Bio Matter and Energy Review

​BIO MATTER & ENERGY REVIEW

​Essential Questions:

• How do the structures of macromolecules determine their functions in living systems?

• How do photosynthesis and cellular respiration transform energy for use by organisms?

• What roles do enzymes play in regulating energy flow and chemical reactions?

• How do energy and matter move through food chains and biogeochemical cycles?

• How did early chemical reactions on Earth give rise to the first energy-using cells?

Standard 1B Basic Review

• 1B1 - Macromolecules

• 1B2 - Enzymes

• BIO.1B.1 Develop and use models to compare and contrast the structure and function of carbohydrates, lipids, proteins, and nucleic acids (DNA and RNA) in organisms.

• BIO.1B.2 Design and conduct an experiment to determine how enzymes react given various environmental conditions (i.e., pH, temperature, and concentration). Analyze, interpret, graph, and present data to explain how those changing conditions affect the enzyme activity and the rate of the reactions that take place in biological organisms.

Identify the elements that makeup macromolecules

• Carbohydrates - CHO 1:2:1

• Lipids - CHO

• Proteins - CHON

• Nucleic Acids - CHOPN

Match

Match the following

• CHOPN

• CHO

• CHON

• CHO 1:2:1

nucleic acid

lipid

protein

carbohydrates

• nucleic acid

• lipid

• protein

• carbohydrates

Multiple Choice

Which macromolecule contains phosphorus? (Always true, not Sometimes true)

• Carbohydrates

• Lipids

• Nucleic Acids

• Proteins

Multiple Select

Which TWO macromolecules contain nitrogen? (Always True, not Sometimes)

• Carbohydrates

• Lipids

• Nucleic Acids

• Proteins

Identify the monomers for macromolecules:

• Carbohydrates - monosaccharides

• Lipids - fatty acids

• Proteins - amino acids

• Nucleic Acids - nucleotides

Labelling

Match the Monomer to its Macromolecule.

Drag labels to their correct position on the image

Carbohydrate

Protein

Nucleic Acid

Lipid

Match

Match the following

• fatty acid

• amino acid

• nucleotide

• monosaccharide

lipids

proteins

nucleic acids

carbohydrates

• lipids

• proteins

• nucleic acids

• carbohydrates

Identify the main functions of the macromolecules

• Carbohydrates - main source of energy for cell

  • structures like cell walls, exoskeleton, short-term energy

• Lipids - long-term energy

  • waterproofing; insulation; cushioning; chemical messenger

• Proteins - speed up chemical reactions

  • fight infections; structures like bone, muscle, hair, nails; transport; chemical messengers

  • structure determine function

• Nucleic Acids - store and transmit genetic information

  • make proteins

Match

Match the following

• long-term energy

• speed up chemical reactions

• store genetic information

• main source of energy for cells

lipids

proteins

nucleic acids

carbohydrates

• lipids

• proteins

• nucleic acids

• carbohydrates

​Identify Important Macromolecules

Carbohydrates

• glucose - main short-term energy for cell

• starch - plant energy storage

• glycogen - animal energy storage

• cellulose - plant cell wall

• chitin - fungi cell wall and insect exoskeleton

Lipids (do not dissolve in water)

• fats - long-term energy storage

• fats - insulation

• fats - cushion organs

• phospholipid - main part of cell membrane

• wax - waterproof

• steroids - chemical messenger

• cholesterol - stabilize cell membrane

​Identify Important Macromolecules

Proteins (most diverse)

• enzymes - speed up chemical reactions (metabolism)

• antibodies - fight infections

• hormones - chemical messengers

  • insulin, glucagon

• transport proteins - move substances through cell membrane

• movement - muscles,

• structures - bones, horns, collagen, spider silk

Nucleic Acids

• DNA - store genetic information

• RNA - make proteins

Identify the macromolecule by structure:

​Carbohydrates

​Lipids

​Proteins

Nucleic Acids

Match

Match the following

Carbohydrates

Proteins

Nucleic Acids

Lipids

• Carbohydrates

• Proteins

• Nucleic Acids

• Lipids

Identify the macromolecule monomer by structure:

​monosaccaride

​fatty acid

​amino acid

nucleotide

CHO 1:2:1​
Hexagon or Pentagon

CHO
Chain of Carbons, very few Oxygens

CHON
NCC

CHOPN
Phosphate
Sugar
Nitrogen Base

Match

Match the following

monosaccharide

amino acid

nucleotide

fatty acid

• monosaccharide

• amino acid

• nucleotide

• fatty acid

Identify the macromolecule monomer by structure:

​Carbohydrates
Starch, Glycogen, Cellulose, Chitin

​Lipid
Phospholipid

​Protein
Polypeptide Chain

​Nucleic Acid
DNA

​Starch

​Phospholipid

​Polypeptide
Chain

DNA

Match

Match the structures

Phospholipid

Polypeptide Chain

Carbohydrate

DNA

• Phospholipid

• Polypeptide Chain

• Carbohydrate

• DNA

Identify the macromolecule monomer by structure:

​Carbohydrates
Starch, Glycogen, Cellulose, Chitin

​Lipid
Steroid

​Protein
Finished / Folded Protein

​Nucleic Acid
RNA

​Hexagons
Pentagons

Chicken-wire fence

​RNA

​steroid

​glycogen

​folded protein

Identify the macromolecule monomer by structure:

​Carbohydrates
Starch, Glycogen, Cellulose, Chitin

​Lipid
Steroid

​Protein

​Nucleic Acid
RNA

​Hexagons
Pentagons

Chicken-wire fence

​Amino Acid + Amino Acid

Compare DNA and RNA

• ​DNA

  • Deoxyribose sugar

  • Adenine bonds with Thymine

  • Double-stranded

  • Stores genetic information in the order of the nucleotides

• ​RNA

  • Ribose sugar

  • Adenine bonds with Uracil

  • Single-stranded

  • Makes proteins

Drag and Drop

Use the chemical descriptions to identify the correct macromolecule.

Molecule A: Contains Carbon, Hydrogen, and Oxygen in a 1:2:1 ratio (often shaped like a ring). This is a ​

Placeholder

.

Molecule B: Contains Carbon, Hydrogen, Oxygen, Nitrogen, and Phosphorus (has a sugar-phosphate backbone). This is a ​

Placeholder

.

Drag these tiles and drop them in the correct blank above

carbohydrate

nucleic acid

lipid

protein

Categorize

Options (6)

deoxyribose sugar

ribose sugar

Thymine

Uracil

Double stranded

Single stranded

Organize these options into the right categories

DNA

RNA

​Explain how Enzymes Work

• Enzymes are reusable proteins that speed up chemical reactions by

• lowering the activation energy needed for a reaction to start

• Enzymes are SPECIFIC to one reaction, as its active site only fits one substrate.

Multiple Choice

Enzymes are catalysts that speed up chemical reactions. Why is a specific enzyme, like lactase, unable to break down a different sugar, like sucrose?

• The enzyme is used up after one reaction and cannot be used again.

• The active site of the enzyme changes shape to fit any substrate.

• The shape of the enzyme's active site is specific and only fits the shape of lactose.

• Enzymes only work at very high temperatures which destroys sucrose.

Drag and Drop

Enzymes are reusable proteins that ​

Placeholder

chemical reactions by ​

Placeholder

the activation energy needed for a reaction to start.

Drag these tiles and drop them in the correct blank above

speed up

slow down

lowering

raising

Label the Enzyme Diagram

​substrate, products, active site, enzyme, enzyme-substrate complex (ESC)

​Substrate

​Active Site

​Products

​ESC - Enzyme-Substrate Complex

​Enzyme

Labelling

Label the enzyme diagram

Drag labels to their correct position on the image

substrate

enzyme

active site

products

​Enzyme reaction rate is affected by:

• Concentration of sSubstrates

  • enzyme reaction rate increases as substrate concentration increases (more substrates are available) until all enzymes are being used

​Describe how concentration, pH, and temperature affect enzyme reaction rates

​saturation

Shape and Function

• A proteins shape determines its function

• Enzymes are proteins

• Enzymes have an optimum pH and temperature in which they work best

• Outside of these conditions, the enzyme's active site changes shape and the enzyme stops working correctly.

Independent vs Dependent Variables

• Independent

  • "I change" - the part being tested

  • For enzymes, it is the pH or temperature

• Dependent

  • "data" - what gets measured

  • For enzymes, it is the reaction rate or enzyme activity

Graphing Variables

• X-axis

  • pH

  • Temperature

• Y-axis

  • Enzyme Activity

  • Reaction Rate

​

​

pH or Temperature

Enzyme Activity or Reaction Rate

pH - how acidic or basic the enzymes environment

• enzymes have a specific pH in which they work best (optimum)

​Describe how concentration, pH, and temperature affect enzyme reaction rates

Denature

• outside of the optimum pH, the enzymes active site deforms and can no longer function properly and stops working

Human Enzymes

• Pepsin (proteins) Stomach - 2

• Amylase (sugar) - Mouth - 7

• Trypsin (proteins) Small Intestines - 8

• Hemoglobin oxygen)- Blood - 7.4

​

​optimum pH

​denatured

​denatured

Multiple Choice

Which of the following conclusions can be drawn from this graph?

• The optimum pH of the enzyme is 6.6.
  
• The optimum pH of the enzyme is 5.8
  
• The enzyme’s activity increases as pH increases 5.0 to 9.0
  
• The enzyme’s activity is greater around pH of 8.0 .
  

• Temperature - the temperature of the enzymes environment

  • enzymes have a specific temperature in which they work best (optimum)

  • enzyme reaction rates increase as temperature increases until the optimum temperature is reached

  • Denature - above the optimum temperature, the enzyme stops working

​Describe how concentration, pH, and temperature affect enzyme reaction rates

​

​optimum temperature

Multiple Choice

Based on the graph, what is the optimal temperature for this enzyme? 

• 15^oC
• 40^oC
• 30^oC
• 35^oC

​Standard 2 Basic Review - Cellular Energy

• 2.1 - ATP-ADP Cycle

  • ATP, ADP, structure, energy storage, energy release, ATP-ADP cycle

• 2.2 - Photosynthesis

  • Reactants, products, light reactions, Calvin cycle, diagram

• 2.3 - Cellular Respiration

  • Reactants, products, glycolysis, Krebs cycle, ETC, diagram

• 2.4 Aerobic and Anaerobic Respiration

  • Aerobic respiration, anaerobic respiration, reactants, products, alcoholic fermentation, lactic acid fermentation

Multiple Choice

What does a monosaccharide  look like?

• A
• B
• C
• D

​Describe the Purpose of ATP

ATP is the energy currency used to do work in a cell

• Active Transport

  • Protein pumps, endocytosis, exocytosis

• Moving organelles

• Muscle contraction

• Making macromolecules

• Bioluminescence

​Compare ATP and ADP

ATP - adenosine triphosphate

• adenine nitrogen base

• ribose sugar

• 3 phosphate groups

• high energy stored between the 2nd and 3rd phosphate groups

ADP - adenosine diphosphate

• adenine nitrogen base

• ribose sugar

• 2 phosphate groups

• low energy

​

​

Categorize

Options (6)

low energy

high energy

3 phosphates

2 phosphates

adenine

ribose

Compare ATP and ADP

ATP (2)

ADP (2)

BOTH (2)

​Identify the Formulas for Storing and Releasing Energy in ATP

Storing Energy in ATP - add a phosphate to ADP

• ADP + P + Energy from Food > ATP

Releasing Energy from ATP - remove a phosphate from ATP

• ATP > ADP + P + Energy for Cellular Work

​

​

​

​

Dropdown

Storing Energy in ATP → ​

Select answer

​ a phosphate to ​

Select answer

.

Releasing Energy from ATP → ​

Select answer

a phosphate from ​

Select answer

.

Label the ATP Molecule

​

​

ATP

​

​

​

​

Adenine

​Ribose

Phosphate Groups

High-Energy Bond

Labelling

Label the ATP molecule

Drag labels to their correct position on the image

adenine

high-energy bond

ribose sugar

phosphate groups

Label the ATP-ADP Cycle

​

​

​

​

​

​Energy from Food

​Energy for Cellular Work

ATP

ADP

​Phosphate

Labelling

Label the ATP-ADP Cycle

Drag labels to their correct position on the image

ATP

phosphate

Cell Work Energy

Food Energy

ADP

Multiple Choice

The diagram shows a molecule of ATP. Which statement correctly explains how energy is released from this molecule for cellular work?

• Energy is released when the bond between the adenine and ribose is broken.

• Energy is released when the bond between the second and third phosphate group is broken.

• Energy is released when a third phosphate group is added to the chain.

• Energy is released when the ribose sugar is broken down into glucose.

​Compare Photosynthesis and Respiration

• The purpose of photosynthesis is to store energy in food

  • glucose, sugar, carbohydrates

• Photosynthesis occurs in the chloroplast

• The purpose of respiration is to store energy in ATP

• Most respiration occurs in the mitochondria

Dropdown

The purpose of photosynthesis is to store energy in ​

Select answer

Photosynthesis occurs in the ​

Select answer

The purpose of respiration is to store energy in ​

Select answer

Most respiration occurs in the ​

Select answer

• 6CO₂ + 6H₂0 + light → C₆H₁₂O₆ + 6O₂

• Carbon dioxide + Water + light energy→ Glucose + Oxygen

​Identify the Formula for Photosynthesis

Match

Match the molecules to their formulas.

• CO2

• H2O

• C6H12O6

• O2

carbon dioxide

water

glucose

oxygen

• carbon dioxide

• water

• glucose

• oxygen

Reorder

Place the photosynthesis formula in order:

• carbon dioxide +

• water +

• light energy →

• glucose +

• oxygen

1

2

3

4

5

• 1
• 2
• 3
• 4
• 5

​Identify the Reactants and Product for Photosynthesis

Reactants

• Carbon Dioxide CO₂

• Water H₂0

• Light Energy

Products

• Glucose C₆H₁₂O₆

  • Sugar/Carbohydrates

• Oxygen O₂

Categorize

Options (5)

glucose

oxygen

carbon dioxide

water

light energy

Choose the reactants and products of photosynthesis.

Reactants (3)

Products (2)

​Order and Compare the Stages of Photosynthesis

Light Reactions

• light dependent reactions

• Light energy used to split water, release oxygen, and create energy carriers ATP & NADPH

Calvin Cycle

• light independent reactions

• Energy carriers ATP and NADPH convert carbon dioxide into glucose

Reorder

Place the stages of photosynthesis in order (start with light).

• light energy

• light reactions

• Calvin cycle

1

2

3

• 1
• 2
• 3

Dropdown

The Light Reactions are also know as the ​

Select answer

.

The Calvin Cycle is also known as ​

Select answer

.

Dropdown

In the Light Reactions, ​

Select answer

used to split water.

In the Calvin Cycle, ​

Select answer

are used to convert carbon dioxide into glucose.

Dropdown

In the Light Reactions, ​

Select answer

.

In the Calvin Cycle, ​

Select answer

.

​Label the Photosynthesis Diagram

​Light Energy

Water

Oxygen

Carbon Dioxide

Glucose

Light
Reactions

Calvin
Cycle

​ATP
NADPH

Labelling

Label the Photosynthesis diagram.

Drag labels to their correct position on the image

CALVIN CYCLE

LIGHT REACTIONS

carbon dioxide

oxygen

glucose

light energy

water

​Compare Aerobic and Anaerobic Respiration

Aerobic Respiration

• requires oxygen

• starts in cytoplasm, finishes in the mitochondria

Reactants

• Glucose and Oxygen

Products

• 36 ATP

• Carbon Dioxide

• Water

Anaerobic Respiration

• fermentation

• does not require oxygen

• only in cytoplasm

Reactants

• Glucose

Products

• 2 ATP

• Carbon Dioxide and Alcohol or

• Lactic Acid

​The Purpose of Cellular Respiration is to Store Energy in ATP

Categorize

Options (6)

reactant is glucose

does not use oxygen

uses oxygen

makes 36 ATP

makes 2 ATP

fermentation

Compare Aerobic and Anaerobic Respiration

Aerobic Respiration (2)

Anaerobic Respiration ()

BOTH (1)

Drag and Drop

A sprinter is running a race and their muscle cells run out of oxygen. To continue producing energy, the cells switch to ​

Placeholder

respiration. This process produces ​

Placeholder

as a waste product, which can cause muscle burning.

Drag these tiles and drop them in the correct blank above

anaerobic

lactic acid

alcohol

aerobic

​Identify the Formulas for Aerobic Cellular Respiration

C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂0 + 36 ATP

Glucose + Oxygen → Carbon dioxide + Water + ATP energy

Reorder

Place the aerobic respiration formula in order:

• glucose +

• oxygen →

• carbon dioxide +

• water +

• ATP energy

1

2

3

4

5

• 1
• 2
• 3
• 4
• 5

​Identify the Reactants and Product for Aerobic Cellular Respiration

Reactants

• Glucose - C₆H₁₂O₆

• Oxygen - O₂

Products

• Carbon Dioxide - CO₂

• Water - H₂0

• ATP energy

Categorize

Options (5)

glucose

oxygen

carbon dioxide

water

ATP

Choose the reactants and products of aerobic cellular respiration.

Reactants (2)

Products (3)

​Order and Compare the Stages of Aerobic Respiration

Glycolysis

• splitting sugar

• Glucose is split

• makes 2 ATP, Pyruvate, and NADH

• in the cytoplasm

ETC

• electron transport chain

• oxygen is used

• energy from NADH, FADH2 is used

• makes 34 ATP

• in the mitochondria

​Glycolysis > Krebs Cycle > ETC (electron transport chain)

Krebs Cycle

• citric acid cycle

• Pyruvate is broken down

• makes 2 ATP

• makes energy carriers NADH & FADH₂

• in the mitochondria

Reorder

Place the stages of aerobic respiration in order.

• Glycolysis

• Krebs Cycle

• ETC

1

2

3

• 1
• 2
• 3

Categorize

Options (7)

does not uses oxygen

glucose is reactant

pyruvate is reactant

oxygen is used

makes 34 ATP

occurs in the cytoplasm

powered by energy carriers from the other stages

Compare the Stages of Aerobic Respiration

Glycolysis (3)

Krebs Cycle (1)

ETC (3)

​Label the Aerobic Respiration Diagram

Water
​H₂O

GLYCOLYSIS

KREBS
CYCLE

ETC

​2 ATP

​2 ATP

​34 ATP

Oxygen
O₂​

​Glucose

​NADH
FADH₂

​

Carbon Dioxide
​CO₂

​Pyruvate
Pyruvic Acid

Labelling

Label the Aerobic Respiration Diagram

Drag labels to their correct position on the image

2 ATP (Kr.)

GLYCOLYSIS

2 ATP (Gly.)

glucose

KREBS

ETC

34 ATP

​Compare Alcoholic and Lactic Acid Fermentation

Alcoholic Fermentation

• Plants and Yeast

• Does not use oxygen

Reactant

• Glucose

Products

• 2 ATP

• Carbon Dioxide

  • breads rise

• Alcohol

  • alcoholic drinks, fuel

Lactic Acid Fermentation

• Animals and Bacteria

• Does not use oxygen

Reactant

• Glucose

Products

• 2 ATP

• Lactic Acid

  • fermented food products like yogurt, pickles, sour cream, some cheeses

  • burning feeling in muscles

Dropdown

The alcohol produced by alcoholic fermentation is also known as ​

Select answer

.

The lactic acid produced by lactic acid fermentation is also known as ​

Select answer

.

Categorize

Options (8)

does not use oxygen

makes 2 ATP

one product is lactic acid (lactate)

one product is carbon dioxide

one product is alcohol

can occur in plants and yeast

can occur in animals and bacteria

reactant is glucose

Compare the kinds of Fermentation

Alcoholic Fermentation (3)

Lactic Acid Fermentation (2)

BOTH (3)

Drag and Drop

Photosynthesis and cellular respiration are interconnected processes. The ​

Placeholder

produced by chloroplasts during photosynthesis are used as the ​

Placeholder

for cellular respiration in the mitochondria.

Drag these tiles and drop them in the correct blank above

glucose and oxygen

reactants

carbon dioxide and water

products

Standard 4.1-4.3 Basic Review:
Common Ancestry

• Chemical and Organic Evolution

  • Chemical Evolution, Prokaryote Metabolism, Endosymbiotic Theory

• Convergent and Divergent Evolution

• Evidence of Evolution

  • Homologous structures, vestigial structures, embryology, fossils, biogeography

• Cladograms

  • Common ancestor, derived traits

Standard 4.1 Review: Chemical and Organic Evolution

​BIO.4.1 Use models to differentiate between organic and chemical evolution, illustrating the steps leading to aerobic heterotrophs and photosynthetic autotrophs.

Multiple Choice

Which statement is true about cellular respiration?

• It produces glucose, which provides energy for the cell.

• It produces ATP, which stores energy that is used by the cell.

• It produces carbon dioxide, which combines with hydrogen to form sugar.

• It produces oxygen, which combines with hydrogen to prevent cell poisoning.

Chemical Evolution

• The process of non-living inorganic chemicals on early Earth reacting to form the first simple organic molecules (like amino acids, RNA, and lipids).

• When: Before life existed.

• The chemical "building blocks of life"

Organic Evolution

• The process of the first simple living cells changing over time into more complex organisms (like eukaryotes and multicellular life).

• When: After life began.

• First cells evolve and result in the diversity of all life on Earth.

Chemical evolution had to happen first so that
organic evolution had the parts (cells) to get started.

Dropdown

Chemical evolution involves​​

Select answer

.

Organic evolution involves ​​

Select answer

.

Reorder

Place the evolution of chemicals and cells in order.

• Inorganic Chemicals

• Organic Chemicals

• Simple Cells

• Complex Cells

1

2

3

4

• 1
• 2
• 3
• 4

Reorder

Place the evolution of chemicals and cells in order.

• Inorganic Chemicals

• Organic Chemicals

• Prokaryotic Cells

• Eukaryotic Cells

1

2

3

4

• 1
• 2
• 3
• 4

• Inorganic chemicals in the atmosphere (methane CH₄, ammonia NH₃, hydrogen H₂, water vapor H₂O - but no free oxygen O₂) interact to form Organic chemicals using lightning, volcanic activity, and UV radiation as energy

• Experiment: Miller-Urey used inorganic chemicals to form amino acids using sparks for energy

• RNA is believed to be first organic molecule to self-replicate

​4.1 Describe the Formation of Organic Chemicals

​Amino Acids

Reorder

Place the evolution of chemicals and cells in order.

• Inorganic Chemicals

• Organic Chemicals

• Pre-Cells

• True Cells

1

2

3

4

• 1
• 2
• 3
• 4

4.1 Describe the First True Cell

• Prokaryotic

  • no nucleus or membrane-bound organelles

• Heterotrophic

  • must consume something for food

• Anaerobic

  • does not use oxygen to make energy - used fermetation

• Unicellular

  • made of only one cell

• Pre-cells self-replicate, forming the first true cells

• First cells were anaerobic heterotrophic prokaryotic bacteria cells

Drag and Drop

The first true cells did not have a nucleus (​

Placeholder

),

was made of only one cell (​

Placeholder

),

did not use oxygen (​

Placeholder

),

and consumed chemicals from its environment (​

Placeholder

)

Drag these tiles and drop them in the correct blank above

prokaryotic

eukaryotic

multicellular

aerobic

autotrophic

unicellular

anaerobic

heterotrophic

Large Anaerobic Heterotrophs

• Consumes chemicals from its environment for food

• Releases carbon dioxide

Photosynthetic Autotrophs

• Uses light energy to create food

• Use carbon dioxide for photosynthesis

• Releases oxygen

• Very similar to chloroplasts

Aerobic Heterotrophs

• Uses oxygen to create ATP energy

• Very similar to mitochondria

4.1 Describe the Order of the Evolution of Prokaryote Metabolism:
Anaerobic Heterotrophs > Photoautotrophs > Aerobic Heterotrophs

Reorder

Place the evolution of prokaryote metabolism in order. (anaerobic bacteria first)

• Anaerobic Bacteria

• Photosynthetic Bacteria

• Aerobic Bacteria

1

2

3

• 1
• 2
• 3

Reorder

Scientists hypothesize that the first life forms on Earth were simple, single-celled organisms. According to the theory of chemical evolution, place the sequence into the order.

• Inorganic molecules

• Organic monomers (amino acids)

• Protocells

• First living cells

1

2

3

4

• 1
• 2
• 3
• 4

Drag and Drop

​

Placeholder

consume substances from their environment and release carbon dioxide.

​

Placeholder

use carbon dioxide to make food and release oxygen.

​

Placeholder

use oxygen to make ATP energy.

Drag these tiles and drop them in the correct blank above

Anaerobic heterotrophs

Photosynthetic autotrophs

Aerobic heterotrophs

Step 1: Nucleus forms in large anaerobic prokaryotes when cell membrane infolds around DNA/chromosomes

​4.1 Describe the Formation of Eukaryotic Cells

​Large Anaerobic Heterotroph >
Prokaryotes

Nucleus >

​FIRST CELL
ANAEROBIC HETEROTROPHIC
PROKARYOTIC

CELL MEMBRANE FOLDS INWARD

NUCLEUS IS FORMED

Step 2: Large anaerobic heterotrophic prokaryotes engulf aerobic bacteria, forming aerobic eukaryotes

• Engulfed aerobic bacteria evolve into mitochondria

• Aerobic eukaryotes evolve into animal cells

​4.1 Describe the Formation of Eukaryotic Cells

​Large Anaerobic Heterotroph >
Prokaryotes

Aerobic Eukaryotes >
(mitochondria)

Nucleus >

ANAEROBIC HETEROTROPHIC CELL
ENGULFS
AEROBIC BACTERIA CELL

AEROBIC BACTERIA CELL
EVOLVES INTO
MITOCHONDRIA

AEROBIC HETEROTROPHIC CELL
EVOLVES INTO
ANIMAL CELLS

Step 3: Some aerobic eukaryotes engulf photosynthetic bacteria, forming photosynthetic eukaryotes

• Engulfed photosynthetic bacteria evolve into chloroplasts

• Photosynthetic eukaryotes evolve into plant cells

​4.1 Describe the Formation of Eukaryotic Cells

​Large Anaerobic Heterotroph >
bacteria

Aerobic Eukaryotes >
(mitochondria)

Photosynthetic Eukaryotes
(chloroplasts)

Nucleus >

AEROBIC HETEROTROPHIC CELL
ENGULFS
PHOTOSYNTHETIC BACTERIA CELL

PHOTOSYNTHETIC BACTERIA CELL
EVOLVES INTO
CHLOROPLAST

PHOTOSYNTHETIC EUKARYOTES
EVOLVE INTO
PLANT CELLS

Drag and Drop

Step 1: ​

Placeholder

forms in large anaerobic prokaryotes when cell membrane infolds around DNA/chromosomes.

Step 2: Large anaerobic heterotrophic prokaryotes engulf aerobic bacteria, forming aerobic eukaryotes that evolved into

Placeholder

cells.

Engulfed aerobic bacteria are ​

Placeholder

.

Step 3: Some aerobic eukaryotes engulf photosynthetic bacteria, forming photosynthetic eukaryotes that evolved into ​

Placeholder

cells.

Engulfed photosynthetic bacteria are ​

Placeholder

.

Drag these tiles and drop them in the correct blank above

Nucleus

animal

plant

mitochondria

chloroplasts

​4.1 Label the Diagram of the formation of Eukaryotic Cells

Reorder

Place the formation of the cell parts in order.

• Nucleus

• Mitochondria

• Chloroplast

1

2

3

• 1
• 2
• 3

Reorder

Place the evolution of eukaryotic cells in order.

• Nucleus Forms in Anaerobic prokaryote

• Anaerobic prokaryote engulfs aerobic bacteria

• Aerobic eukaryote engulfs photosynthetic bacteria

• Photosynthetic eukaryotes evolve into plant cells

1

2

3

4

• 1
• 2
• 3
• 4

Reorder

Place the formation of the cells in order

• Anaerobic Prokaryote

• Aerobic Eukaryote

• Photosynthetic Eukaryote

1

2

3

• 1
• 2
• 3

​Anaerobic Heterotroph > Aerobic Eukaryote > Photosynthetic Eukaryote

​Bacteria

​Animal

​Plant

The consumed aerobic heterotrophic bacteria cell cell became mitochondria

• Evidence: Mitochondria

  • have a double membrane

  • reproduce by binary fission

  • have their own bacteria-style ribosomes

  • have circular DNA that is similar to bacteria DNA

The consumed photoautotrophic bacteria cell became chloroplasts

• Evidence: Chloroplasts

  • have a double membrane

  • reproduce by binary fission

  • contain bacteria-style ribosomes

  • have circular DNA that is similar to cyanobacteria DNA - a bacteria that performs photosynthesis

Multiple Choice

Some scientists believe that mitochondria in eukaryotic cells originally evolved from free-living aerobic bacteria. Over time, these bacteriabecame part of larger cells and helped provide energy.

Which piece of evidence BEST supports this theory?

• Mitochondria and bacteria both have double membranes

• Mitochondria and bacteria both carry out photosynthesis

• Mitochondria have cell walls like bacteria do

• Mitochondria are found only in plant cells

Standard 5.2 Review: Biogeochemical Cycles

• BIO.5.2 Analyze models of the cycling of matter (e.g., carbon, nitrogen, phosphorus, and water) between abiotic and biotic factors in an ecosystem and evaluate the ability of these cycles to maintain the health and sustainability of the ecosystem.

• BIO.5.3 Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases on the carbon dioxide cycle and global climate.

• BIO.5.2 Analyze models of the cycling of matter (e.g., carbon, nitrogen, phosphorus, and water) between abiotic and biotic factors in an ecosystem and evaluate the ability of these cycles to maintain the health and sustainability of the ecosystem.

• BIO.5.3 Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases on the carbon dioxide cycle and global climate.

• BIO.5.7 Investigate and evaluate factors involved in primary and secondary ecological succession using local, real world examples.

Matter Cycles

• Matter (not energy) is recycled in ecosystems between abiotic (nonliving) and biotic (living) parts of the environment.

​

Water Cycle

• Abiotic to Biotic: Plants take in water from soil; animals drink water

• Biotic to Abiotic: Transpiration, excretion, and respiration release water vapor

• Water moves by evaporation, condensation, precipitation, runoff, and infiltration

Water INTO Living Things

• Root Absorption - water is taken in by plants - abiotic > biotic

• Drinking - animals take in water

Water OUT of Living Things

• Transpiration - water vapor is released from the leaves of plants - biotic > abiotic

• Exhalation, Perspiration, Urination - water is released from animals - biotic > abiotic

Multiple Choice

Analyze the diagram.

Based on the water cycle, which component is the direct result of both abiotic and biotic processes?

• Evaporation from lakes

• Condensation forming clouds

• Transpiration from plant leaves

• Precipitation as rain or snow

Multiple Choice

Analyze the diagram.

What is the role of transpiration in the water cycle?

• Transporting water underground to aquifers

• Releasing water vapor into the atmosphere from plant leaves

• Causing clouds to form from rising warm air

• Producing precipitation that returns water to the land

Nitrogen Cycle

• Nitrogen OUT of the Atmosphere

  • Nitrogen Fixation - Nitrogen Fixing Bacteria in soil or root nodules convert nitrogen gas → ammonia; Abiotic → Biotic

  • Nitrification - Nitrifying bacteria convert ammonia → nitrites → nitrates (NO₃⁻) which plants can use

• Nitrogen INTO Living Things

  • Assimilation - Plants absorb nitrates from soil to build proteins and DNA - Abiotic > Biotic

  • Consumption - Animals eat plants, gaining nitrogen - Biotic > Biotic

• Nitrogen OUT of Living Things

  • Decomposition - Decomposers break down dead organisms and waste → release ammonia into soil - Biotic → Abiotic

• Nitrogen INTO the Atmosphere

  • Denitrification - Denitrifying bacteria convert nitrates → Nitrogen gas, returning it to atmosphere - Abiotic → Biotic

​BACTERIA!

​Bacteria

​Bacteria

​Bacteria

​Bacteria

​Bacteria

Multiple Choice

Nitrogen gas (N₂₎ makes up the majority of Earth's atmosphere, but plants cannot use it directly from the air. Which organisms are primarily responsible for "fixing" nitrogen into a form plants can use?

• Decomposers like fungi

• Photosynthetic algae

• Nitrogen-fixing bacteria found in soil and roots

• Herbivores that eat plants

Multiple Choice

Which of the following is not a role of bacteria in the nitrogen cycle?

• Converting atmospheric nitrogen into a usable form for plants

• Breaking down dead organisms and releasing ammonium into the soil

• Transforming nitrates back into nitrogen gas

• Absorbing carbon dioxide during photosynthesis

Multiple Choice

Which of the following is not a role of bacteria in the nitrogen cycle?

• Converting atmospheric nitrogen into a usable form for plants

• Breaking down dead organisms and releasing ammonium into the soil

• Transforming nitrates back into nitrogen gas

• Absorbing carbon dioxide during photosynthesis

Multiple Choice

Which of the following is NOT a stage of the nitrogen cycle?

• organisms breathe in nitrogen gas
• organisms release nitrogen compounds via waste or decomposition
• bacteria convert unusable nitrogen to usable nitrogen
• plants absorb nitrogen compounds from the soil

Multiple Choice

Analyze the diagram.

Antibiotics in soil can kill bacteria involved in key nitrogen cycle processes.

Which outcome is most likely if nitrogen-fixing bacteria are reduced?

• Decreased nitrogen fixation, reducing the amount of usable nitrogen in the soil

• Increased nitrogen gas returning to the atmosphere through denitrification

• More nitrogen compounds in the soil due to reduced reliance on nitrogen-fixing bacteria

• Higher nitrogen fixation, causing excess nitrogen to be released into the atmosphere

Multiple Choice

Atmospheric nitrogen has to be combined with other elements, or fixed, in order to be used by plants.

Lightning is one way that nitrogen is fixed. When lightning occurs, the extreme heat breaks the bonds in nitrogen molecules, allowing nitrogen to combine with oxygen and form nitrogen oxides.

 In what way is most of the nitrogen fixed by lightning made available for use by plants? 

• It is moved by the wind toward dry areas.

• It is incorporated into the exoskeletons of flying insects that eat plants.

• It is inhaled and exhaled by birds roosting in trees during rainstorms.

• It is carried by rain to the soil.

Multiple Choice

Atmospheric nitrogen has to be combined with other elements, or fixed, in order to be used by plants.

Lightning is one way that nitrogen is fixed. When lightning occurs, the extreme heat breaks the bonds in nitrogen molecules, allowing nitrogen to combine with oxygen and form nitrogen oxides.

 In what way is most of the nitrogen fixed by lightning made available for use by plants? 

• It is moved by the wind toward dry areas.

• It is incorporated into the exoskeletons of flying insects that eat plants.

• It is inhaled and exhaled by birds roosting in trees during rainstorms.

• It is carried by rain to the soil.

Multiple Choice

Analyze the diagram.

Which component is a direct component of abiotic and biotic activities in this cycle?

• nitrates

• nitrites

• ammonium

• atmospheric nitrogen

Phosphorus Cycle

• Phosphorus OUT of Abiotic Sources

  • Weathering - Rain and wind break down rocks → release phosphate (PO₄³⁻) into soil and water

    • Abiotic → Abiotic

• Phosphorus INTO Living Things

  • Absorption / Assimilation - Plants absorb phosphate from soil through roots - Abiotic → Biotic

  • Consumption - Animals eat plants → phosphorus moves up the food chain - Biotic → Biotic

    • Animals drink water with dissolved phosphate in it

• Phosphorus OUT of Living Things

  • Decomposition - Decomposers break down dead plants/animals → return phosphorus to soil or sediments - Biotic → Abiotic

• Phosphorus INTO Abiotic Sources

  • Sedimentation - In water, phosphate settles and forms new rock layers over time

Multiple Choice

Analyze the diagram.

What is the role of weathering of rocks in the phosphorus cycle?

• It allows phosphorus to cycle between the atmosphere and organisms

• It transforms phosphorus into nitrogen for plant uptake

• It releases phosphate into the soil where it becomes available to plants

• It stores phosphate in the form of fossil fuels for long-term energy use

Multiple Choice

Phosphorus is an essential nutrient for living organisms, often absorbed by plants from the soil in the form of phosphate. Some soil bacteria help break down organic material to release phosphorus into forms that plants can use.

How would increased use of antifungal or antibacterial chemicals in agriculture most likely affect the phosphorus cycle?

• By decreasing the breakdown of organic material, leading to lower phosphate availability for plants

• By speeding up rock weathering and increasing phosphate levels in groundwater

• By eliminating the need for decomposers in releasing phosphorus from rocks

• By causing phosphorus to cycle more rapidly between the biosphere and the geosphere

Multiple Choice

Analyze the diagram.

Based on the diagram, which component is a direct result of abiotic and biotic interactions in the phosphorus cycle?

• Phosphate in animal tissues

• Phosphate released by weathered rocks

• Phosphate in decomposers

• Phosphate absorbed by plant roots

Eutrophication

• Overuse of fertilizer (nitrogen / phosphate) or animal waste dissolves in rainwater and runoff occurs into ponds and lakes

• This leads to rapid algae growth (algal bloom) and depletion of oxygen in pond killing aquatic life

Carbon Cycle

Carbon OUT of the Atmosphere

• Photosynthesis - plants convert CO₂ in the air into glucose - biotic > abiotic

• Oceans absorb CO₂ from the air

Carbon INTO the Atmosphere

• Respiration - all organisms convert glucose into CO₂ in the air - biotic > abiotic

• Burning Fossil Fuels adds more CO₂ to the air

• Decomposition adds more CO₂ to the air - biotic > abiotic

• Deforestation reduces the number of trees that can absorb CO₂

Consumption - animals eating moves carbon through the food web - biotic > biotic

Multiple Choice

Analyze the diagram.

What is the role of photosynthetic organisms in the carbon cycle?

• Breaking down carbon compounds and releasing methane into the atmosphere

• Converting atmospheric carbon dioxide into organic molecules

• Storing carbon in inorganic rock formations

• Releasing carbon dioxide by feeding on dead organisms

Labelling

Label the diagram with the correct process that is occurring in the carbon cycle

Drag labels to their correct position on the image

Combustion

Cellular Respiration

Photosynthesis

Fossil Fuels

Multiple Choice

Which of the following add carbon dioxide to the atmosphere?

• volcanoes
• combustion of fossil fuels
• animal and plant respiration
• all of these

Multiple Choice

Analyze the diagram.

Plants play a key role in the carbon cycle by removing carbon dioxide from the atmosphere through photosynthesis and storing carbon in their tissues.

How would a large-scale reduction in plant populations most likely affect the carbon cycle?

• By increasing atmospheric carbon dioxide levels due to decreased photosynthesis

• By reducing the amount of carbon stored in fossil fuels underground

• By increasing the number of decomposers that remove carbon from the atmosphere

• By causing an immediate increase in the amount of carbon fixed by animals

Multiple Choice

Analyze the diagram.

Based on the carbon cycle, which component is a direct result of both biotic and abiotic processes in the environment?

• Carbon dioxide in the atmosphere

• Glucose in plant tissues

• Limestone (calcium carbonate) in sediment

• Fossil fuel formation underground

• Greenhouse gases are gases that trap heat in the Earth's atmosphere

  • Carbon dioxide (CO₂ - main one), methane, water vapor

• Greenhouse Effect is the warming of the Earth caused by greenhouse gases.

  • Necessary for life to exist on Earth!

• Evidence - Carbon Dioxide measurements taken over time compared to the Earth's temperature

• As carbon dioxide levels increase, the temperature of the Earth increases.

• Excess greenhouse gases cause climate change

• Increasing Carbon Dioxide in the Atmosphere Increases Global Temperatures

Multiple Choice

Which greenhouse gas is most commonly associated with climate change discussions due to its significant role in trapping heat in Earth’s atmosphere?

• Methane (CH₄)
• Carbon Dioxide (CO₂)
• Nitrous oxide (N₂O)
• Flourinated gases

Multiple Choice

The graph below shows CO₂ emissions and temperatures from 1909 to 1949.  What conclusion is best supported by the graph?

• There is no relationship between carbon dioxide concentrations and temperatures
• As carbon dioxide concentrations increase, temperatures increase
• As carbon dioxide concentrations increase, temperatures decrease
• As carbon dioxide concentrations decrease, temperatures increase

PRODUCERS (autotrophs)

• organisms that use energy from the sun to make food (plants)

• convert light energy (Sun) into chemical energy (sugar)

• has the most energy available and greatest biomass

• plants, cyanobacteria, algae

CONSUMERS (heterotrophs)

• organisms that get energy by eating other organisms

• animals; most bacteria, fungi

PRIMARY
CONSUMERS

• Herbivores - only eat producers (plants)

• cows, rabbits, and deer

TERTIARY
CONSUMERS

• eat secondary consumers

• Carnivores

• Top Predator

• Top Consumer

• Has least available energy

SECONDARY CONSUMERS

• eat primary consumers

• Omnivores - eat plants and animals

• Carnivores - only eat animals

Dropdown

Sun > Grass > Grasshopper > Bird > Snake

Producer = ​

Select answer

Primary Consumer = ​

Select answer

Secondary Consumer = ​

Select answer

Multiple Choice

How do decomposers help other organisms in an ecosystem?

• They break down dead organisms and add nutrients back to the soil that plants use.

• They use the sunlight to make their own food that other organisms eat for energy.

• They help disperse seeds for plant growth.

• Decomposers do not help other organisms in an ecosystem.

Food Chain

• simple linear diagram showing the flow of energy in an ecosystem

• Arrow points in the direction energy is moving

Food Web

• complex diagram that shows many interweaving food chains

​Sun

Producer

Primary
Consumer

Secondary
Consumer

Tertiary
Consumer

Quaternary
Consumer

Multiple Choice

In a food web, arrows point from one organism to another. What does the direction of the arrow represent?

• It points to the organism that is being eaten.

• It points to the organism that receives the energy.

• It points from the predator to the prey.

• It points from the consumer to the producer.

Hotspot

Click the food chain that has the correct arrows.

​Label the Food Chain

​

Producer

​Sun

Primary
Consumer

Quaternary
Consumer

Tertiary
Consumer

Secondary
Consumer

​Label the Food Chain

​A Trophic Level is each step in a food chain or food web

• Indicates how many times energy is transferred or how much biomass is available

Level 0

• Sun

• Main energy source for life

• Light Energy

Level 1

• Producers

• Most available energy and biomass

Level 2

• Primary Consumers

Level 3

• Secondary Consumers

Level 4

• Tertiary Consumers

• Least available energy and biomass

Labelling

Label the trophic levels.

Drag labels to their correct position on the image

2

5

1

4

0

3

Trophic Level 1 - Bottom

• Always producers

• Most available energy and biomass

Trophic Level 4/5 - Top

• Always predator

• Least available energy and biomass

Energy and Biomass

• decrease as you move to next level

• only 10% is transferred to next level

• the rest is used or lost

Dropdown

Producers are always found at the ​

Select answer

of a trophic pyramid

The Apex Predator always found at the ​

Select answer

of a trophic pyramid

Dropdown

Producers have the ​

Select answer

energy available

The apex predator has the ​

Select answer

available energy

Dropdown

​

Select answer

have the most available energy.

​

Select answer

have the least available energy.

​Energy Pyramid

​Producers - 50,000J

​Primary Consumers - 5,000 J

​Secondary Consumers - 500 J

​Tertiary Consumers - 50 J

​Energy Pyramid

Labelling

Label the transfer of energy correctly on the energy pyramid.

Drag labels to their correct position on the image

500 J

5,000 J

50 J

5 J

50,000 J

PRACTICE
Questions

Multiple Choice

Why is the shape of a protein important?

• it determines the protein’s function     
• it determines which amino acids are made
• it determines the shape of DNA     
• it determines how much energy is stored in the protein                                                                                         

Multiple Choice

Amino acids can form a larger molecule called what?

• nucleic acid
• glycerol
• protein
• sugar

Multiple Choice

Enzymes speed up chemical reactions by _____________.

• reducing the number of products   
• reducing the activation energy
• increasing the temperature of the cell
• increasing the concentration of reactants 

Multiple Choice

Glucose produced during photosynthesis is an example of a ___.

• lipid
• monosaccharide
• protein
• nucleic acid

Multiple Choice

What element do proteins contain that carbohydrates and lipids don't contain?

• carbon
• hydrogen
• oxygen
• nitrogen

Multiple Choice

What group of organic compounds do enzymes belong to?

• carbohydrates
• proteins
• lipids
• nucleic acids

Multiple Choice

What do nucleotides look like?

• A
• B
• C
• D

Multiple Choice

What do amino acids look like?

• A
• B
• C
• D

Multiple Choice

What does a monosaccharide  look like?

• A
• B
• C
• D

Hotspot

Click on the temperature that this enzyme is having optimum activity.

Multiple Choice

Long term energy storage; makeup membranes;

• Carbohydrates
• Lipids
• Proteins
• Nucleic Acids

Labelling

Match the molecule to its Category

Drag labels to their correct position on the image

Protein

Lipid

Nucleic Acid

carbohydrate

Labelling

Label the enzyme, substrate, and active site.

Drag labels to their correct position on the image

Enzyme

Active Site

Substrate

Multiple Choice

Used to store and transmit heredity information.

• Carbohydrates
• Lipids
• Proteins
• Nucleic Acids

Multiple Choice

A molecule of ATP contains three phosphate groups.

Why are these three phosphate groups important to living organisms?

• Releasing a phosphate group from ATP releases energy that can be used by a cell

• Adding a phosphate group to ATP stores additional energy needed by a cell

• Adding a phosphate group to ATP releases energy that can be used by a cell

• Storing energy in these three groups is very stable for long term use

Hotspot

Click the high-energy bond in the ATP diagram.

Labelling

Label the ATP-ADP Cycle

Drag labels to their correct position on the image

Food Energy

Cell Work Energy

ADP

phosphate

ATP

Multiple Choice

Which of the following statements is true about photosynthesis?

• Photosynthesis uses oxygen and water to produce glucose and carbon dioxide

• Photosynthesis uses carbon dioxide and oxygen to produce glucose and water

• Photosynthesis uses glucose and water to produce oxygen and carbon dioxide

• Photosynthesis uses water and carbon dioxide to produce glucose and oxygen

Multiple Choice

Which statement is true about cellular respiration?

• It produces glucose, which provides energy for the cell.

• It produces ATP, which stores energy that is used by the cell.

• It produces carbon dioxide, which combines with hydrogen to form sugar.

• It produces oxygen, which combines with hydrogen to prevent cell poisoning.

Multiple Choice

What are the products of photosynthesis?

• carbon dioxide and water

• oxygen and water

• carbon dioxide and sugars

• oxygen and glucose

Multiple Choice

The diagram shows how a plant interfaces with its environment in various ways. Which series of steps in the diagram best represents photosynthesis?

• A + B → C + D + E

• C + D + E → A + B

• B + C + E → A + D

• B + D + E → A + C

Match

Match the reactants and products of photosynthesis

• reactants

• products

• energy source

carbon dioxide, water

glucose, oxygen

light

• carbon dioxide, water

• glucose, oxygen

• light

Labelling

Label the reactants and products of photosynthesis in the diagram.

Drag labels to their correct position on the image

glucose

water

oxygen

carbon dioxide

light energy

Labelling

Label the stages of photosynthesis in the diagram.

Drag labels to their correct position on the image

calvin cycle

light reactions

Multiple Choice

Which of the following describes how aerobic and anaerobic respiration are different?

• Aerobic respiration requires energy, but anaerobic respiration doesn’t

• Aerobic respiration requires oxygen, but anaerobic respiration doesn’t

• Anaerobic respiration requires oxygen, but aerobic respiration doesn’t

• Anaerobic respiration requires energy, but aerobic respiration doesn’t

Multiple Choice

Study the diagram.

Which process is represented by the question mark?

• photosynthesis

• fermentation

• aerobic respiration

• chemosynthesis

Multiple Choice

Compare the energy formed by of anaerobic respiration (fermentation) to that of aerobic respiration?

• Aerobic respiration results in less energy.

• Aerobic respiration results in more energy.

• Each process results in equal amounts of energy.

• Each process results in variable amounts of energy.

Multiple Choice

Which of the following statements is true about aerobic cellular respiration?

• Aerobic cellular respiration uses oxygen and glucose to produce water and carbon dioxide

• Aerobic cellular respiration uses carbon dioxide and oxygen to produce glucose and water

• Aerobic cellular respiration uses glucose and water to produce oxygen and carbon dioxide

• Aerobic cellular respiration uses water and carbon dioxide to produce glucose and oxygen

Labelling

Label the stages aerobic respiration in the diagram.

Drag labels to their correct position on the image

GLYCOLYSIS

KREBS

ETC

Labelling

Label the reactants and products of aerobic respiration in the diagram.

Drag labels to their correct position on the image

34 ATP

glucose

2 ATP

Multiple Choice

A student investigates muscle fatigue by measuring the concentration of lactic acid in the blood of an athlete during a 10-minute exercise session. The data is shown in the graph below.

Based on the trends in the graph, which statement best explains the cellular process occurring between minute 2 and minute 5?

• he muscle cells had sufficient oxygen and produced large amounts of ATP through the Krebs cycle.

• The muscle cells ran out of glucose and began breaking down lipids for energy.

• The muscle cells experienced an oxygen deficit and switched to anaerobic respiration to produce ATP.

• The muscle cells stopped producing ATP entirely, causing the lactic acid to accumulate as a waste product.

Drag and Drop

A student sets up an investigation using four sealed test tubes containing water and bromothymol blue (an indicator that turns yellow in the presence of carbon dioxide and blue in the presence of oxygen).

Tube A: Water + Indicator (Control)

Tube B: Water + Indicator + Snail

Tube C: Water + Indicator + Elodea (Aquatic Plant)

Tube D: Water + Indicator + Snail + Elodea

The student places all tubes under a bright light for 24 hours.

In Tube B (Snail only), the water will turn yellow because the snail performs ​

Placeholder

and releases carbon dioxide. In Tube C (Plant only), the water will remain blue because the plant performs ​

Placeholder

and consumes the carbon dioxide dissolved in the water. In Tube D, the snail and plant will cycle gases, demonstrating that the products of the chloroplast are the ​

Placeholder

of the mitochondria.

Drag these tiles and drop them in the correct blank above

cellular respiration

photosynthesis

reactants

products

Multiple Choice

A biologist is studying two species of single-celled organisms, P. aurelia and P. caudatum, in a controlled lab environment.

Experiment 1: Each species is grown in a separate test tube with unlimited food. Both populations grow rapidly and then level off.

Experiment 2: Both species are grown together in the same test tube with a limited food supply. The population of P. aurelia increases, while the population of P. caudatum declines to zero.

Which conclusion is best supported by the results of Experiment 2?

• P. caudatum evolved into a new species to avoid competition.

• The two species entered a mutualistic relationship to share the food source.

• The carrying capacity of the test tube increased, allowing P. aurelia to grow larger than it did in Experiment 1.

• P. aurelia outcompeted P. caudatum for the limited resources, leading to the competitive exclusion of P. caudatum.