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Unit 5 Review

Total questions: 20

Worksheet time: 28mins

Name
Class
Date
1.

Which graphic organizer best compares the energy inputs and outputs of cellular respiration and photosynthesis?

a)
b)
c)
d)
2.

Which statements best compare the function of an ATP molecule to a DNA molecule?

a)

ATP carries and transmits the genetic information of organisms. DNA serves as a biological catalyst that speeds up the rate of chemical reactions.

b)

ATP provides energy for chemical reactions in the cell. DNA carries and transmits the genetic information of organisms.

c)

ATP serves as a biological catalyst that speeds up the rate of chemical reactions. DNA acts as a structural sugar in the cell walls of plants.

d)

ATP acts as a structural sugar in the cell walls of plants. DNA provides energy for chemical reactions in the cell.

3.

A flower that has both male and female reproductive structures is shown.

Which statement best describes an interaction that will allow a flowering plant to reproduce by self-pollination?An anther is transferred from a filament to another filament within the same flower.

a)

An anther is transferred from a filament to another filament within the same flower.

b)

An ovule is transferred from the ovary to a petal on a different flower.

c)

H A pollen grain is transferred from an anther to the stigma of the same flower.

d)

An ovary is transferred from a flower on one plant to a flower on a different plant.

4.

Breaking down food for nutrients involves many body systems. A student made a partial list of the processes that occur.

Which body systems interact most directly in the three listed processes?

a)

Digestive, Integumentary, Muscular

b)

Excretory, Immune, Muscular

c)

Circulatory, Excretory, immune

d)

Circulatory, DIgestive, Endocrine

5.

A student makes a Venn diagram to compare the functions of carbohydrates and lipids

Which cellular function of carbohydrates and lipids should be placed in the shared section of the Venn diagram?

a)

Hormone production

b)

Structural support of cell walls

c)

Energy storage

d)

Catalyst for chemical reactions

6.

Students construct a graphic organizer to illustrate the different levels of biological organization.

Which term does the letter X represent in the graphic organizer?

a)

Cell

b)

Organism

c)

Ecosystems

d)

Biosphere

7.

Students set up a controlled experiment by growing the same type of seedlings in two different locations. After a period of time, the students observed the seedlings and recorded their observations in the table shown

What caused the shoots of the seedlings on the windowsill to bend toward the window?

a)

Hormones produced in response to a light stimulus

b)

Sugars produced in response to a gravity stimulus

c)

Carbon dioxide produced in response to a water stimulus

d)

Water produced in response to a nitrogen stimulus

8.

The hormone adrenaline causes blood vessels to contract and send more blood to major muscles.

a)

The hormone adrenaline causes blood vessels to contract and send more blood to major muscles.

b)

Metabolic wastes generated by muscle cells are eliminated in urine.

c)

The diaphragm contracts causing the chest cavity to expand, which draws air into the lungs.

d)

Nutrients absorbed in the small intestine are transported in blood to the brain.

9.

Plant hormones serve as chemical messengers between cells and tissue. Auxin is a plant hormone that causes the cells on the shady side of a plant shoot to elongate. The response enabled by auxin is known as -

a)

geotropism

b)

transpiration

c)

phototropism

d)

photosythesis

10.

The response represented in the illustration would most likely be caused by-

a)

a reduced supply of oxygen

b)

long periods of rainfall

c)

high concentrations of glucose

d)

little available water

11.

A student conducted an investigation to study phototropism in grasses. The only difference between the control group and the experimental group was light conditions. The control group was provided full light, while the experimental group was shaded on one side. The diagrams show the average heights and positions of blades of grass in the investigation.


Which statement best explains why the grass tips of the experimental group bent toward the light?

a)

Water evaporated faster on the side of the plant having full light.

b)

Light sensors in the grass tips stimulated a hormone in the shoot system.

c)

The xylem in the root system absorbed more nutrients from the shaded side.

d)

The side facing the light has a greater chance of absorbing carbon dioxide from the atmosphere.

12.

A corn plant produces both male and female flowers. The male flower forms the tassel and the female flower forms the ear of corn. The silks that emerge from the ear are the stigma of the female flower. Each silk leads to an ovule that can become a corn seed.


Which of these must happen for corn seeds to develop on the ear?

a)

More tassels than silks need to be present on the same plant.

b)

Pollen grains must fall from tassels and land on the silks of the ear.

c)

Pollen must be transported from the tassel to the silk through the phloem.

d)

The tassels must come into direct contact with the silks of the ear.

13.

Which four body systems interact to allow a person to sneeze? (10A)

a)

Muscular, immune, nervous, respiratory

b)

Nervous, respiratory, circulatory, skeletal

c)

Respiratory, endocrine, skeletal, circulatory

d)

Lymphatic, skeletal, respiratory, muscular

14.

The fuzzy millipede, Polyxenus fasciculatus , is found in Texas and is preyed upon by most species of ants. To protect itself against the ants, it ejects fibers from a tuft located at the tail end of its body. The tufts have hooks at the tips and barbs along their length that lock and interlink with the ant’s setae, small hairs that cover the body of the ant. When an ant attacks, the millipede flexes its back end toward the ant and wipes the tufts against it. As the ant attempts to remove the tufts, it entangles itself more, becoming immobilized.


Which two systems most directly interact in the fuzzy millipede’s defense against ants? (10A)

a)

Muscular and integumentary

b)

Immune and muscular

c)

Integumentary and endocrine

d)

Endocrine and immune

15.

Gibberellins are hormones produced in the root tips of plants. The plant uses these hormones to stimulate the growth of shoots.

How are gibberellins able to affect other parts of the plant? (10B)

a)

Gibberellins are absorbed through the stomata and attach to chloroplasts.

b)

Gibberellins are transported through vascular tissues to other parts of the plant.

c)

Gibberellins become concentrated within the tissues of the plant during mitosis.

d)

Gibberellins become modified once they infect healthy cells and are later released to infect other cells.

16.

A chart of some plant systems and functions is shown.


Which system interactions are dependent on the plant’s ability to respond to the direction of light? (10B)

a)

Option 1

b)

Option 2

c)

Option 3

d)

Option 4

17.

Which role of protists has the most positive effect on maintaining the plant population in an ecosystem? (11A)

a)

Protists are a major food source for animals.

b)

Protists produce approximately 75 percent of the oxygen on Earth.

c)

Protists decompose dead materials, returning nutrients to the soil.

d)

Protists found in the gut of animals assist in digestion.

18.

Which molecule synthesized by plants is a major source of energy for cellular processes in both plants and animals?

a)

Wax

b)

Nucleic acid

c)

Glucose

d)

Chlorophyll

19.

Which statement is an example of how carbon moves through a food chain as part of the carbon cycle?

a)

Producers release carbon dioxide, and consumers take it in.

b)

Producers take in carbon dioxide, and consumers release it

c)

Producers take in carbon from the soil, and they release it when they decompose.

d)

Producers release carbon into the soil, and consumers take it in from the soil.

20.

Match the following words with their definitions.

a)

ATP

1.

energy source

b)

osmosis

2.

water moving

c)

adaptations

3.

changes that increase survival

d)

prokaryote

4.

simple organisms

e)

eukaryote

5.

complex organisms