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Module 1 – Cells and Cell Processes. Unit 1a: Introduction to Life. BIO. ... Every topic covered in biology class is related to one of the characteristics ...
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Moules
Module 1 – Cells and Cell Processes Unit 1a: Introduction to Life BIO.A. Biology is the study of living things, of life. Any living thing is known as an organism.
A. MAIN IDEA (theme): Every structure on or in an organism has a function. (or had a function at one time) Function (what does it do) = Structure (why it is shaped/built the way it is) B. MAIN IDEA (theme): All organisms share the same basic characteristics of life. The number of characteristics may vary from scientist to scientist, sometimes the characteristics are grouped together, at times they stand alone, but those discussed in the year of your biology class were:
Moules Module 1 (continued) – Cells and Cell Processes Unit 1b: The Chemistry of Life - (Characteristic of Life = #1 Cellular Organization – molecular level) Everything (living and non-living) is made up of matter. Matter is made up of atoms. Atoms have three main parts: protons, neutrons, electrons. The number of protons (positive charges) in the nucleus will determine the type of atom. Neutrons are located in the nucleus of an atom but have no charge (+ or - ). Electrons (negative charge) move around the nucleus of the atom and can be lost or gained to form bonds. Element = a substance made up of all the same type of atoms. Compound = a molecule of two or more different atoms held together by a bond. Molecule = the smallest bit of a compound. Three types of bonds were discussed:
Moules pH scale runs from 1 (very acidic) to 14 (very basic/alkaline). A pH of 7 is neutral – many living things live in a range around pH 7. Module 1 (continued) – Cells and Cell Processes Unit 2: Cell Structure and Function BIO.A. Organelle Notes Structure Function Location Cell like a City co mm on to bot h Pro kar yot es and Eu kar yot es Plasma Membrane a/k/a Cell Membrane Semi-Permeable Phospholipid Bilayer (2 layers) contains embedded proteins Barrier (fence) Controls what comes in or out of the cell Outer boundary Barrier around the city (fence) Cytoplasm 2/3 of cell weight Watery-gel 1. holds organelles
bo th pl an ts & an im al s Cytoskeleton
Moules pl an t ce lls on ly Plastids
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o Genetically engineering food (agriculture) – seedless grapes, seedless watermelon, hybrid corn, antibiotic meats. o Forensics – biometrics (your personal DNA for identification); Medicine – gene therapy
Moules
Moules PDE Keystone 2015 Sampler Module 1 Multiple choice: Which characteristic is shared by all prokaryotic and eukaryotic organisms? A. The ability to reproduce asexually B. The ability to make their own food C. The need for a source of energy D. The need for oxygen for respiration
Moules
Membrane Protein Outside of cell Surface Inside of cell
Moules Antibiotic Action on a Bacterium antibiotic rupture before after
Moules Part A: Describe two similarities in the structure of the organic molecules shown. Similarity 1: Similarity 2: Part B: “Structure determines function” is an important concept to biology. Select one of the organic molecules shown and explain how its structure is related to its function.
Moules
3. Which effect is most likely caused by nondisjunction during meiosis? A. an increase in nuclei B. an extra chromosome C. only two types of nitrogenous bases D. increased survival benefits from traits 4. A genetic mutation involving a single base causes an error that affects the sequence of the next 500 amino acids in a protein. Which type of mutation could have produced this type of error in the protein? A. silent B. nonsense C. frame-shift D. substitution 5. New technologies enable oils to be extracted from plants to make renewable biodiesel fuel. Scientists have altered the genome of a specific plant species to increase the amount of oil produced by each plant. Which statement explains why this technology most likely benefits farmers? A. It makes each plant more resistant to disease. B. It lowers the cost of each acre of plants cultivated. C. It increases the value of each acre of land cultivated. D. It eliminates the processing needed to extract plant oils. 6. A population of squirrels was separated during the formation of the Grand Canyon. Over time the squirrels, separated by the canyon walls and the Colorado River, became unique species. Which mechanism most likely caused the development of the new species? A. habitat preference B. increased gene flow C. geographic isolation D. behavioral isolation 7. A researcher observes two species of frogs in the same area. Both species have a similar diet. One species breeds in fast-moving streams, while the other species breeds in ponds. Both species are similar in appearance and have very similar DNA. Which information provides the best evidence that these two species descended from a common ancestor? A. the species’ similar diets B. the species’ shared habitat C. the species’ mating behaviors D. the species’ physical characteristics
Moules
8. Which description is the best example of a population? A. all of the red foxes in a forest B. all of the red foxes in every forest C. all of the organisms in a forest D. all of the organisms in every forest 9. Which energy transfer most likely occurs between organisms in the food web? A. from owl to fox B. from rabbit to fox C. from sparrow to grass D. from mouse to grasshopper 10. In Pennsylvania, a nonnative plant called stiltgrass out-competes native plants in many forest ecosystems. Which statement best describes how the spread of stiltgrass negatively affects native herbivores? A. Stiltgrass stops the life cycles of native herbivores. B. Stiltgrass reduces the size of the native plant populations. C. Stiltgrass increases the flow of energy through the ecosystem. D. Stiltgrass attracts other nonnative plants to the forest ecosystem. Four Locations of Aye-ayes
Moules Part B: Describe one possible effect that a nonnative species can have on a native ecosystem and explain why this effect might occur. Use the diagram below to answer question 14. Pea Flower Color Cross
14. In pea plants, the flowers can be purple or white. The diagram shows three generations of pea plant crosses.
Moules Part A: Using the pea flower color cross, identify the pattern of inheritance shown and explain how the cross shows this pattern. Part B: Explain how farmers could ensure that they only grow white flowers.