Term 2 – Instructional Guide

Grade 10 ASP – Biology

Subtopic 4.1 Gene Regulation and Expression

 4.1.1 Explain, using models and visuals, how prokaryotic genes are regulated (lac operon)
An operon is a group of genes that are regulated
together. The genes in an operon usually have related
functions. Located in front of the operon’s three genes are
two regulatory
regions:
o A promoter: The promoter is a site where RNA
polymerase can bind to begin transcription.
o An operator: The operator site is where a DNA-
binding protein known as the lac repressor can
bind to DNA

When the lac repressor binds to the O region, RNA

polymerase cannot reach the lac genes to begin
transcription.

When lactose is added to the medium, it diffuses into the cell and attaches to the lac repressor.

 4.1.2 Describe, using model and visuals, how genes are regulated in eukaryotes (Include:
transcription complex, role of transcription factors, and cell specialization)

Eukaryotic genes are controlled

individually and have more complex
regulatory sequences than those of the lac
repressor system. A typical eukaryotic
gene has a TATA box. One of the most
critical is at the level of transcription by
means of DNA-binding proteins known as
transcription factors. Some transcription
factors enhance transcription by opening
up tightly packed chromatin. Others help
attract RNA polymerase. Still others block
access to certain genes

Complex gene regulation in eukaryotes is what makes differentiation and specialization possible.
Genes that code for liver enzymes are not expressed in nerve cells. Keratin, an important protein in
skin cells, is not produced in blood cells.
Practice questions:

1. A lac repressor turns OFF the lac genes by__________________.

a. binding to the promoter
b. DNA polymerase
c. binding to the operator
d. binding to the lac genes
2. Gene regulation in eukaryotes________________________.
a. usually involves operons
b. is simpler than in prokaryotes
c. allows for cell specialization
d. includes the action of an operator region
3. Which of the following is NOT used in gene regulation in eukaryotes?
a. The use of enhancers
b. DNA methylation
c. Histone acetylation
d. Control of operons
Use the diagram below to answer questions 4 and 5.
4. The diagram shows part of the DNA in a _____________
cell since it contains the__________ sequence.
a. Eukaryotic gene
b. Eukaryotic TATA box
c. Prokaryotic gene
d. Prokaryotic TATA box
5. What is the role of the molecules that are labeled X
in the diagram?
a. Cut the DNA into smaller segments
b. Helps RNA polymerase bind to the DNA
c. Prevent the DNA from supercoiling
d. Stops the process of transcription
6. Which of the following is the protein that prevents the binding of RNA polymerase to the
promoter site?
a. Enhancer
b. Operator
c. Operon
d. Repressor

7. Which of the following explains why the control of gene expression is more complex in
multicellular eukaryotes than prokaryotes?
a. Eukaryotic cells are much smaller
b. Eukaryotic chromosomes have fewer nucleotides; therefore, each nucleotide sequence
must do several jobs
c. In a multicellular eukaryote, different cells are specialized for different functions
d. Many genes of eukaryotes provide information for making polypeptides

8. Use the diagram below, which shows gene X transcription initiation complex in a liver cell, to
answer questions a-c.
 a. Complete the table below to identify E and P sequences in DNA and their role in the
process of gene regulation.

Sequence Identity Role in gene regulation

E Enhancer The site of binding the activator

P Promotor The site of binding RNA polymerase

9. Use the diagram below, to answer questions a-c.

a. Describe the role of TATA box in gene expression.

TATA box binds a protein that helps position RNA polymerase by marking a point just
before the beginning of a gene that is needed to be transcribed in the cell.

b. Complete the table below to identify parts 1-3 in the diagram.

Part 1 2 3
Transcriptional
Name Enhancer RNA polymerase
factors
10. Use the figure below to answer questions a and b.

a. Identify the labeled parts 1-8, in figure 1 above?

1 – Regulatory gene
2 – Repressor protein
3 – Inducer
4 – RNA polymerase
5 – mRNA
6 – Operon
7 – Operon genes
8 – Operator

b. Complete the table below:

Repressor Operator Lac Genes

Mode
Active/inactive On/Off Expressed/Silent
Lactose absent Active Off No expression
Lactose present Inactive On Expressed
Subtopic 4.2 The Process of Genetic Engineering (use the book and ppt)

 4.2.1 Explain how scientists copy the DNA of living organisms (PCR)
 4.2.2 Describe how recombinant DNA is made
 4.2.4 Summarize how CRISPR technique is used in DNA editing

Practice questions:

1. In polymerase chain reaction (PCR), the enzyme Taq polymerase is commonly used because
it________.
a. can synthesize small fragments of DNA
b. amplifies DNA without errors
c. is a heat stable enzyme
d. can work without the need of primers
Use the diagram below to answer questions 2 and 3.

2. The double-stranded DNA is separated during step 1 through____________.

a. adding restriction enzymes
b. heating to 95o C
c. using of the helicase enzyme
d. using primers
3. Which enzyme is used in step 3 to build the new strands?
a. DNA dehydrogenase
b. DNA primase
c. DNA polymerase
d. RNA polymerase
4. The technique that is shown in the diagram is called______________.
a. DNA microarray
b. DNA screening
c. gene identification
d. gene therapy
5. What is the name of the technique?
a. Animal cloning
b. DNA fingerprinting
c. Polymerase chain reaction
d. Recombinant DNA
6. Letter X in the diagram represents a______________.
a. Nucleus
b. Plasmid
c. Ribosome
d. transporter protein

7. Use the graph below, which shows the progression of one cycle of polymerase chain reaction (PCR),
to answer questions a and b.

a. Complete the table below to name and describe steps 1-3 of the PCR cycle.

Name of step Description

Step
(1 mark each) (2 marks each)
The reaction mixture is heated to degrees above
1 Denaturation 90oC to allow for the denaturation (separation) of
the DNA strands
The mixture is cooled down to about 55 oC to allow
annealing (hydrogen bonding) of short, single-
2 Primer annealing stranded DNA primers complementary to
sequences on opposite strands at each end of the
target sequence
A heat-stable DNA polymerase extends the
3 Extension
primers in the 5’ → 3’ direction at about 70 oC.
 b. Describe one application for the PCR technique.

- PCR is used to amplify genes associated with genetic disorders from the DNA of patients (or from
fetal DNA, in the case of prenatal testing).
- PCR can be used to test for a bacterium or DNA virus in a patient's body: if the pathogen is present,
it may be possible to amplify regions of its DNA from a blood or tissue sample
8. The process shown in figure below represents Cloning of DNA Refer to the figure below and answer
questions a-c.

a. Identify the enzyme that is used to cut part of the vector and DNA sequence of interest
represented by letter “A”, in the figure above?
Restriction enzymes.
b. Identify the enzyme that is used to join the DNA of interest with the open vector,
represented by letter “B”, in figure 1 above?
Ligase.
c. How is molecule A different to molecule B?
Molecule B contains all the genes as molecule A, but with the additional gene of interest.

Subtopic 5.1 Flowers, Fruits, and Seeds

 5.1.1 Identify the sexual reproductive structures of angiosperms

Angiosperms are the most abundant plants. They are the Most recent to evolve. They develop
flowers, which contain ovaries to surround and protect seeds (enclosed seeds)

 5.1.2 Distinguish between monocots and dicot flowering plants

Used to be classified by numbers of leaves in their embryos – cotyledons

 o Monocots – one cotyledon
o Dicots – two cotyledons

 5.1.3 Identify the structures and functions of the vegetative and reproductive structures in a
flower

Four different kinds of specialized leaves form flowers.

▶ Sepals form the outermost circle of flower parts. They protect a flower bud.
▶ Petals form a ring just inside the sepals. Some are brightly colored, which attracts pollinators.
▶ Stamens are the male reproductive structures and form a ring inside of the petals. Pollen is
produced in an anther, which is the sac at the tip of a stamen. Each pollen grain contains a male
gametophyte.
▶ Carpels are the female reproductive structures at the center of flowers. The female gametophytes

develop inside the ovules that form in a carpel’s ovary.

• The sticky tip of a carpel, called the stigma, captures pollen. • A pistil is a structure that is made up
of one or more carpels.
 5.1.5 Sequence the steps of double fertilization in angiosperms

The male gametophytes—the pollen grains—develop inside anthers.

First, meiosis produces four haploid spore cells.
Each spore undergoes one mitotic division to produce the two haploid nuclei of a single pollen grain.
The two nuclei are surrounded by a thick wall that protects the male gametophyte.

Female gametophytes develop inside each carpel of a flower.

The ovules—the future seeds—are enveloped in a protective ovary—the future fruit.

A single diploid cell goes through meiosis to produce four haploid cells, three of which disintegrate.

The remaining cell undergoes mitosis, producing eight nuclei. These eight nuclei and the surrounding
membrane are called the embryo sac.
The embryo sac, contained within the ovule, makes up the female gametophyte of a flowering plant.
Cell walls form around six of the eight nuclei.

One of the eight nuclei, near the base of the gametophyte, is the nucleus of the egg—the female
gamete. If fertilization takes place, this egg cell will fuse with the male gamete to become the zygote
that grows into a new sporophyte plant.

 5.1.6 Describe vegetative reproduction procedures

Asexual reproduction is common in plants.

Vegetative reproduction leads to offspring that are identical to the parent. The offspring develop by
mitotic cell division of cells in stems, leaves, and roots.
Horticulturists use vegetative reproduction to propagate (grow) many identical plants.

Making cuttings of stems and roots

Grafting involves attaching a bud or a stem of one woody plant to the stems of another.
  5.1.7 Relate between the development of seeds and fruits and the plant ability to adapt to its
environment

Seeds develop in the fruit of angiosperms.

➢ A seed protects and provides nourishment for a plant embryo.

➢ An ovary matures into a fruit as an embryo develops within each of its seeds. Some fruits
are fleshy, and others are dry. Many foods are fruits.

➢ When the environmental conditions are not suitable for germination the seed lie dormant
for a period of time

 5.1.9 Recognize the factors that affect seed germination and dormancy

Some seeds sprout right away, and others lie dormant for a period of time. In a period of dormancy,
the embryo of a seed is alive but not growing.

Germination is the resumption of growth by the embryo. Seeds absorb water before germinating.
The water causes tissues in a seed to swell, causing the seed coat to crack.
The embryonic root emerges first. Monocots and dicots have different patterns of germination.
Dormancy helps the embryos in seeds survive until the environment is favorable for plant growth.

Practice questions:

1. Which of the below statements are true about vegetative reproduction?

I. Does not require fertilization
II. Does not require flowers or gametes
III. Forms a new individual by mitosis
a. I and II only
b. I and III only
c. II and III only
d. I, II, and III
2. Which of the following factors is NOT useful in the classification of angiosperms?
a. Root type
b. Length of life
c. Number of seed leaves
d. Composition of the stem
3. What is/are the difference(s) between a monocot stem and a dicot stem?
I. In a monocot stem the vascular bundles are scattered throughout the stem
II. In a dicot stem the vascular bundles are arranged in a ring
III. In a monocot stem there are no vascular bundles while in a dicot stem there are vascular
bundles
a. I only
b. II only
c. III only
d. I and II only
Use the figure below to answer questions 4- 6.

4. Seeds will develop in part______________.

a. A
b. B
c. C
d. D
5. The part that most adapted to attract animals to aid in the process of
pollination is_____.
a. A
b. B
c. C
d. D
6. Pollen grains will develop in part______________.
a. A
b. B
c. C
d. D
7. Use the table below to differentiate between monocots and dicots by filling in appropriate drawings
and brief descriptions of the specific characteristics.
8. Use the figure below to answer questions a-d.
a. Name the flower parts

b. Identify the male and female reproductive structures by placing a √ next to the correct parts.

Part Name Male Reproductive Part Female Reproductive Part

7
 c. What is the name of the reproductive structure (made of multiple plant parts) that produces
male gametophytes? Stamen
d. What is the name of the reproductive structure (made of multiple plant parts)that produces
female gametophytes? Carpel
e. Detail the two major steps involved in double fertilization of angiosperms.

Step 1) One sperm nucleus fuses/joins with one egg nucleus to produce a diploid zygote,
which will grow into the zygote
Step 2) One sperm nucleus fuses/joins with two egg nuclei to form a triploid cell, which will
grow into the endosperm

f. What is the purpose/function of the product from step 2?

The endosperm provides nourishment/nutrients for the growing seedling

g. Name three plants that reproduce by vegetative reproduction.

Strawberries, potatoes, cacti

9. Complete the table below about the flower’s parts.

Subtopic 5.2 Roots, Stems, and Leaves

 5.2.2 Describe meristems and evaluate their importance in plant growth (Including Apical
meristems and Floral meristems)

Meristems – regions of unspecialized cells in which mitosis produces new cells ready for differentiation

o Apical meristems found in places of rapid division – tips of stems and roots
o Floral meristems give rise to flower parts– tips of stems. Found Only in angiosperms

 5.2.3 Identify, using a diagram, the structures of the mature root

The root is the first part of a plant to emerge from a seed.

▶ Plants have two main types of root systems:

• Taproot systems are found mainly in dicots and consist of a large primary root that has many
smaller branches.
• Fibrous root systems are found mainly in monocots and consist of many equally sized branch
roots. They help prevent topsoil from being washed away

▶ Roots contain cells from the three tissue systems. A mature root has an outside layer, called the
epidermis, and also contains vascular tissue and a large area of ground tissue.
The root system is important to water and mineral transport.

• The root’s epidermis performs the dual functions of protection and absorption. Its surface is
covered with thin cellular projections called root hairs, which produce a large surface area that
allows water and minerals to enter.
• Ground tissue called cortex stores products of photosynthesis, such as starch. Water and
minerals move through the cortex. A layer called the endodermis encloses the vascular cylinder.

• The xylem and phloem together make up a region called the vascular cylinder at the center of
the root.
• Apical meristems produce new cells near the root tip, which is covered by a tough root cap
that protects the root tip as it grows into the soil.

 5.2.4 Describe the different functions of roots (Include: support a plant, anchor it in the
ground, store food, and absorb water, and dissolved nutrients from the soil)

Roots support a plant, anchor it in the ground, store food, and absorb water and dissolved nutrients
from the soil.
▶ Roots take in many essential inorganic nutrients, such as nitrogen and potassium.
▶ Active transport brings the mineral ions of dissolved nutrients from the soil into the plant.

▶ Cells of the root epidermis create conditions under which osmosis causes water to “follow” ions
and flow into the root.
▶ The waterproof Casparian strip enables the endodermis to filter and control the water and
nutrients that enter the vascular cylinder, as well as ensuring that nutrients do not leak out.
 ▶ Root pressure, produced within the vascular cylinder by active transport, forces water through
the vascular cylinder and into the xylem.

 5.2.6 Contrast the processes of primary growth and secondary growth in stems

One type of growth adds length to a plant’s stems and roots. The other adds width, or thickens
stems and roots.

▶ Primary growth of stems is the result of elongation of cells produced in the apical meristem. It
takes place in all seed plants.
▶ Secondary growth is an increase in the thickness of stems and roots that is common among
dicots and gymnosperms but rare in monocots. In conifers and dicots, secondary growth takes
place in meristems called the vascular cambium and cork cambium.

 5.2.7 Describe how the structure of a leaf enables it to carry out photosynthesis

The structure of a leaf is optimized to absorb light and carry out photosynthesis.
▶ Most leaves have a thin, flattened part called a blade, which is attached to the stem by a thin stalk
called a petiole. Leaves are made up of the three tissue systems.

 5.2.8 Explain how gas exchange in leaves relates to homeostasis, including the role of
stomata

A plant’s control of gas exchange is one of the most important elements of homeostasis.
▶ Plant leaves allow gas exchange between air spaces in the spongy mesophyll and the exterior by
opening their stomata.
▶ Plants maintain homeostasis by keeping their stomata open just enough to allow photosynthesis to
take place but not so much that they lose an excessive amount of water.
▶ Guard cells are highly specialized cells that surround the stomata and control their opening and
closing depending on environmental conditions.
▶ Wilting results from the loss of water and pressure in a plant’s cells. The loss of pressure causes a
plant’s cell walls to bend inward. When a plant wilts, its stomata close so the plant can conserve
water.

 5.2.10 Explain the process of water movement in a plant

The pressure created by water entering the tissues of a root push water upward in a plant stem, but
this pressure is not enough. Other forces are much more important.
▶ The major force is provided by the evaporation of water from leaves during transpiration.
Its pull extends into vascular tissue so that water is pulled up through xylem.

▶ Both the force of attraction between water molecules, cohesion, and the attraction of water
molecules to other substances, adhesion, help with water transport. The effects of cohesion and
adhesion of water molecules are seen in capillary action, which is the tendency of water to rise in a
thin tube. Capillary action is important because xylem tissue is composed of tracheids and vessel
elements that form hollow, connected tubes.

 5.2.11 Describe how the products of photosynthesis are transported throughout a plant
 The leading explanation of phloem transport is known as the pressure-flow hypothesis.
▶ Active transport moves sugars into the sieve tube from surrounding tissues.
▶ Water then follows by osmosis, creating pressure in the tube at the source of the sugars.
▶ If another region of the plant needs sugars, they are actively pumped out of the tube and into the
surrounding tissues. Pressure differences move the sugars to tissues where they are needed.

▶ Changes in nutrient concentration drive the movement of fluid through phloem tissue in
directions that meet the nutritional needs of the plant.

Practice questions:

1. Which of the following is NOT true of meristems

a. They are an area of unspecialized cells that produce new cells by mitosis
b. They are found in plant areas which provide an increase in length
c. They are produced when the plant has stopped growing taller
d. They can give rise to various types of plant growth

2. To observe mitosis, which of the following should a student examine under a compound
microscope?
a. epidermis of a leaf.
b. xylem from a tree trunk.
c. tip of a shoot.
d. phloem from the stem of a plant.
3. The layer of cells that encloses the vascular tissue in the central region of a root is the
a. endodermis.
b. epidermis.
c. cortex.
d. apical meristem.
4. The vascular cylinder of a root consists of
a. xylem only.
b. phloem and xylem.
c. phloem only.
d. phloem, xylem, and ground tissue.
5. Root pressure
a. causes a plant’s roots to increase in size.
b. forces water in xylem downward.
c. is produced within the cortex of the root.
d. is produced in the vascular cylinder by active transport.
6. One of the three main functions of stems is to\
a. carry out photosynthesis
b. carry water and nutrients between roots and leaves.
c. store carbohydrates.
d. store water.
7. Many cacti, such as saguaros and barrel cacti, have large stems and no leaves. What function of
leaves is taken on by the stems of such cacti?
a. They produce food by photosynthesis.
b. They absorb water and nutrients from the soil.
c. They transport materials throughout the plant.
d. They store excess water.
8. During primary growth, a stem
 a. increases in length.
b. increases in width.
c. produces flowers.
d. produces wood.
9. Which of the following statement is correct about root pressure?
a. A force that pushes water into the xylem
b. A force that moves water into the epidermis
c. A pressure caused by meristems to make new unspecialized cells
d. A force created by the root cells to move nutrients by active transport

10. Describe meristems and differentiate between apical and floral meristems.

Meristems:

Apical Meristems Floral Meristems

11. Refer to the root cross section in the figure below to answer questions a-c.
a. Name the tissues labeled (A, B, C).

A: Epidermis (dermal tissue) B: Cortex

(ground tissue)
C: Endodermis

b. How the tissues labeled as (D) and (E)

are different in terms of their function?

Tissue labeled (D) is xylem, transports

water while tissue labeled (E) is,
transports nutrients .

c. Which types of root, fibrous or tap root

represented in figure-3. Justify.

Tap root as it is present in dicot plants and xylem found as x shape at the root center as
shown in figure 3.

12. Use the diagram below to answer the following questions on the lines provided.
a. What two functions does the structure have? Leaves absorb light and carry out
photosynthesis.
 b. Would the structure have come from a wilting
plant? Explain.

No, because the stomata are open.

c. What labeled structure transports water and the

products of photosynthesis?
The structure labeled F transports water and the
products of photosynthesis
d. What happens in the structures labeled B and C
when cold weather approaches?

As cold weather approaches, chlorophyll production stops. When light destroys the remaining
green pigment, the leaves change color. Photosynthesis stops. Enzymes extract nutrients from
the broken- down chlorophyll, which are then stored in other parts of the plant.

e. If the structures were part of a salt-tolerant plant, what adaptation would it have?

If the leaf were from a salt-tolerant plant, it would have specialized cells that pump salt out of
the plant and onto the leaf surface, where it is washed off by the rain.

Subtopic 5.3 Plant Hormones and Tropisms

 5.3.1 Describe the role of hormones in plant growth and development

 5.3.2 Describe the roles of the following hormones in plants: auxins, cytokinins, gibberellins,
abscisic acid

Living organisms produce chemical signals that affect the growth, activity, and development of cells
and tissues. Such a chemical is called a hormone.

➢ A hormone affects particular target cells that have receptors to which a particular hormone can
bind. There are five major classes of plant hormones.

• Auxins are produced in the apical meristems and cause cell elongation and the growth of
new roots. They also inhibit the growth of lateral buds, which produces apical dominance.
Snipping off the tip of a stem breaks apical dominance and enables branches to develop.
• Cytokinins stimulate cell division and are produced in growing roots and developing fruits
and seeds.
• Gibberellins stimulate the growth of stems and fruits. They also stimulate seed germination.
• Abscisic acid inhibits cell division and causes seed dormancy.
• Ethylene is a gas that stimulates fruit ripening and causes plants to seal off and drop organs
such as leaves and fruits that are no longer needed.

 5.3.3 Identify three tropisms exhibited in plants including phototropism, gravitropism and
thigmotropism

Tropisms are growth responses to environmental stimuli, which cause elongating stems and roots
to bend.
  Phototropism is a response to light.
 Gravitropism is a response to gravity.
 Thigmotropism is a response to touch.

Rapid movements such as the closing of leaves when touched are caused by changes in cell walls
and in osmotic pressure in certain cells.

Practice questions:

1. Which of the following is the function of Auxin in plants?

a. Cell enlargement, apical dominance
b. Abscission of leaves, reduce transpiration
c. Promote fruit ripening
d. Increase seed dormancy
2. The growth of ivy tendrils that wrap around objects is an example of_______________.
a. abscission
b. photoperiodism
c. photosynthesis
d. thigmotropism
3. In the figure below, the shoot shows a----------phototropism
and----------geotropism.
a. negative/ negative
b. negative/ positive
c. positive/ positive
d. positive/ negative

Subtopic 6.1 Introduction to Animals

 6.1.1 Describe characteristics that all animals share

All members of the animal kingdom are heterotrophs, which obtain nutrients and energy by eating
other organisms. Animal bodies are multicellular, composed of many cells. Animal cells are
eukaryotic, containing a nucleus and membrane-bound organelles. Unlike the cells of algae, fungi,
and plants, animal cells lack cell walls.

 6.1.2 Describe the essential functions that animals must perform to survive

o Maintain homeostasis
o Gather and respond to information
o Obtain and distribute oxygen and nutrients
o Collect and eliminate carbon dioxide and other wastes.

 6.1.3 Identify features of animal body plan (refer to the book and ppt)

o Levels of organization
o Body symmetry
o Patterns of embryological development
o Segmentation
o Cephalization
o Limb formation
Subtopic 6.2 Social Interactions and Group Behavior

 6.2.1 Describe how behavior can serve as an adaptation that affects reproductive success

Many behaviors are essential to survival. To survive and reproduce, animals must be able to find
and catch food; to select and defend space for feeding, sleeping, and raising offspring; to avoid
predators; and to find mates.

 6.2.2 Identify, using examples, the major types of learning

There are four major types of learning:

• Habituation
• Classical conditioning
• Operant conditioning
• Insight learning

 6.2.3 Explain how periodic environmental changes affect behavior

Many animals exhibit behaviors related to competition for limited environmental resources. Individuals
occupy and defend a specific area, or territory, that contains resources, such as food, water, nesting sites,
shelter, and potential mates, which are necessary for survival and reproduction. If a rival enters a
territory, the “owner” of the territory attacks in an effort to drive the rival away.

 6.2.4 Clarify, using examples, how social behaviors can increase evolutionary fitness

Social behaviors, such as choosing mates, defending territories or resources, and forming social
groups, can increase evolutionary fitness. Courtship behavior helps to ensure mating and the
passing of one’s genes to offspring.

 6.2.5 Explain how animals communicate

Because social behavior involves more than one individual, it requires communication—the
passing of information from one individual to another. Communication is an important adaptation
among many species. the specific techniques that animals use depend on the types of stimuli their
senses can detect and on the effects of their environment on different types of signals.

o Many animals use visual signals and have eyes that sense shapes and colors at least as well
as humans do. Squid, which have large eyes, use changes in body color as signals. In many
species, males and females have different color patterns, and males use color displays to
advertise their readiness to mate.
o Many insects, fishes, and mammals have well-developed senses of smell and communicate
using chemical signals. Some animals, including lampreys, bees, and ants, release chemical
messengers called pheromones, which affect the behavior of other individuals of the same
species, to mark a territory or to signal their readiness to mate. pheromones are usually
organic acids or alcohols that are highly volatile and can be detected in very small quantities
o Most species can make and detect sounds that they use to communicate. Dolphins
communicate in the ocean using sound signals that travel long distances through water.
 Bottlenose dolphins each have their own unique “signature” whistle that informs others of
who is sending the communication.
o The most complicated form of communication is language. Language is a system of
communication that combines sounds, symbols, and gestures according to rules about
sequence and meaning, such as grammar and syntax. Many animals, including elephants,
primates, and dolphins, have complex communication systems. Some even seem to have
“words”—calls with specific meanings such as “lions on the prowl.”

Subtopic 6.3 Homeostasis

 6.3.1 Define the term of homeostasis

Homeostasis, the control of internal conditions, is vital to survival.

 6.3.2 Explain, using examples, why the interactions among body systems are essential

All body systems interact to maintain homeostasis. In most animals, respiratory and digestive
systems would be useless without circulatory systems to distribute oxygen and nutrients.
Excretory systems require a circulatory system that collects carbon dioxide and nitrogenous wastes
from tissues and delivers them to the lungs and excretory organs. Muscles wouldn’t’t work without
a nervous system to direct them and a skeletal system to support them.

 6.3.3 Explain how animals control their body temperature (include: ectotherms,
endotherms, and comparing among them) (use the book, ppt and classkick)

Practice questions:

1. Why it is less likely for an endothermic animal living in a cold environment to survive a long
period of food deprivation as would an equally sized ectothermic animal do?
a. The endothermic animal has less insulation on its body surface
b. The endothermic animal uses more energy in temperature regulation
c. The ectothermic animal metabolizes its stored energy more readily than can the
endotherm
d. The ectothermic animal expends more energy per kg of body mass than does the
endotherm
e. The ectothermic animal maintains a higher basal metabolic rate

2. Which of the following is NOT true about ectothermic animals?

a. They gain heat from external sources
b. Their body expenses less amount of energy compared to endothermic animals
c. Their body temperature can vary with the environmental temperature
d. They can survive subzero temperatures by producing antifreeze compounds
e. Their oxygen consumption at lower temperature is higher than endothermic animals
 3. A study was performed on hamsters and rats subjected to different types of diet, and different
environmental temperatures. Which of the following is/are VALID conclusions that could be
drawn from this data?
I. Environmental temperature is affecting body tissue fat deposits in hamsters only
II. The best diet for hamsters before entering into a state of winter hibernation would be
peanut oil
III. A decrease in
environmental
temperature triggers
hibernation in rats
a. I only
b. III only
c. I and II only
d. III only
e. II and III

Use the information below and the graph to answer questions 4 and 5.

The merlin hawk is a migratory, predatory bird. Young merlin hawks are born with a migratory
behavior. They can sometimes be observed migrating together in loose flocks making up
hundreds of birds at a time, relying on cues from the external environment so as to orient
correctly in the right flying direction. Sometimes, young merlin hawks can get lost, but when
they do, they will follow older, more experienced hawks to their breeding sites.

4. Which of the following answers identifies the cue for migration in juvenile merlin hawks?
a. The change in seasons
b. The age of the merlin hawks
c. When adult merlin hawks begin to migrate
d. The time of day
e. The change in prey populations
5. Which of the following statements is/are TRUE of the merlin hawk?
I. Migration is an innate behavior
II. The merlin hawk’s behavior is linked to circannual rhythms
III. Merlin hawks learn to migrate at the right time from older adults
a. I only
b. II only
c. III only
d. I and II only
e. I, II and III only
6. Which of the following statements about behavioral development is correct?
a. Animals showing a behavior that minimizes reproductive fitness will become dominant
b. Animals become dormant and inactive until the environment is returned as before
c. If animal’s behavior is less than optimal, it will become optimal due to environmental stress
d. Innate behaviors can be changed due to environmental changes
e. The animal’s behavior that enhances reproduction is favored during environmental stress
7. Which of the following signals is best used to help nocturnal animals to recognize their territory?
I. Auditory
II. Olfactory
III. Visual
IV. Tactile
a. I only
b. I and II only
c. III and IV only
d. II, III and IV only
e. I, III and IV
8. Both a bird building a nest and a spider spinning a web are examples of ______ behavior.
a. Evolutionary
b. Innate
c. Learned
d. Mating
e. predatory
9. The graylag goose usually travels to their northern breeding grounds in spring, nesting in marshes
and coastal islands. Which of the following is/are TRUE of this behavior?
I. The behavior is an example of operant conditioning
II. The behavior is an example of migratory behavior
III. This behavior is linked to their circadian rhythm
a. I only
b. II only
c. I and II only
d. I and III only
e. II and III only
10. Which of the following is the best valid scientific question that can be answered by the graph
below?

a. How does skin temperature affect the

outside temperature?
b. What are the environmental factors
that affect skin temperature?
c. What is the amount of sweat produced
from the body during the day?
d. What role does sweat have in
controlling skin temperature?
e. Why does the skin temperature
increase with outside temperature?

11. Which of the following is/are correct about digestion in the hydra as shown in the diagram below?
I. An example of one-way digestive system
II. Illustrates both intracellular and extracellular digest
III. Specialized organs are required to complete digestion
a. I only
b. II only
c. III only
d. I and II only
e. I, II, and III

12. Which of the following is/are considered as innate

behavior?
I. Honeybees associate given colors with the food they're seeking after experiencing finding food
in area with that color
II. Sea turtle hatchlings dig their way out of the buried hatchery
III. Prairie dogs giving the alarm call in response to footsteps
a. I only
b. II only
c. III only
d. I and II only
e. III, and III only
 13. Which of the following can be concluded from the graph below?
I. Behavior enhances survival and reproduction in
the animal population
II. More migrated individuals means more chance of
viable offspring
III. There is a significant effect of migration on the
population dynamics
a. I only
b. II only
c. III only
d. I and II only
e. I, II, and III

14. Rattlesnakes receive their name from the rattle

located at the end of their tails, which makes a
loud rattling noise when vibrated that deters
predators or serves as a warning to passers. This is as an example of________________
communication.
a. Auditory
b. Electrical
c. Olfactory
d. Tactile
e. visual
15. Which of the following is/are considered as learned behavior?

I. Honeybees associate given colors with the food they're seeking after experiencing finding
food in area with that color
II. Sea turtle hatchlings dig their way out of the buried hatchery
III. Prairie dogs giving the alarm call in response to footsteps
a. I only
b. II only
c. III only
d. I and II only
e. I and III only
16. Use the diagram below, which shows how honeybees communicate the location of flower patches
to members of their hives with waggle dances, to answer questions a-c.
 a. Identify the type of communication that that the waggle dance is an example of. Visual
communication

b. Describe three information that the waggle dance gives about the location of the flower patches.

- The angle of the dance: gives information about the direction from the hive in reference to
the sun
- The direction of the dance (clockwise/counterclockwise): gives information about the
direction from the hive
- Waggle phase (repetitions of the dance): gives information about the distance from the hive

c. Defend the claim that waggle dance is a cooperative behavior that contributes to the survival of
the population.
Members of the honeybees use the waggle dance to cooperate with each other locating the flower
patches and thus collecting higher amounts of the nectar to make honey. This will provide the
hive with the required resources for survival of the honeybee population.

17. Use the graph below to answer questions a-c.

a. Give two evidence form the graph to support the

claim that the graph above is related to a terrestrial
mammal.

- Heat production at lower temperature is high/As

the temperature increases as the heat produced
decreases.
- The evaporative heat loss increases when the
temperature is high.

b. Complete the table to describe and explain the

trend of each line graph.

Line graph Description of the trend Explanation

Less heat is needed to warm up the
As the temperature increases,
body as the ambient temperature
Heat as the heat production
increases until it reaches the
production decreases until it become
minimum produced by normal
constate after about 37oC
metabolic rate
At lower temperatures, heat needed
It is low/constant/no
in the body and not to be lost. As the
Evaporative evaporative heat loss until the
temperature exceeds the normal set
heat loss temperature is about 37oC
point, evaporative heat loss
then it increases
increases to maintain homeostasis
 c. Identify the value of the calories per second that most likely represents the basal metabolic rate
(BMR). 20 calories per second.

18. The table below shows the results of a study on five different mammals to investigate how the
thickness of the adipose tissue (a lipid layer under the skin) changes with the average temperature
that the mammal lives in. Use the table to answer questions a-c.

Average surrounding Adipose tissue layer

Species
temperature (oC) thickness (cm)
1 -10 9.5
2 0 6.5
3 10 4.1
4 20 1.5
5 30 0.5

a. Use the gird below to draw a suitable graph that represents the results shown in the table.

b. Describe one conclusion of the investigation.

As the average surrounding temperature increases, as the adipose tissue layer thickness
decreases.

c. Based on your knowledge of how the structures of the animal affects its interactions with the
environment, explain the results of this study.
Mammals need to keep their body temperature at a very limited range. The adipose tissue
layer provides insulation and can lower the loss of internal heat. Lower temperature in the
surrounding environment requires more thickness means less loss of the internal body
temperature.
19. Use the diagram below to answer questions a and b.

a. Identify whether the female deer mouse is an ectothermic or endothermic animal and
support your answer with evidence from the diagram.
Endothermic. A large proportion of its energy budget is spent on thermoregulation.

b. Calculate the energy per unit of mass per year in the female deer mouse.
4,000/0.025 = 160,000 kcal/kg/yr
20. During infections and in response to pyrogens (fever inducing agents), the hypothalamus
(temperature monitoring system in the brain) causes the onset of fever in the human body. The
graph below shows how the core body temperature changes during a fever condition. Complete the
table below the graph to fully describe which body mechanisms are working during the two phases
labeled X and Y.
 Stage Body mechanisms during this phase
- Vasoconstriction: blood vessels in skin constrict, diverting blood from skin
to deeper tissues and reducing heat loss from skin surface.
- Shivering: Skeletal muscles rapidly contract, causing shivering, which
X
generates heat.
- Metabolism: Certain hormones that can increase the rate of metabolism in
body cells are released.
- Vasodilation: Blood vessels in skin dilate; capillaries fill with warm blood;
heat radiates from skin surface.
Y - Sweating: Sweat glands secrete sweat, which evaporates, cooling the body.
- Metabolism: Reducing the releasing of hormones that can increase the rate
of metabolism in body cells.

Subtopic 7.1 Organization of the Human Body

 7.1.3 Describe the four types of human body tissues with

examples of each

There are four basic types of tissue in the human body: epithelial
tissue lines the interior and exterior body surfaces; connective
tissue provides
support for the body and connects its parts;
nervous tissue carries messages in the form of

nerve impulses throughout the body; and muscle tissue is responsible for voluntary and involuntary
movement
  7.1.4 Explain homeostasis as a process to maintain stable internal environment

The different organ systems work together to maintain a controlled, stable internal environment
called homeostasis. Homeostasis describes the internal physical and chemical conditions that
organisms maintain despite changes in internal and external environments.

 7.1.5 Relate how different tissues, organs and organ systems work together to achieve
homeostasis
 7.1.6 Explain how homeostasis contributes to organisms’ survival
 7.1.8 Explain how body temperature is controlled as an example of feedback inhibition
 7.1.9 Demonstrate understanding of the role of the liver in regulating blood glucose
concentration

The liver is important for homeostasis. It converts toxic substances into compounds that can be
removed from the body safely. It also helps regulate the body’s glucose levels.

Practice questions:

Use the diagrams below to answer questions 1 and 2.

1. Which level of organization do the diagrams illustrate?

a. Cell
b. Organ
c. Organ system
d. Tissue

2. Which of the following is a NOT a match between the part and its function?

a. 1: protection
b. 2: receiving and transmitting impulses
c. 3: absorption and secretion
d. 4: movement

3. Which level of organization is illustrated by the diagrams?

a. Cell
b. Organ
 c. Organ system
d. Tissue

4. Which of the following is a correct match between the tissue and its function?

a. Connective: absorption and secretion

b. Epithelial:movement
c. Muscular: binding and support
d. Nervous: receiving and transmitting impulses

3. A group of cells working together to perform a similar function would be best described as a
(n)_______________________.

a. organ
b. organ system
c. organism
d. tissue

4. The correct role of ‘connective tissue’ in the body is___________________.

a. binding of epithelial tissue to structures, support and transport of substances

b. protecting,absorbingandexcretingmaterials
c. moving voluntary and involuntary movements
d. receiving and transmitting nerve impulses

5. Homeostasis in the body is maintained by ‘internal control systems’. These involve_______.

a. a sensor, control center , communication systems and targets

b. a sensor, integumentary center and responder
c. motor neuron, sensory and control center
d. targets, responder, hypothalamus and sensor

6. Use the diagrams below to answer questions a and b.

a. Which type of feedback is shown in the

diagram? Explain your answer.

Positive feedback. The end product of the

process enhances the first step in the same
process.
 b. Complete the table below by identifying the organ systems that participate in milk production and
describe the role of each one.

Organ system Name of the organ system Role in the process

A Integumentary system Contains receptors

B Nervous system Detects signals and sends responses
C Circulatory system Carries chemical messages to the breast
D Muscular system Contractions to produce more milk

Subtopic 7.2 The Digestive System

 7.2.2 Identify four main stages in digestion: ingestion, digestion, absorption and elimination

 Ingestion is the process of putting food into your mouth.

 Mechanical digestion is the physical breakdown of large pieces of food into smaller pieces. During
chemical digestion, enzymes break down food into molecules the body can use.
 Food molecules are absorbed into the circulatory system by cells in the small intestine.
 Materials the body cannot digest travel through the large intestine and are eliminated as feces.

 7.2.4 Summarize, using a diagram, the five steps of the process of digestion (Include:
structures and their functions with labeling)

During digestion, food travels through the mouth, esophagus, stomach, and small intestine.

 Mechanical digestion begins as teeth tear and grind food. Saliva contains amylase, an
enzyme that breaks down starches into sugars. This begins the process of chemical
digestion. Once food is chewed, it is pushed into the pharynx.
 The tube leading from the pharynx to the stomach is called the esophagus. Contractions of
smooth muscles, called peristalsis, move food through the esophagus to the stomach, a large
muscular sac that continues digestion.
1. Glands in the stomach lining release hydrochloric acid and the enzyme pepsin,
which breaks proteins into smaller polypeptide fragments.
2. Contractions of stomach muscles churn the stomach contents, which forms chyme,
a mixture with an oatmeal-like consistency.
 As chyme moves out of the stomach, it enters the duodenum, the uppermost portion of the
small intestine. Here, digestive fluids from the pancreas, liver, and lining of the duodenum
are added to the chyme.
 Most nutrients from food are absorbed by the small intestine.
 The large intestine absorbs water and prepares waste for elimination from the body.
  7.2.5 Describe how nutrients are absorbed into the bloodstream in the small intestine

Food nutrients are absorbed from the small intestine

into the bloodstream through fingerlike structures
called villi
Villi increase the surface area of the small intestine

Practice questions:

Use the diagram below to answer questions 1 and 2.

1. Which of the following participate in lipid mechanical digestion?

a. 1 and 2 only
b. 1 and 3 only
c. 1, 2 and 4 only
d. 2, 3 and 4 only
2. Which of the following is a correct match between the part and its
name?
a. 1: liver
b. 2: urinary bladder
c. 3: rectum
d. 4: stomach
3. The______________ secretions do not have any effective digestive enzymes.
a. Salivary glands’
b. gallbladder
c. gastric
d. pancreatic
4. What is the importance of the structures labeled “X” in the adjacent figure?
a. Increase the surface area of absorption
b. Protect the small intestine from germs
c. Prevent the accumulation of undigested food
d. Move food along the small intestine
5. Which of the following are examples of mechanical digestion that occur in the human digestive system?

I. Enzymes in saliva in the mouth act to break down food molecules

II. Teeth tear and grind food into small pieces
III. The muscular walls of the stomach act to churn food back and forth

a. I and II only
b. I and III only
c. II and III only
 d. I, II, and III

6. Digestion of carbohydrates occurs in which of the following organs?

I. Mouth
II. Small intestine
III. Stomach

a. I and II only
b. I and III only
c. II and III only
d. I, II and III

7. Which one of the following does NOT produce digestive secretions?

a. Large intestine
b. Mouth
c. Pancreas
d. Small intestine
8. Use the figure below to answer questions a and b.
a. Complete the following table.

Name of
Letter Function in digestion
part
The bolus passes through it into the
D Esophagus
stomach
B Liver Producing the bile
E Stomach Partial digestion of proteins
Absorbs water as undigested material
Large
H moves through and is eliminated
intestine
from the body

b. Some people get part (C) removed from their body due
to certain medical conditions. What effects could this
have on the process of digestion?

The body can no longer store bile between meals This

may affect fat digestion in the small intestine

Subtopic 7.3 The Excretory System

 7. 3.1 Relate between the structure and the function of

the four organs in the excretory system
1. The skin excretes excess water, salts, and a small amount of urea in sweat.
2. The lungs excrete carbon dioxide and water vapor.
3. The liver converts potentially dangerous nitrogen wastes to urea.
4. The kidneys are the major organs of excretion. They remove excess water, urea, and metabolic
wastes from the blood. Ureters carry urine from the kidneys to the urinary bladder, where it is
stored until it leaves the body through the urethra.
 7.3.2 Explain how the kidneys clean the blood through filtration, reabsorption and urine
excretion

Each kidney has nearly a million processing units called nephrons. Filtration and reabsorption occur
in the nephrons.

 Filtration is the passage of a fluid or gas through a filter to remove wastes. The filtration of
blood in the nephron takes place in the glomerulus, a small, dense network of capillaries. Each
glomerulus is encased by a cuplike structure called Bowman’s capsule. Pressure in the
capillaries forces fluids and wastes from the blood into Bowman’s capsule. This fluid is called
filtrate.
 Most of the material that enters Bowman’s capsule is returned to circulation. The process by
which water and dissolved substances are taken back into the blood is called reabsorption. A
section of the nephron tubule, called the loop of Henle, conserves water and minimizes the
volume of filtrate. The fluid that remains in the tubule is called urine.
 Excretion occur when urine move out of the nephron into the collecting duct and then to the
ureter

 7.3.3 Describe how the kidneys maintain homeostasis

The kidneys remove wastes, maintain blood pH, and regulate the water content of the blood.
The activity of the kidneys is controlled in part by the composition of blood. For example, if blood
glucose levels rise well above normal, the kidneys excrete glucose into the urine.

 7.3.4 Explain, using examples, how hormones influence the kidney function

Practice questions:

1. Which of the following is a function of the urinary system?

a. Absorbs sugar from food
b. Contributes to the regulation of body temperature
c. Converts toxic wastes into harmless products
d. Eliminates nitrogenous wastes
2. Which letter represents the cortex in the kidneys?
a. A
b. C
c. B
d. E
3. State the function of structure C.
a. Reabsorbs useful substances
b. Carries urine out of the kidneys
c. Carries oxygenated blood into the kidneys
d. Connects the two kidneys in the body
4. This part is called _____________.
a. cortex
b. nephron
c. glomerulus
d. ureter
5. Which number refers to the step of “reabsorption” in
the figure?
a. 1
b. 2
c. 3
d. 4
6. Use the diagram below to answer questions a and b.
a. Complete the table below to identify the letter and the
name of the part in the diagram that match each function.

Letter Name of part Function

E Nephron The functional unit of the kidney

B Bladder Stores urine

D Urethra Moves urine outside the body

Blood purification (or urine formation, or water
A Kidney
homeostasis)
C Ureter Transfers urine to the bladder

b. Complete the table below by writing the suitable number and name of each process in the
diagram that matches the description.

Step Name of process Description

2 Reabsorption Moves nutrients and water back into the bloodstream

3 Urine excretion Gathering urine and transfer it to the ureter

Removing water and other substances from the

1 Filtration bloodstream
except cells and large molecules