Mid Term Evaluation Review PDF

## Mid Term Evaluation Review ### 1. Define the following terms: - **Species**: Groups of organisms that interbreed to produce fertile offspring. - **Population**: Groups of organisms of the same species that inhabit the same area at the same time. - **Community**: Different populations in the sa...

## Mid Term Evaluation Review ### 1. Define the following terms: - **Species**: Groups of organisms that interbreed to produce fertile offspring. - **Population**: Groups of organisms of the same species that inhabit the same area at the same time. - **Community**: Different populations in the same time and area interacting with each other. - **Ecosystem**: Community of organisms that interact with abiotic (nonliving) environment. - **Biomass**: Total mass of a group of organisms, including cells, tissues, and compounds. ### 2. State the nutrition methods that species use to obtain their energy: - **Autotrophic**: Self-feeding. - **Heterotrophic**: Feeding on others. ### 3. List 3 requirements for sustainability in ecosystems: - Nutrient availability - Energy availability - Detoxification of waste products ### 4. Distinguish between a consumer and a producer: - **Producers**: Organisms that make their own food. - **Consumers**: Organisms that eat other organisms to get energy. ### 5. Compare and contrast between: - **Consumers and producers**: Producers produce essential nutrients and are autotrophs. Consumers cannot produce their own nutrients and are heterotrophic. - **Detritivores and saprophytic organisms**: Detritivores obtain nutrients by internal digestion. Saprophytes secrete digestive enzymes on dead organic matter and digest it externally. ### 6. Outline the processes of photosynthesis and cellular respiration: - **Photosynthesis**: The process by which plants use energy from sunlight to make carbon compounds (glucose). - **Cellular Respiration**: The transfer of chemical energy from glucose or other carbon compounds to ATP. ### 7. Outline how a food chain works: - A food chain is a sequence of organisms, each of which feeds on the previous one. - Chemical energy in the form of carbon compounds flows through the chain with energy being lost at each level. ### 8. Distinguish between Producer and Primary Consumer: - **Producers**: Make their own food, forming the base of the food chain. - **Primary Consumer**: Animals that eat producers. ### 9. Explain the process by which chemical energy from carbon compounds flows through food chains: - Plants use sunlight to make glucose through photosynthesis. - Consumers eat these plants or other animals, obtaining energy stored in the carbon compounds. - As energy flows through the food chain, some of it is lost as heat and waste at each level. ### 10. Explain how energy losses between trophic levels restrict the extent of food chains and the biomass of higher trophic levels: - Organisms lose about 90% of the energy, and only about 10% is passed on to the next trophic level. - This restricts biomass at higher trophic levels. ### 11. Describe the formation of limestone: - When animals like mollusks or corals die, soft parts decompose, leaving behind hard parts made of calcium carbonate. - These hard parts accumulate over time, forming limestone. - In acidic conditions, calcium carbonate dissolves, but in neutral or alkaline conditions, it remains stable and solidifies into limestone rock. ### 12. Compare and contrast between aerobic and anaerobic respiration: | **Aerobic Respiration** | **Anaerobic Respiration** | |---|---| | Requires oxygen to function correctly | Does not require oxygen to function correctly | | Plays crucial role in energy metabolism | | ### 13. Outline how methane is produced by methanogenic archaebacteria: - Methanogenic archaebacteria are found in places with lack of oxygen. - They break down organic matter and release methane as a waste product. ### 14. Identify the type of reaction shown below: | **Reaction** | **Type** | |---|---| | 2 C4H10 + 13 O2 → 8 CO2 + 18 H2O + Energy | Butane Combustion Reaction | | CH4 + 2 O2 → CO2 + 2H2O + Energy | Methane Combustion Reaction | | C6H12O6 + 2 O2 → 6 CO₂ + 6 H2O + Energy | Glucose Cellular Respiration | ### 15. Explain the role of oxygen in the carbon and oxygen cycle: - Animals inhale oxygen to break down glucose, releasing CO2 as a waste product entering the atmosphere and water. - Plants use this CO2 to create glucose and release oxygen during photosynthesis, into the atmosphere to complete the cycle. ### 16. Predict the impact of excessive tree felling on the carbon cycle: - Without trees to absorb CO2, carbon dioxide will rise in the atmosphere. - Oxygen production will decrease, and biodiversity will suffer. - Trees use CO2 in photosynthesis to produce glucose and release oxygen. ### 17. Predict the impact that excessive burning of fossil fuels would have on the carbon cycle: - Excessive burning of fossil fuels releases large amounts of CO2 into the atmosphere, increasing carbon levels and disrupting the carbon cycle. - This leads to global warming. ### 18. Define Evolution: - Change in the characteristics of a species over time. - Heritable characteristics that are encoded by genes and passed down across generations. ### 19. State the evidence that shows that evolution exists: - Evidence from fossils - Evidence from homologous structures - Evidence from vestigial structures ### 20. Process in which only the fittest survive and inherit their characteristics to their offspring. This process is called: - **Natural Selection** – theory by Charles Darwin ### 21. In the image you can see that the limbs of the bat, horse, dolphin and humans have the same number of bones: humerus, radius, ulna, carpus, metacarpus and phalanges. According to the evolution and the function they currently perform, these structures are called?: - Homologous Structure: Same number of bones (similar structure) but perform different functions. ### 22. Define artificial selection and mention an example - Artificial selection is the process by which humans intentionally breed organisms with specific traits to produce offspring with desired characteristics. - **Example**: Humans bred dogs like Labradors for their friendly behavior, so that more friendly dogs would be born. ### 23. Evolution only concerns heritable characteristics. - **True** ### 24. Adaptation: - A trait that helps an organism survive in its environment. ### 25. Acquired characteristics and inherited characteristics are: | **Acquired Characteristics** | **Inherited Characteristics** | |---|---| | Learned or developed during life, not passed on | Passed from parents to offspring through genetics | ### 26. Convergent evolution and divergent evolution are: | **Convergent Evolution** | **Divergent Evolution** | |---|---| | Different species develop similar traits (ex. wings for flying) | Similar species become different over time due to adapting to different environments | ### 27. Define homologous and analogous structures and mention an example of each one. | **Analogous Structures** | **Homologous Structures** | |---|---| | Similar function but different structure (ex. wings of birds and insects) | Different functions, but similar in structure (ex. flippers of a dolphin and the arms of a human (common mammalian ancestor)) | ### Data analysis: The photosynthetic activity of the Elodea plant can be measured by the number of oxygen bubbles produced. Varying the distance the plant is from a lamp (light source) changes the photosynthetic activity. **Graph 1**: Relationship between the photosynthetic activity of Elodea (number of bubbles produced) and the distance from the light source (cm). | Distance (cm) | Number of Bubbles | |---|---| | 0 | 200 | | 20 | 180 | | 40 | 160 | | 60 | 140 | | 80 | 120 | | 100 | 100 | | 120 | 80 | | 140 | 60 | | 160 | 40 | | 180 | 20 | | 200 | 0 | | 220 | 0 | ### a. Identify the dependent variable in this study. - **Dependent variable**: Number of oxygen bubbles. ### b. Looking at graph 1, indicate what type of correlation is shown between the distance from the light source and the average photosynthetic activity measured as the number of bubbles produced. Justify your answer. - **Type of correlation**: Negative correlation. - **Justification**: As the distance increases, the number of bubbles decreases. ### c. According to the graph. Deduce what would happen to the number of bubbles if the lamp is placed at a distance of 220 cm. Justify your answer. - **Deduction**: The number of bubbles will be zero. - **Justification**: Based on the trend in the graph, as the distance increases, the number of bubbles decreases. At a distance of 220 cm, the number of bubbles is expected to be 0.