CSET REVIEW

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CSET REVIEW

• Biology

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2.1 Structure of Living Organisms and Their
Function (Physiology and Cell Biology).

• Describe levels of organization and related
  functions in plants and animals, including, organ
  systems (e.g., the digestive system), organs,
  tissues (e.g., ovules in plants, heart chambers
  in humans), cells, and subcellular organelles
  (e.g., nucleus, chloroplast, mitochondrion).
• Structural hierarchy for all
• Atoms? molecules ?organelles? cells ? tissues?
  organs? organ systems? organisms
• Examples
• Important organs of Circulatory system?
• Functions of organelles in a cell?
• Reductionism
• Explaining higher levels by reference to lower
  levels

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Sample Question

• In what part of the subcellular organelle is
  genetic material stored?
• A. vacuoles
• B. chromosomes
• C. cytoplasm
• D. membranes
• What do you need to know to answer the question?

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2.1 Structure of Living Organisms and Their
Function (Physiology and Cell Biology).

• Know structures and related functions of systems
  in plants and animals, such as reproductive,
  respiratory, circulatory, and digestive.
• Really just a repeat Know the parts
• More examples?

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• Angiosperms are flowering plants that bear their
  seeds within fruits. If a flower depends on bees
  to carry the pollen from one flower to another,
  the pollen would most likely be on the
• A. stamen.
• B. pistil.
• C. sepals.
• D. petals.

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2.1 Structure of Living Organisms and Their
Function (Physiology and Cell Biology).

• Understand principles of chemistry underlying the
  functioning of biological systems (e.g., carbons
  central role in living organisms, water and salt,
  DNA, and the energetics of photosynthesis).
• Again, Reductionism
• More examples
• Diffusion and Osmosis
• Surface area to volume ratio
• Thermodynamics and heat

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Pressure manipulated?
Diffusion?
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Multiple Choice Question(From CSET website)

• The stems of a bunch of just-cut white flowers
  are immersed in a container of water to which
  blue dye has been added. After 24 hours, 2
  tablespoons of salt are added to the water.
  Twenty-four hours later the flowers will most
  likely appear
• A. wilted and light blue.
• B. fresh and white.
• C. wilted and white.
• D. fresh and light blue.
• What do you need to know to answer this?
• Read the entire question!!!
• multiple steps to arrive at the solution

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2.2 Living and Nonliving Components in
Environments (Ecology).

• Know the characteristics of many living organisms
  (e.g., growth, reproduction, and stimulus
  response).
• Properties of life
• 3 above
• Homeostasis maintaining conditions
• Complexity
• Take in and release energy and materials
• (Metabolism)
• Evolution populations

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• All life forms have common characteristics. Which
  of the following properties is the best evidence
  for considering viruses a life form?
• A. They have a crystalline structure.
• B. They are found inside animals, plants, and
  one-celled organisms.
• C. They produce nucleic acids to reproduce
  themselves.
• D. They possess the ability to become larger.

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Sample Question

• The process by which an organisms internal
  environment is kept stable in spite of changes in
  the external environment is best described as
• A. respiration.
• B. homeostasis.
• C. an organ system.
• D. the nervous system.

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2.2 Living and Nonliving Components in
Environments (Ecology).

• Understand the basic needs of all living
  organisms (e.g., food, water, and space), and can
  distinguish between environmental adaptations and
  accommodations.
• Some basic needs?

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Sample Question

• A woman goes on a 2 year hiking trek in the
  mountains. By the end of the 2 years, her leg
  muscles have increased in size, her lung volume
  has increased, and her red blood cell count has
  increased.
• Explain how each of these changes makes sense
  given what she has been doing
• Is this an example of adaptation? why or why not?

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2.2 Living and Nonliving Components in
Environments (Ecology).

• Describe the relationship between the number and
  types of organisms an ecosystem can support and
  relationships among members of a species and
  across species.
• Illustrate the flow of energy and matter through
  an ecosystem from sunlight to food chains and
  food webs (including primary producers,
  consumers, and decomposers).

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A generic food web

• Where does energy Originate?

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Available Energy decreases as it moves through
the food chain
Consumption efficiency Energy captured
100 Energy Available
What happens to the energy lost at each level?
10-25 5-15 0.5-1.0
Carnivore production
Herbivore Production
Primary Production
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• Certain species of acacia trees have long hollow
  thorns that house stinging ants. The ants feed
  on nectar produced by the tree and attack
  anything that touches the tree. The relationship
  between the ants and the acacias is an example
  of
• A. mutualism.
• B. parasitism.
• C. commensalism.
• D. predation.

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2.2 Living and Nonliving Components in
Environments (Ecology).

• Identify the resources available in an ecosystem,
  and describe the environmental factors that
  support the ecosystem, such as temperature,
  water, and soil composition.
• Primary productivity

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2.3 Life Cycle, Reproduction, and Evolution
(Genetics and Evolution).

• Diagram life cycles of familiar organisms (e.g.,
  butterfly, frog, mouse).

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2.3 Life Cycle, Reproduction, and Evolution
(Genetics and Evolution).

• Explain factors that affect the growth and
  development of plants, such as light, gravity,
  and stress.

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• Based on a response to an external stimuli, which
  of the following terms most accurately describes
  the pictures above?
• A. phototropism
• B. geotropism
• C. photosynthesis
• D. respiration
• USE ROOTWORDS!

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2.3 Life Cycle, Reproduction, and Evolution
(Genetics and Evolution).

• Distinguish between sexual and asexual
  reproduction, and understand the process of cell
  division (mitosis), the types of cells and their
  functions, and the replication of plants and
  animals.

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Short answer question

• Gene expression for a particular trait is
  influenced by dominant and recessive alleles. In
  the following scenario, a blue-eyed individual
  married a brown-eyed individual who carries only
  the dominant brown eye-color gene and no
  recessives.
• Using your knowledge of genetics
• Diagram a Punnett square showing the possible eye
  colors that can occur in the offspring of the
  above individuals and
• Explain why a baby with blue eyes can be born to
  two parents with brown eyes.

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2.3 Life Cycle, Reproduction, and Evolution
(Genetics and Evolution).

• Distinguish between environmental and genetic
  sources of variation, and understand the
  principles of natural and artificial selection.
• Understand the basis of Darwins theory, that
  species evolved by a process of natural
  selection.

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• A farmer notices that his walnuts come in a wide
  range of sizes. He wants to increase the average
  size of his walnuts, so he only allows trees
  which produce large walnuts to breed. He
  continues to breed the trees for 20 years,
  constantly destroying trees with small walnuts
  and breeding trees with large walnuts. After
  twenty years, he measures his walnuts and finds
  no change in the average walnut size. Which of
  the following is most likely missing, and would
  account for the farmers inability to increase
  the size of his walnuts?
• A) Differential survival based on walnut size
• B) Differential reproduction based on walnut size
• C) Variation in walnut size
• D) Heredity of walnut size

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2.3 Life Cycle, Reproduction, and Evolution
(Genetics and Evolution).

• Know how evidence from the fossil record,
  comparative anatomy, and DNA sequences can be
  used to support the theory that life gradually
  evolved on earth over billions of years.

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A butterfly collector is studying a species of
butterfly that has expanded its range into a new
area over the last thirty years. The butterflies
in the new area feed on a species of flower that
has a deeper throat than the flowers exploited by
the butterfly species in its original range. The
average length of the proboscis that is used to
suck nectar from flowers is also greater in
butterflies that inhabit the new area. The
collector hypothesizes that individual
butterflies that moved into the area and
exploited the new flower grew longer proboscises
during their lifetimes in order to reach the
nectar. The gene for the longer proboscis was
then inherited by the offspring of these
individuals until the entire population consisted
of butterflies with longer proboscises than
butterflies in the original population. Using
your knowledge of evolutionary theory discuss
the validity of the researcher's explanation for
the increase in average proboscis length in
butterflies inhabiting the new area and
provide an alternative explanation that is
consistent with accepted evolutionary theory for
the change in proboscis length in butterflies
inhabiting the new area.
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Eaten by Monkey Rejected by Monkey Insects of
Bright Colors Insects of Dull Colors
23 120
83 18

• The chart above summarizes a study of 244 species
  of insects offered to a monkey as food
• Which of the following is the most likely
  interpretation of the results of the study in
  terms of animals adapting to their environment?
• A. Insects have adapted to have dull colors to
  avoid being eaten.
• B. Some insects of bright colors have likely
  adapted to have bitter tastes.
• C. Color as a variable is not sufficient in
  explaining the monkeys behavior.
• D. Monkeys have adapted to eat most species of
  insects.