and saliva are barriers that destroy invaders with lysozyme enzymes. In plants, cell walls, epidermis, and tree bark are examples of nonspecific barriers. Leukocytes are white blood cells that patrol the body to remove foreign invaders and there are 3 main types. Neutrophils are the most abundant leukocytes; they are very mobile but last only 3 days. Macrophages are long lived phagocytic leukocytes that also signal other responses with cytokines. Natural killer cells are leukocytes that destroy infected human cells with the perforin enzyme that perforates the infected cells. The complement system is a system of proteins that destroy dangerous cells by forming a cellular lesion on the plasma membrane of invading bacterial cells. The inflammatory response is a nonspecific response triggered by mast cells releasing histamine and prostaglandin as chemical signals. Capillaries dilate to become more permeable and deliver platelets for clotting and macrophages for defense. Temperature is increased to decrease bacterial growth, stimulate macrophages, and repair the damaged area.

M.C. Question: If a cancer cell were produced in the human body, how would the nonspecific immune system remove it?

A. A neutrophil would target it with phagocytosisB. A macrophage would target it with phagocytosisC. A natural killer cell would target it with perforinD. The compliment system would produce a protein to target it

FRQ Question: A fever is another form of a nonspecific immune reaction. How would a fever be triggered? How would a fever fight pathogens in the body?

LO 2.30 Answer Key

M.C. Question: If a cancer cell were produced in the human body, how would the nonspecific immune system remove it?

A. A neutrophil would target it with phagocytosisB. A macrophage would target it with phagocytosisC. A natural killer cell would target it with perforinD. The compliment system would produce a protein to target it

FRQ Question: A fever is another form of a nonspecific immune reaction. How would a fever be triggered? How would a fever fight pathogens in the body?

A fever would be triggered when a macrophage is introduced to a pathogen, and releases cytokines. The cytokines signal for the brain to increase body temperature. One result would be dilated capillaries, increasing blood flow and supplying macrophages. The increased temperature also stops bacteria growth by denaturing the bacteria’s proteins, and speeds up repair of damaged areas. Fevers cause the liver and spleen to remove iron from the blood supply and store it, which prevents bacteria using the iron to grow.

LO 2.6: The student is able to use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion.

SP 2.2: The student can apply mathematical routines to quantities that describe natural phenomena.

Explanation: The surface area of an object is calculated by squaring its length (cm²). The volume of an object is measured by cubing its length (cm³). This means that, as the length of an object such as a cell increases, the cell’s surface area increases by a factor of 2 and its volume increases by a factor of 3. This causes the volume to grow much faster than the surface area. The larger a cell gets, the smaller its ratio of surface area to volume becomes. The smaller this ratio, the more energy a cell has to expend moving molecules around inside of it. A very small cell would have a very high ratio and wouldn’t have to use much energy to move waste products outside of the cell or move nutrients inside of the cell and to the correct organelles for processing. As a general rule, the smaller a cell is, the more efficient it will be.

M.C. Question: Why would a single-celled organism with a side length of 5 µm have a competitive advantage to a similar organism with a side length of 20 µm when disposing of waste products?A) Because it would be able to produce lysosomes more quicklyB) Because it would have to move the waste a shorter distance, so would expend less energyC) Because its Golgi body would be closer to its vacuoleD) Because it would be able to produce more ATP

Learning Log/FRQ-style question: a) Cell A is cube-shaped and has a side length of 4.5cm. Cell B is also cube shaped and has a side length of 7.9cm. Calculate the surface area to volume ratio for both Cell A and Cell B. The surface area of a cube is equal to 6(side length)², and the volume of a cube is equal to (side length)³ .b) Name and describe two advantages cells with a high surface area to volume ratio have over cells with a low ratio.

ANSWER KEY- LO 2.6

Why would a single-celled organism with a side length of 5 µm have a competitive advantage to a similar organism with a side length of 20 µm when disposing of waste products?

A) Because it would be able to produce lysosomes more quicklyB) Because it would have to move the waste a shorter distance, so would expend less energyC) Because its Golgi body would be closer to its vacuoleD) Because it would be able to produce more ATP

a) Cell A is cube-shaped and has a side length of 4.5cm. Cell B is also cube shaped and has a side length of 7.9cm. Calculate the surface area to volume ratio for both Cell A and Cell B. The surface area of a cube is equal to 6(side length)², and the volume of a cube is equal to (side length)³ .b) Name and describe two advantages cells with a high surface area to volume ratio have over cells with a low ratio.

a) In image to rightb) Cells with a higher surface area to volume ratio will

expend less energy transporting waste from organelles to outside of the cell because they will have to move the waste a shorter distance. Cells with a higher surface area to volume ratio will also be able to move nutrients to the proper organelles faster after the nutrients have diffused through the cell membrane because the nutrients will have a shorter distance to travel.