cell functions cells: biology essential...

CELLS: CELL FUNCTIONS Enduring Understanding: Living systems, from molecular to organismic level, demonstrate the complementary nature of structure and function that facilitate their ability to live, eliminate waste, grow, respond to their environment, and

reproduce.

Biology

Bio.1.2.1 Explain how homeostasis is

maintained in a cell and within an organism

in various environments (including:

temperature and pH). 5C/H7(HS-LS1-3)

Bio.1.2.2 Analyze how cells grow and

reproduce in terms of interphase, mitosis

and cytokinesis.6C/H3abd (HS-LS1-4)

Bio.1.1.1 Summarize the structure and function

of organelles in eukaryotic cells (including: the

nucleus, plasma membrane, cell wall,

mitochondria, vacuoles, chloroplasts, and

ribosomes) and ways that these organelles

interact with each other and to perform the

function of the cell.5C/H1,2

Grades 9-12

How do systems of specialized cells within organisms help them perform the essential functions of life?LS1A

Systems of specialized cells within organisms help them perform the essential functions of life, which involve

chemical reactions that take place between different types of molecules, such as water, proteins, carbohydrates,

lipids, and nucleic acids. All cells contain genetic information in the form of DNA molecules. Genes are regions in

the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of

cells. They form important structural components of the cell and provide energy. The essential functions of a cell

involve chemical reactions that take place between many different types of molecules, including water,

carbohydrates, lipids, nucleic acids and proteins, and are facilitated by enzymes. Enzymes, which are proteins, are

responsible for facilitating life processes. The breakdown of complex molecules, the release and capture of energy in

new chemical forms, and the synthesis of new biomolecules are all carried out by proteins. Proteins function as

hormones and neurotransmitters. They serve as signaling devices and are involved in regulating the activities of the

cells. Many factors influence an enzyme’s activity and its ability to regulate chemical reactions for life’s functions.

The types and concentrations of molecules within cells are regulated. The cell membrane controls what enters and

leaves the cell. Feedback mechanisms maintain a living system’s internal conditions within certain limits (e.g.,

temperature, molecular concentration, pH), allowing it to remain alive and functional even as external conditions are

changing. Feedback mechanisms can encourage (positive feedback) or discourage (negative feedback) what is going

on inside the living system.

How is genetic information transmitted between parent and offspring after fertilization?LS1B

In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. As successive subdivisions of an embryo’s cells occur, programmed genetic instructions and small differences in their immediate environments activate or inactivate different genes, which cause the cells to develop differently—a process called differentiation. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. In sexual reproduction, a specialized type of cell division called meiosis occurs that results in the production of sex cells, such as gametes in animals (sperm and eggs), which contain only one member from each chromosome pair in the parent cell. How do organisms obtain and use the matter and energy they need to live and grow?LS1C

The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen; their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. For example, aerobic (in the presence of oxygen) cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Anaerobic (without oxygen) cellular respiration follows a different and less efficient chemical pathway to provide energy in cells. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy loss to the surrounding environment. Matter and energy are conserved in each change. This is true of all biological

systems, from individual cells to ecosystems.

How do organisms detect, process, and use information about the environment?LS1D In complex animals, the brain is divided into several distinct regions and circuits, each of which primarily serves

dedicated functions, such as visual perception, auditory perception, interpretation of perceptual information, guidance

of motor movement, and decision making about actions to take in the event of certain inputs. In addition, some

circuits give rise to emotions and memories that motivate organisms to seek rewards, avoid punishments, develop

fears, or form attachments to members of their own species and, in some cases, to individuals

of other species (e.g., mixed herds of mammals, mixed flocks of birds). The integrated functioning of all parts of the

brain is important for successful interpretation of inputs and generation of behaviors in response to them.

Essential Question: How do the structures of organisms enable life’s functions?

Bio.4.1.3 Explain how enzymes act as

catalysts for biological reactions. 5C/H9

Bio.1.1.2 Compare prokaryotic and

eukaryotic cells in terms of their general

structures (plasma membrane and genetic

material) and degree of complexity. 5C/H1

Bio.4.1.1 Compare the structures and

functions of the major biological molecules

(carbohydrates, proteins, lipids, and nucleic

acids) as related to the survival of living

organisms. 4D/H8; 5C/H4; 5F/H4.

Bio.4.1.2 Summarize the relationship among DNA,

proteins, and amino acids in carrying out the work of

cells and how this is similar among all organisms.

5C/H3(HS-LS1-1)

Bio.3.1.2 Explain how DNA and RNA code

for proteins and determine traits. 5C/H4

(HS-LS1-1)

Bio.1.1.3 Explain how instructions in DNA lead to

cell differentiation and result in cells specialized

to perform specific functions in multicellular

organisms. 6B/H1;5B/H6b;5C/H2b;

Bio.3.2.1 Explain the role of meiosis in sexual

reproduction and genetic variation.

Bio.4.2.1 Analyze photosynthesis and cellular

respiration in terms of how energy is stored,

released, and transferred within and

between these processes in the cell.

AP Bio. Enduring Understanding 2.A: Growth,

reproduction and maintenance of the organization

of living systems require free energy and matter.

AP Bio. Enduring Understanding 3.B: Expression

of genetic information involves cellular and

molecular mechanisms. (see 3.B.1)


reproduce.

7.L.1.2.Compare the structures and functions of

plant and animal cells, including major organelles

(cell membrane, cell wall, nucleus, chloroplasts,

mitochondria, and vacuoles).5C/M1

6.L.1.2.Explain the significance of the processes of

photosynthesis, respiration and transpiration to the

survival of green plants and other organisms.

5A/M2;5A/M2

6.L.1.1 Summarize the basic structures and functions of

flowering plants required for survival, reproduction

and defense.

5A/M1;5A/M2;5C/M1a,b;5C/M2a,5C/M3a;5C/M4

7.L.1.4. Summarize the general functions of the

major systems of the human body (digestion,

respiration, reproduction, circulation, and excretion) and ways that these systems interact

with each other to sustain life. 6C/M3 HS-LS1-2

6-8

To Biology

Essential Question: How do structures of organisms enable life’s functions?

8.L.1.1 Summarize the basic characteristics of

viruses, bacteria, fungi and parasites relating to

the spread, treatment and prevention of disease.

7.L.1.1.Compare the structures and life functions

of single-celled organisms that carry out all of the

basic functions of life including: (Euglena.

Amoeba. Paramecium. Volvox. 5C/M3)

7.L.1.3. Summarize the hierarchical

organization of multicellular organisms

from cells to tissues to organs to systems

to organisms.5C/1

Grades 6-8 How do cells within organisms help them perform the essential functions of life?LS1A All living things

are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one

single cell (unicellular) or many different numbers and types of cells (multicellular). Unicellular organisms

(microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an

environment in which they can live. Special structures within cells are responsible for various functions

(e.g., mitochondria in plants and animals extract energy from food, and chloroplasts in plants use light to

make food). The cell membrane forms the boundary that controls what enters and leaves the cell. These

include the molecules needed to carry out life functions. Micro-organisms consist of a single cell. Like

multicellular organisms, microorganisms need food, water, and air, a way to dispose of waste, and an

environment they can live in. In multicellular organisms, the body is a system of multiple interacting

subsystems. These subsystems are groups of cells that work together to form tissues or organs that are

specialized for particular body functions. (Boundary: At this grade level, only a few major cell structures

should be introduced.)

How do different organisms grow, develop and continue their type (species)? LS1B

Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring.

Animals engage in characteristic behaviors that increase the odds of reproduction. Plants reproduce in a

variety of ways, sometimes depending on animal behavior and specialized features (such as attractively

colored flowers) for reproduction. Plant growth can continue throughout the plant’s life through production

of plant matter in photosynthesis. Genetic factors as well as local conditions affect the size of the adult plant.

The growth of an animal is controlled by genetic factors, food intake, and interactions with other organisms,

and each species has a typical adult size range. (Boundary: Reproduction is not treated in any detail here; for

more specifics about grade level, see LS3.A.)

How do organisms obtain and use the matter and energy they need to live and grow?LS1C

Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars

(food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which

also releases oxygen. These sugars can be used immediately or stored for growth or later use. Animals obtain

food from eating plants or eating other animals. Within individual organisms, food moves through a series of

chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or

to release energy. For the body to use food for energy and building materials, the food must first be digested

into molecules that are absorbed and transported to cells. In order to release the energy stored in food,

oxygen must be supplied to cells and carbon dioxide removed. Lungs take in oxygen for the combustion of

food, and they eliminate the carbon dioxide produced. The circulatory system moves all these substances to

or from cells where they are needed or produced. The way in which all cells function is similar in all living

organisms. Within cells many of the basic functions of organisms, such as releasing energy from food and

getting rid of waste, are carried out by different cell elements. In plants and animals, molecules from food

react with oxygen to provide energy that is needed to carry out life functions, build and become incorporated

into the body structure, or is stored for later use. Matter moves within individual organisms through a series

of chemical reactions in which food is broken down and rearranged to form new molecules. Plants use the

energy from light to make sugars (food) from carbon dioxide and water. This process transforms light energy

from the sun into stored chemical energy. Minerals and other nutrients from the soil are not food (they don’t

provide energy), but they are needed for plants to make complex molecules from the sugar they make.

How do organisms detect, process, and use information about the environment?LS1D Each sense receptor

responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel

along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors

or memories. Changes in the structure and functioning of many millions of interconnected nerve cells allow

combined inputs to be stored as memories for long periods of time.

7.L.2.1 Explain why offspring that result from

sexual reproduction (fertilization and meiosis)

have greater variation than offspring that result

from asexual reproduction (budding and mitosis).

5B/M1,2,3


reproduce.

3.L.1.2. Explain why skin is necessary for

protection and for the body to remain

healthy.6C/E3

4.L.2.1 Classify substances as food or non-food

items based on their ability to provide energy

and materials for survival, growth and repair of

the body. 6E/E1a (5E/2)

3.L.1.1 Compare the different functions of the

skeletal and muscular system. 5C/E2bc

3-5 To 6.L.1.1

5.L.1.2 Compare the major systems of the human

body (digestive, respiratory, circulatory,

muscular, skeletal, cardiovascular) as it relates to

their functions necessary for life. 6C/E1,2

Grades 3 – 5

How do organisms use their structures to grow, survive and reproduce?LS1A

The internal and external structures of plants and animals serve various

functions in growth, survival, and reproduction. Plants and animals have both internal

and external structures that serve various functions in growth, survival, behavior, and

reproduction. (Boundary: Stress at this grade level is on understanding the macroscale

systems and their function, not microscopic processes.) AAAS: Some living things

consist of a single cell. Like familiar organisms, they need food, water, and air; a way

to dispose of waste; and an environment they can live in. 5C/E1Some organisms are

made of a collection of similar cells that benefit from cooperating. Some organisms'

cells vary greatly in appearance and perform very different roles in the organism.

5C/E2bcSkin keeps the body from drying out and protects it from harmful substances

and germs. 6C/E3

How do different organisms develop?LS1B Reproduction is essential to the

continued existence of every kind of organism. Plants and animals have unique and

diverse life cycles that include being born (sprouting in plants), growing, developing

into adults, reproducing, and eventually dying.

How do organisms get the matter and energy they need from what they get from the

environment?LS1C People and other animals take in the oxygen they need to live by

breathing. Animals and plants alike generally need to take in air and water, animals

must take in food, and plants need light and minerals; anaerobic life, such as bacteria

in the gut, functions without air. Food provides animals with the materials they need

for body repair and growth and is digested (and burned) to release the energy they

need to maintain body warmth and for motion. Plants acquire their material for

growth chiefly from air and water and process matter they have formed to maintain

their internal conditions (e.g., at night).AAAS: 6C/E1, The indigestible parts of food

are eliminated. 6C/E1b

How do organisms detect, process, and use information about the environment?

LS1 D Different sense receptors are specialized for particular kinds of information,

which may then be processed and integrated by an animal’s brain, with some

information stored as memories. Animals are able to use their perceptions and

memories to guide their actions. Some responses to information are instinctive—that

is, animals’ brains are organized so that they do not have to think about how to

respond to certain stimuli. AAAS: Human beings have made tools and machines to

sense and do things that they could not otherwise sense or do at all, as quickly, or as

well. 6A/E2* Microscopes make it possible to see that living things are made mostly

of cells. 5C/E2aThe brain gets signals from all parts of the body telling it what is

going on there. The brain also sends signals to parts of the body to influence what

they do. 6C/E4*


4.L.2.2 Explain the role of vitamins,

minerals and exercise in maintaining a

healthy body. 6E/E1b

4.L.1.2 Explain how animals meet their needs

by using behaviors in response to information

received from the environment. 6C/E4

5.L.1.1 Explain why some organisms are capable

of surviving as a single cell while others require

many cells that are specialized to survive.

5C/E1,E2bc


reproduce.

K.L.1.2 Compare characteristics of living and nonliving things in

terms of their: Structure. Growth. Changes. Movement. Basic

needs. 6A/P1,2;6C/P1; 5C/P2

1.L.1.1 Recognize that plants and animals need air,

water, light (plants only), space, food and shelter

and that these may be found in their

environment.6A/2; 5C/P2; 5D/P2

2.L.1.1 Summarize the life cycle of animals

including: birth, developing into an adult,

reproducing, aging and death. 6C/P1,2,3

Basic needs

and the human organism

Structures

and the human organism

K-2

To 3.L.2.1

Grades K – 2

How do living things meet their basic needs? LS1 A

All organisms have external parts. Different animals use their body parts in

different ways to see, hear, grasp objects, protect themselves, move from place to

place, and seek, find, and take in food, water and air. Plants also have different

parts (roots, stems, leaves, flowers, fruits) that help them survive, grow, and

produce more plants.

AAAS: People have different external features, such as the size, shape, and color

of hair, skin, and eyes, but they are more like one another than like other animals.

6A/P1The human body has parts that help it seek, find, and take in food when it

feels hunger—eyes and a nose for detecting food, legs to get to it, arms to carry it

away, and a mouth to eat it. 6C/P1

How do living things grow and develop?LS1B

Plants and animals have predictable characteristics at different stages of

development. Plants and animals grow and change. Adult plants and animals can

have young. In many kinds of animals, parents and the offspring themselves

engage in behaviors that help the offspring to survive.

How do living things get and use what they need to live and grow? LS1 C All living things grow, reproduce, and respond to their environment. All animals

need food in order to live and grow. They obtain their food from plants or from

other animals. Plants need water and light to live and grow. AAAS: People need

water, food, air, waste removal, and a particular range of temperatures in their

environment, just as other animals do. 6A/P2

How do organisms detect, process, and use information about the

environment?LS1 D Animals have body parts that capture and convey different

kinds of information needed for growth and survival—for example, eyes for light,

ears for sounds, and skin for temperature or touch. Animals respond to these

inputs with behaviors that help them survive (e.g., find food, run from a predator).

Plants also respond to some external inputs (e.g., turn leaves toward the sun).

AAAS: Senses can warn individuals about danger; muscles help them to fight,

hide, or get out of danger. 6C/P2 The brain enables human beings to think and

sends messages to other body parts to help them work properly. 6C/P3

Basic functions and the

human organism


Supporting Objective K.L.1.2

Magnifiers help people see things they

could not see without them. 5C/1

Supporting Objective K.L.1.2

Most things are made of parts. 11A/1

1.L.2.1 Summarize the basic needs of a variety of

different plants (including air, water, nutrients, and

light) for energy and growth. 5C/P2

1.L.2.2 Summarize the basic needs of a variety of

different animals (including air, water, and food)

for energy and growth. 5C/P2, 6A/P2

a

2.L.1.2 Compare life cycles of other animals

such as, but not limited to, mealworms,

ladybugs, crickets, guppies or frogs. 6C/P1,2,3


reproduce.

*References: National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.


reproduce.

Cell Functions

AP Biology Enduring Understanding 2A Growth, reproduction and maintaining the organization of living

systems require energy and matter.

(1) 2.A.2 Organisms capture and store free energy for biological processes.

(2) 2.A.1 All living systems require energy.

(3) 2.A.3 Organisms must exchange matter with the environment to grow, reproduce, and maintain organization.

Bio.1.1 Understand the relationship between the

structures and functions of cells and their

organelles.

Bio.4.1 Understand how biological molecules

are essential to the survival of living

organisms.

1. During aerobic cellular respiration, oxygen gas is consumed at the same rate as carbon dioxide gas is produced. In

order to provide accurate volumetric measurements of oxygen gas consumption, the experimental setup should

include which of the following?

(A) A substance that removes carbon dioxide gas

(B) A plant to produce oxygen

(C) A glucose reserve

(D) A valve to release excess water

2. Which of the following statements most directly supports the claim that different species of organisms use

different metabolic strategies to meet their energy requirements for growth, reproduction, and homeostasis?

(A) During cold periods pond-dwelling animals can increase the number of unsaturated fatty acids in their cell

membranes while some plants make antifreeze proteins to prevent ice crystal formation in tissues.

(B) Bacteria lack introns while many eukaryotic genes contain many of these intervening sequences.

(C) Carnivores have more teeth that are specialized for ripping food while herbivores have more teeth that are

specialized for grinding food.

(D) Plants generally use starch molecules for storage while animals use glycogen and fats for storage

3. The chemical reaction for photosynthesis is: 6 CO2+ 12 H2O + light energy → C6H12O6+ 6 O2+ 6 H2O

If the input water is labeled with a radioactive isotope of oxygen, 18O, then the oxygen gas released as the reaction

proceeds is also labeled with 18O. Which of the following is the most likely explanation?

(A) During the light reactions of photosynthesis, water is split, the hydrogen atoms combine with the CO2, and

oxygen gas is released.

(B) During the light reactions of photosynthesis, water is split, removing electrons and protons, and

oxygen gas is released.

(C) During the Calvin cycle, water is split, regenerating NADPH from NADP +, and oxygen gas is released.

(D) During the Calvin cycle, water is split, the hydrogen atoms are added to intermediates of sugar synthesis,

and oxygen gas is released

Bio.1.1.3

Constructed Response: Explain how many

of the cells in an individual can be very

different from one another in terms of

structure and function, even though they are

descended from a single cell and thus have

essentially identical genetic instructions.

----------------------------------------------------------------

Nerve cells and bone cells are specialized cells that

descend from the same single cell (fertilized egg).

Which statement best explains how each type of cell

results in a different structure with a specialized

function?

a. Nerve cells and bone cells begin with the

same structure; however, bone cells harden

over time.

b. Nerve cells and bone cells receive different

DNA that determines the structure and

function that each will perform.

c. Nerve cells and bone cells receive the

same DNA; however, only specific parts

of the DNA are activated in each cell.

d. Nerve cells and bone cells receive the same

DNA; however, bone cells receive more to

make the protective outer covering.

Bio.4.1.3

How do enzymes speed up biological chemical

reactions?

a. Enzymes increase the energy required for a

reaction to occur.

b. Enzymes decrease the energy required for

a reaction to occur.

c. Enzymes have no affect on the energy

required for a reaction to occur.

d. Enzymes maintain the energy needed for a

reaction to occur.

Bio.4.2 Analyze the relationships between

biochemical processes and energy use in the

cell.

Bio.4.2.1

How does the process of photosynthesis in plants

provide energy for animals?

a. The water and carbon dioxide used in

photosynthesis are converted into glucose

and ATP for animals.

b. The glucose and ATP used in photosynthesis

are converted into water and carbon dioxide

for animals.

c. The glucose and carbon dioxide used in

photosynthesis are converted into proteins for

animals.

d. The oxygen and glucose produced through

photosynthesis are converted into lipids for

animals.


reproduce.

Cell Functions Bio.3.2 Understand how the

environment, and/or the interaction of alleles,

influences the expression of genetic traits. Bio.1.2 Analyze the cell as a living system.

Bio.4.1 Understand how biological molecules

are essential to the survival of living

organisms.

Bio.3.2.1

Why is the process of meiosis important to sexual

reproduction?

a. It provides genetic variation in offspring.

b. It doubles the number of chromosomes in

offspring.

c. It reduces the number of alleles from parent

to offspring.

d. It produces a hybrid of all genetic traits in

offspring.

Bio.1.2.1

A student placed an onion root tip sample (Side

A) into a liquid solution (Side B). The diagram

below shows the same type of molecule on side

A and side B. Over time, what is the likely

result? Explain your choice.

a. More molecules will be on Side B than

Side A.

b. More molecules will be on Side A than

Side B.

c. Equal number of molecules will be

on Side A & B.

d. All of the molecules will move towards

the membrane.

Bio.1.2.2

A student observes a typical onion root tip

where many of the cells have just successfully

completed mitosis. Which statement best

explains what must have happened to result in

cells that only have half as many

chromosomes as all of the other cells in the

same section of the tip?

a. The parent cell completed mitosis after

undergoing interphase.

b. The parent cell completed mitosis after

undergoing cytokinesis.

c. The parent cell completed mitosis before

undergoing cytokinesis.

d. The parent cell completed mitosis

before undergoing interphase.

Bio.4.1.2

How does the DNA code become a

protein?

a. DNA mRNA tRNA amino

acid protein

a. DNA tRNA mRNA amino

acid protein

b. DNA mRNA amino acid

tRNA protein

c. DNA amino acid mRNA

tRNA protein


reproduce.

Cell Functions Bio.3.1 Explain how traits are

determined by the structure and function of DNA.

Bio.4.1 Understand how biological molecules are

essential to the survival of living organisms. Bio.1.1 Understand the relationship between the structures and functions of cells and their organelles.

Bio.3.1.2

This chart represents amino acids that are coded from

different combinations of mRNA codons.

Which amino acid sequence can be coded from the DNA

sequence CAG TAG CGA?

a. Valine — Isoleucine — Glycine

b. Valine — Aspartic Acid — Alanine

c. Valine — Isoleucine — Alanine

d. Valine — Phenylalanine — Alanine

(NGSS:HS-LS1-1) PE

HS-LS1-1.Construct an explanation based on evidence

for how the structure of DNA determines the structure of

proteins which carry out the essential functions of life

through systems of specialized cells. [Assessment Boundary: Assessment does not include

identification of specific cell or tissue types, whole body

systems, specific protein structures and functions, or the

biochemistry of protein synthesis.

Bio.4.1.1

Why would a distance runner consume

carbohydrates instead of proteins before a

race?

a. Carbohydrates provide insulation for

heat.

b. Carbohydrates provide structure for

tissues.

c. Carbohydrates provide genetic material

for muscle cells.

d. Carbohydrates provide energy for

endurance.

Bio.1.1.2

A student observed a sample of pond water

and saw that the organisms had different

types of structures. Which observation can

be used to distinguish between eukaryotic

and prokaryotic organisms in the sample?

a. the presence of chlorophyll inside a

structure

b. the absence of cytoplasm inside the cell

c. the presence of ribosomes inside the

cell

d. the presence of a membrane around

the structures

Bio.1.1.1

A runner is competing in a 10 km track meet and

just before completing the race, the runner is

nearly out of breath and the energy needed to

finish the race. Which cell structure is most

affected by this lack of energy?

a. nucleus

b. ribosome

c. mitochondrion

d. plasma membrane


reproduce.

8.L.1 Understand the hazards caused by agents of diseases

that affect living organisms.

7.L.1 Understand the processes, structures and functions of living organisms that enable them to survive,

reproduce and carry out the basic functions of life.

7.L.2 Understand the relationship of the

mechanisms of cellular reproduction, patterns of

inheritance and external factors to potential

variation among offspring. 8.L.1.1

7.L.1.3

Which of the following is organized from simplest to

most complex?

a. cells->organs->organ systems->tissues->the

organism

b. cells->tissues->organs->organ systems-

>the organism*

c. the organism->organ systems->organs-

>tissues->cells

d. tissues->cells->organs->organ systems->the

organism

7.L.1.4 HS-LS1-2

How do the lungs function within the excretory

system?

a. the lungs exchange oxygen and carbon

monoxide

b. the lungs absorb carbon dioxide from

the air

c. the lungs help to release carbon dioxide

while absorbing nutrients

d. the lungs exchange oxygen and

carbon dioxide and release waste

products in cells.*

7.L.2.1

Which best explains why sexual reproduction

produces greater variations in the offspring?

a. The DNA come from two genetically

different parents.*

b. The DNA comes from one parent that is

genetically identical.

c. The sex cells are produced by mitosis.

d. The sex cells undergo self fertilization.


reproduce.

7.L.1 Understand the processes, structures and functions of living organisms that enable them to survive,

reproduce and carry out the basic functions of life.

6.L.1 Understand the structures, processes and behaviors of plants that enable them to survive and

reproduce.

7.L.1.2 7.L.1.1

Which characteristic do volvox and euglena share?

a. They both have eye spots.

b. The both use flagella to move.*

c. They both have eye spots and use flagella to

move.

d. They have neither eye spots nor flagella.

6.L.1.2 Photosynthesis is a vital process to the survival of plants

and other organisms. Which best describes the significance

of photosynthesis to the survival of green plants?

a. It provides protection from cold weather.

b. It provides plant matter for growth.

c. It provides oxygen for humans.

d. It provides carbon dioxide for other plants.

Photosynthesis is a vital process to the survival of plants

and other organisms. Which best describes the significance

of photosynthesis to the survival of other organisms?

e. It provides protection from cold weather.

f. It provides plant matter for growth.

g. It provides oxygen for animals.

h. It provides carbon dioxide for other plants.

6.L.1.1 Plants reproduce in a variety of ways, sometimes

depending on other organisms for survival. Which best

describes how flowers help some plants survive?

a. Flowers make food.

b. Flowers provide heat.

c. Flowers absorb water from the air to aid

with photosynthesis.

d. Flowers attract birds and insects to aid

with reproduction.

.


reproduce.


reproduce.

1.L.1 Understand characteristics of various

environments and behaviors of humans that

enable plants and animals to survive.

K.L.1 Compare characteristics of animals that

make them alike and different from other

animals and nonliving things. (5A/P1)

1.L.1.1 K.L.1.2 The pictures below represent an owl, a

butterfly and a statue of an owl. What do the owl

and butterfly have in common and how are they

different? How is a living owl similar to the statue

and how are they different?

Living Owl

Living Butterfly

Statue of Owl

http://www.google.com/imgres?imgurl=http://paulsbutterflies.com/OwlVerso.jpg&imgrefurl=http://bbs.keyhole.com/ubb/ubbthreads.php?ubb=showflat&Number=1069410&page=all&usg=__7J71xcReyL9M5OBTinyg0OZAQ08=&h=592&w=563&sz=224&hl=en&start=6&sig2=TRIYOD6fwHm7B80Gr1eLYw&um=1&itbs=1&tbnid=U3AsmAEVLFlTpM:&tbnh=135&tbnw=128&prev=/images?q=owl+eye+butterfly&um=1&hl=en&sa=X&rlz=1T4GGLL_enUS372US373&tbs=isch:1&ei=aC4JTKfzEdHccOTa1YYO

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