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Name: ________________________________________ Date: _________________________ Period: _______________
Biology Semester 1: Final Exam Study Guide
Test Date: __________________
Unit 1 Review:
1. Graphing Terms/Relationships.
Define the following terms:
1. Independent Variable: ______________________________________________________________________
2. Dependent Variable: ________________________________________________________________________
3. Control: __________________________________________________________________________________
4. Qualitative Data: ___________________________________________________________________________
5. Quantitative Data: __________________________________________________________________________
Draw the type of relationship indicated on the graphs below.
Direct Indirect Constant
Which axis would represent the independent variable? ______________________________________________
Which axis would represent the dependent variable? ________________________________________________
2. What are the characteristics of living things? Provide an example for each.
G: _________________________________________________________________________________________
_________________________________________________________________________________________
R: _________________________________________________________________________________________
_________________________________________________________________________________________
O: _________________________________________________________________________________________
_________________________________________________________________________________________
R: _________________________________________________________________________________________
_________________________________________________________________________________________
A: _________________________________________________________________________________________
_________________________________________________________________________________________
C:_________________________________________________________________________________________
_________________________________________________________________________________________
E: _________________________________________________________________________________________
_________________________________________________________________________________________
Graph the data from the table above. Remember to label the x and y axis.
3. Levels of Organization: Fill in the blank and provide examples for each level below.
Least Complex Most Complex
Atom Molecule Cell Organism
Examples
Examples
Examples
Examples Muscle Tissue
Examples Heart Stomach
Examples Digestive System Skeletal System
Examples
Positive or Negative
4. Macromolecules
Macromolecule Examples Elements contained
in the macromolecule
Monomer of Macromolecule
Function of the Macromolecule
All macromolecules are organic. What does this mean (What element must be present)? _________________________
What 2 body systems are most important to help carry/transport these nutrients throughout our body?
1. _________________________________________________ 2. ____________________________________________
5. Homeostasis
Define homeostasis:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
NEGATIVE FEEDBACK POSITIVE FEEDBACK
Definition:
Definition:
Examples:
Examples:
Most of the feedback mechanisms in the human body are ______________________________feedback
6. Homeostasis-- Osmosis and Diffusion
Define the following terms:
Solute: ____________________________________________________________________________________________
Solvent: ___________________________________________________________________________________________
Solution: __________________________________________________________________________________________
High Concentration: _________________________________________________________________________________
Low Concentration: _________________________________________________________________________________
Equilibrium: ________________________________________________________________________________________
Osmosis: __________________________________________________________________________________________
Diffusion: __________________________________________________________________________________________
Which way would Molecule C move? _________________________________________________________________
Which way would Molecule D move? _________________________________________________________________
Why do we say that equilibrium is dynamic? ___________________________________________________________
Osmosis and diffusion helps organisms to maintain homeostasis. Explain how it is useful in the following examples:
1. An individual eats a very salty meal. How would this affect osmosis in their body?
___________________________________________________________________________________________
___________________________________________________________________________________________
2. An individual is exercising and rapidly increasing their heartrate. How does diffusion help to regulate carbon
dioxide and oxygen in their body?
___________________________________________________________________________________________
___________________________________________________________________________________________
Unit 2 Review
Photosynthesis Equation (in words):
______________ + ____________ + ______________ ______________ + _______________
(Reactants) (Products)
Cellular Respiration Equation (in words):
______________ + _____________ ________________ + _____________ + _____________
(Reactants) (Products)
A student poured a solution of bromothymol blue indicator into three test tubes. Then, he placed an aquatic plant in
two of the test tubes, as shown below. He placed a stopper on each test tube and placed them all in the dark for 24
hours. Bromothymol blue turns blue in the presence of O2 and from blue to yellow in the presence of CO2.
What molecule is this? _________________
How is this molecule released?
________________________________________
________________________________
What process creates this molecule?
____________________________________
What would happen to test tube 2 and 3 if sunlight was
added?
____________________________________________
What would happen to test tube 2 and 3 if you exhaled
into each using a straw?
____________________________________________
The 3 steps of Cellular Respiration:
______________________ _________________________ _________________________
Draw the arrows in the direction that energy flows and label each level with the amount of energy it obtains
and whether it holds producers, primary consumers, secondary consumers, or tertiary consumers.
A: _______________________________________
B: _______________________________________
C: _______________________________________
D: _______________________________________
What happens to the energy that is not passed on
to the next trophic level?
_________________________________________
Write whether each increases (+) or
decreases (-) the amount of CO2 in the
atmosphere:
Ocean: ______________________
Photosynthesis: _______________
Volcanic Activity: ______________
Human Activity: _______________
Respiration: __________________
The Earth’s carbon supply is a nutrient cycling process involving all living matter.
Using the above graph and table, which two pigments need to be absorbed to reach the highest rate of
photosynthesis? __________________________________________________________
Using the graph and table, which pigment color is absorbed at 600 nm? ___________________
A student prepared two beakers with identical pieces of a water plant as shown below. She placed one
beaker in the shade and the other beaker beside a fluorescent lamp. She then systematically changed the
distance from the beaker to the lamp. She counted the bubbles given off by each piece of the water plant.
Shown here is the graph of the data for the beaker she placed in the light.
What processes in the
carbon cycle add CO2 to the
atmosphere?
_______________________
_______________________
What process in the carbon
cycle removes CO2 from the
atmosphere?
_____________________
What does this process
require? ________________
Which distance from the light source produced 15 bubbles per minute? ___________________
What are the air bubbles made of if they increase with the addition of light?
______________________________
Label each pathway:
A: __________________________
B: __________________________
C: __________________________
Which pathways do not require oxygen?
_____________________
UNIT 3 Review 1. Topic: Ecological Niche
a. Textbook: Section 4.2 b. Practice:
i. Define Ecological Niche: _____________________________________________________________________ _________________________________________________________________________________________
ii. What are the components that make up a species’ niche? __________________________________________ _________________________________________________________________________________________
2. Topic: Population Growth
a. Textbook: Section 5.1 and 5.2 b. Practice:
i. Complete the concept map for population growth
ii. Draw a graph for the 2 types of population growth:
iii. Look at the graph to the right: 1. As time goes on, species A ____________ (increases/decreases). What are 2
possible reasons for the change? ___________________________ ______________________________________________________
2. As time goes on, species B ____________ (increases/decreases). What are 2 possible reasons for the change? ___________________________ ______________________________________________________
Population Growth
2 Types
__________
Growth
__________
Growth
Occurs when
resources are
____________
Occurs when
resources are
____________
Populations
____________ (increase/decrease)
When…
Populations
____________ (increase/decrease)
When…
Birth Rate ____ Death Rate
Immigration ____ Emigration
(use <, >, or =)
Birth Rate ____ Death Rate
Immigration ____ Emigration
(use <, >, or =)
iv. Complete the questions about the graph below:
v. Use the table to answer questions about the relationships between the variables.
Population Statistics in the United States From 1900 to 1990
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990
Live births per thousand 32.3 30.1 27.7 21.3 19.4 24.1 23.7 18.4 15.9 15.6
Deaths per thousand 17.1 14.7 13.0 11.3 10.8 9.6 9.5 9.5 8.8 8.7
Life expectancy at birth (yrs) 47.3 50.0 54.1 59.7 62.9 68.2 69.7 70.8 73.7 74.8
Increase in longevity since 1900 (yrs) *longevity is the increase in the number of years someone will live
2.7 6.8 12.4 15.6 20.9 22.4 23.5 26.4 27.5
1. From 1900 to 1990, as the birth rate ________ (increased/decreased), the death rate ________ (increased/decreased) and the
population ________ (increased/decreased). This is a _________ (inverse/direct/constant) relationship. 2. From 1900 to 1990, as the birth rate ________ (increased/decreased), the life expectancy ________ (increased/decreased). This is
a _________ (inverse/direct/constant) relationship. 3. From 1900 to 1990, as the death rate ________ (increased/decreased), the life expectancy ________ (increased/decreased). This
is a _________ (inverse/direct/constant) relationship. 4. From 1900 to 1990, as the life expectancy ________ (increased/decreased), the longevity ________ (increased/decreased). This is
a _________ (inverse/direct/constant) relationship.
3. Topic: Succession a. Activity: Succession Notes, Succession Packet b. Textbook: Section 4.3 c. Practice:
i. Complete the Venn Diagram comparing Primary and Secondary Succession Primary Succession Secondary Succession
1. Look at Year 1-3, what letter does the graph look like? ______
2. In Year 1-3, the population was experiencing ________________ growth because resources were ______________.
3. The population reached the ____________ capacity of _____ (#) individuals at Year _____ because competition ______________ (increased/decreased).
• Occurs after __________ and ___________
• Land is covered with ________
• Takes ___ to ___ years, which is __________ (longer/shorter) than ________ succession.
• Occurs after _________, ___________, and ________
• Land is covered with ________
• Takes ___ to ___ years, which is __________ (longer/shorter) than ________ succession.
ii. Graph the data in the table below and then answer the questions:
1. What type of succession is occurring? _____________________________________________
2. The number of herb species ___________ (decreased/increased) because ____________________________________
3. The number of shrub species ___________ (decreased/increased) because ___________________________________
4. The number of tree species ___________ (decreased/increased) because ____________________________________
4. Topic: a. Textbook: Chapter 6 b. Practice:
i. Complete the table below summarizing the 6 major threats to biodiversity.
Threat to Biodiversity
Description of the threat How does it threaten biodiversity? What are effects of the threat?
Habitat Loss
(include 3 types and reasons)
Invasive Species
(define invasive and native species)
Population Growth
(define the type of growth in humans)
Pollution (include the 3 types and examples)
Climate Change
(define causes)
Overfishing (define overfishing)
ii. Read the following background information about DDT: Starting in the 1940s, the insecticide DDT was used all over the world for killing insects. It was cheaper than other insecticides and was beneficial because it controlled malaria-causing mosquitoes and pests that eat crops. However, in the 1950s and 1960s people noticed a decline in the populations of many predatory birds, particularly fish-eaters such as bald eagles, cormorants, ospreys and brown pelicans. The peregrine falcon, which is a predator on other birds, also saw a decline in numbers. The brown pelican, bald eagle and osprey almost went extinct. The use of DDT was banned in the United States in the early 1970s. During the 30 years before it was banned, a total of approximately 1,350,000,000 pounds of DDT was used in the U.S.
Bird Species Average amount of DDT in Eggs (ppm)
Shell Thickness (mm)
Peregrine falcon 889 .24mm
Bald Eagle 673 .45mm
Osprey 167 .82mm
Rough-legged hawk 22.5 2.7mm
Gyrfalcon 3.88 4.2mm
1. Which organism in the drawing has the highest concentration of DDT? ___________________________________________________
2. Based on the table, as the amount of DDT ____________ (increases/decreases), the shell thickness ____________ (increases/decreases). Therefore, DDT affects birds by _________________________________________________. How did the DDT get into the birds? ___________________________ _________________________________________________________
