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Characteristics of living things

All living things (organisms) share a set of characteristics that distinguish them from non-living matter. An object must show ALL of these to be considered alive.
  • Made of one or more cells (cell theory) — cells are the basic unit of structure and function
  • Carry out metabolism — the sum of all chemical reactions (building up and breaking down molecules) needed to obtain and use energy
  • Maintain homeostasis — keep a stable internal environment despite changes outside (e.g., regulating body temperature, water balance)
  • Grow and develop — increase in size/complexity through cell growth and division
  • Reproduce — produce offspring, either asexually (one parent, identical offspring) or sexually (two parents, genetic variation)
  • Respond to stimuli — detect and react to changes in their environment (e.g., a plant growing toward light)
  • Have DNA that is passed from parent to offspring, and populations evolve over many generations

Levels of biological organization

Living systems are organized in a hierarchy from the smallest functional level to the whole biosphere. Each level is built from units of the level below it.
  • Cell → Tissue (group of similar cells doing one job) → Organ (tissues working together) → Organ system (organs working together) → Organism
  • Organism → Population (same species, same area) → Community (all populations in an area) → Ecosystem (community + abiotic environment) → Biosphere (all life on Earth)
  • Example: cardiac muscle cell → heart muscle tissue → the heart (organ) → the circulatory system → a person (organism)
  • Higher levels depend on the proper functioning of lower levels — a diseased organ can disrupt an entire organ system

The scientific method

Science is a process of asking testable questions and using evidence to answer them. It is NOT a single rigid recipe, but generally follows this logical sequence.
  • Observation: using the senses (or tools) to gather information about the natural world
  • Question/Problem: a specific, testable question arising from an observation
  • Hypothesis: a proposed, testable explanation — an 'educated guess' that can be proven false, often written as an if/then statement
  • Experiment: a controlled test of the hypothesis that manipulates one variable at a time
  • Independent variable: the factor the experimenter deliberately changes
  • Dependent (responding) variable: the factor that is measured/observed and may change because of the independent variable
  • Control group: does NOT receive the treatment/independent variable — used as a baseline for comparison
  • Constants (controlled variables): factors kept the same in all groups so the test is fair
  • Conclusion: a statement, based on the data, about whether the hypothesis was supported or not supported
  • A theory is a well-substantiated explanation supported by a large body of evidence from many experiments — it is NOT a guess

Experimental design & data

A well-designed experiment isolates ONE variable at a time so that any observed effect can be attributed to that variable with confidence.
  • A valid experiment needs a large sample size and should be repeated (replicated) to check for consistent results
  • Qualitative data: descriptive, non-numerical observations (color, texture, behavior)
  • Quantitative data: numerical, measured data (mass, length, time, temperature)
  • Data are often organized in data tables and displayed in graphs to reveal patterns and trends
  • Line graphs are used for continuous data showing a trend over time; bar graphs compare distinct categories

Lab safety & measurement

Proper lab technique protects both the experimenter and the validity of the data collected.
  • Always wear safety goggles and follow teacher instructions; know locations of safety equipment (eyewash, fire extinguisher)
  • Never taste chemicals; never point a heated test tube at yourself or others; tie back long hair
  • Metric (SI) units are standard in science: length in meters, mass in grams/kilograms, volume in liters/milliliters, temperature in °C or Kelvin
  • A compound light microscope is used to view small specimens; total magnification = ocular lens power × objective lens power
  • Always begin viewing a slide on low power, then switch to high power once the specimen is centered and focused
A virus is NOT considered fully 'alive' by most biologists because it cannot carry out metabolism or reproduce on its own — it needs a host cell.
A hypothesis must be TESTABLE and FALSIFIABLE — it is not just any guess.
Only ONE variable should be changed at a time in a valid experiment; changing several makes results impossible to interpret.
A scientific theory is strongly supported by evidence — it is not 'just a guess' in the everyday sense of the word.
Total magnification = ocular lens power × objective lens power
Organization: cell → tissue → organ → organ system → organism → population → community → ecosystem → biosphere
Diagram
Levels of Organization Cell → Tissue → Organ → Organ System Organism → Population → Community Ecosystem → Biosphere Each level is built from units of the level below it

Levels of biological organization, from smallest/simplest to largest/most complex.

Atoms, elements, and compounds

All matter, living and non-living, is made of atoms. Living things are built mostly from a handful of key elements.
  • An atom is the basic unit of matter, made of protons (+), neutrons (neutral), and electrons (−)
  • An element is a pure substance made of only one type of atom (e.g., carbon, hydrogen, oxygen, nitrogen)
  • The 'big four' elements make up about 96% of living tissue by mass: Carbon (C), Hydrogen (H), Oxygen (O), Nitrogen (N)
  • A compound forms when two or more elements chemically combine in a fixed ratio (e.g., H₂O, CO₂, NaCl)
  • A molecule is two or more atoms bonded together (can be the same element, like O₂, or different elements, like H₂O)

Properties of water

Water is essential to all known life. Its unique chemical properties come from its polarity and ability to form hydrogen bonds.
  • Water is a polar molecule — the oxygen end is slightly negative and the hydrogen end is slightly positive
  • Polarity allows water molecules to form hydrogen bonds with each other and with other polar/charged substances
  • Water is called the 'universal solvent' because its polarity lets it dissolve many ionic and polar substances, which is essential for transporting nutrients in organisms
  • Cohesion: water molecules stick to each other (hydrogen bonding) — creates surface tension
  • Adhesion: water molecules stick to other polar surfaces — helps water move up through plant stems (capillary action)
  • High specific heat: water resists rapid temperature change, which helps organisms and environments maintain stable temperatures
  • Water is involved in nearly all biochemical reactions, including hydrolysis (breaking bonds by adding water) and dehydration synthesis (forming bonds by removing water)

Carbohydrates & lipids

Carbohydrates and lipids are two of the four major classes of organic (carbon-based) macromolecules that make up living things.
  • Carbohydrates are made of C, H, and O (usually in a ~1:2:1 ratio) and are the body's main, quick source of energy
  • Monosaccharide (simple sugar): one sugar unit, e.g., glucose, fructose — building block of carbohydrates
  • Disaccharide: two monosaccharides joined (e.g., sucrose = glucose + fructose); polysaccharide: many monosaccharides joined (e.g., starch, glycogen, cellulose)
  • Lipids (fats/oils/waxes) are made mostly of C and H, are nonpolar (hydrophobic/do not mix with water), and store large amounts of energy long-term
  • Lipids also make up cell membranes (phospholipids) and provide insulation and cushioning for organs
  • Saturated fats have no double bonds between carbons (usually solid at room temp); unsaturated fats have one or more double bonds (usually liquid at room temp)

Proteins & nucleic acids

Proteins and nucleic acids are the other two major classes of organic macromolecules, built from smaller repeating subunits (monomers).
  • Proteins are made of chains of amino acids (the monomer) folded into specific 3-D shapes; they are made of C, H, O, and N
  • Protein functions include: enzymes (speed up reactions), structural support (keratin, collagen), transport (hemoglobin), and movement (muscle proteins actin/myosin)
  • An enzyme is a biological catalyst — it speeds up a specific reaction without being used up, by lowering the activation energy needed
  • Enzymes are shape-specific: the active site binds only to a specific substrate (like a lock and key); high heat or extreme pH can denature (unfold/destroy) an enzyme's shape
  • Nucleic acids (DNA and RNA) are made of repeating nucleotide monomers and store and transmit genetic information
  • A nucleotide is made of a sugar, a phosphate group, and a nitrogenous base

Dehydration synthesis & hydrolysis

Organic macromolecules are built up and broken down by two opposite water-based reactions.
  • Dehydration (condensation) synthesis: monomers are joined into a polymer by REMOVING a water molecule at each bond formed
  • Hydrolysis: a polymer is broken down into monomers by ADDING a water molecule to break each bond (this is how digestion works)
  • Digestive enzymes (e.g., amylase, protease, lipase) catalyze hydrolysis reactions to break down large food molecules into absorbable subunits
Carbohydrates and lipids are NOT made of amino acids — only proteins are made of amino acid monomers.
Water's polarity, not its abundance alone, explains most of its unique life-supporting properties (cohesion, adhesion, solvent ability).
An enzyme is reused again and again — it is not consumed or permanently changed by the reaction it catalyzes.
Denaturing an enzyme changes its shape (usually permanently), which destroys its function — it does not just 'slow it down.'
Dehydration synthesis: monomers → polymer + water (removes water)
Hydrolysis: polymer + water → monomers (adds water)
Diagram
Macromolecules & Monomers Carbohydratesmonomer: monosaccharide Lipidsglycerol + fatty acids Proteinsmonomer: amino acid Nucleic Acidsmonomer: nucleotide

The four major organic macromolecules and their monomer building blocks.

Cell theory

The cell theory is one of the foundational unifying ideas of biology, built from centuries of microscope observations.
  • All living things are made of one or more cells
  • The cell is the basic unit of structure and function in living things
  • All cells arise (come) from pre-existing cells, through cell division
  • Robert Hooke first observed and named 'cells' in cork tissue; Anton van Leeuwenhoek observed living microorganisms with early microscopes

Prokaryotes vs. eukaryotes

All cells fall into one of two broad categories based on whether their genetic material is enclosed in a membrane-bound nucleus.
  • Prokaryotic cells (bacteria, archaea): NO nucleus and NO membrane-bound organelles; DNA is a single circular loop free in the cytoplasm; generally smaller and simpler
  • Eukaryotic cells (protists, fungi, plants, animals): HAVE a true, membrane-bound nucleus and membrane-bound organelles; generally larger and more complex
  • Both prokaryotic and eukaryotic cells have a cell membrane, cytoplasm, and ribosomes
  • Bacteria are unicellular prokaryotes; most familiar organisms (plants, animals, fungi) are made of eukaryotic cells

Cell organelles and their jobs

Each organelle ('little organ') inside a eukaryotic cell performs a specific job needed for the cell to survive.
  • Nucleus: contains DNA; controls cell activities and heredity ('control center')
  • Mitochondrion: site of cellular respiration; converts food energy into usable ATP energy ('powerhouse of the cell')
  • Ribosome: site of protein synthesis (translation); can be free-floating or attached to the rough ER
  • Endoplasmic reticulum (ER): rough ER (has ribosomes) makes/processes proteins; smooth ER makes lipids and detoxifies
  • Golgi apparatus (Golgi body): packages, modifies, and ships proteins/materials in vesicles to their destination
  • Lysosome: contains digestive enzymes; breaks down waste, worn-out organelles, and food particles
  • Vacuole: storage sac for water, nutrients, or waste; plant cells typically have one large central vacuole for structural support (turgor pressure)
  • Cell wall: rigid layer outside the cell membrane in plant cells (made of cellulose) and fungi/bacteria (different material); provides structure and protection — animal cells lack a cell wall
  • Chloroplast: found only in plant/algae cells; site of photosynthesis, contains chlorophyll (green pigment)
  • Cell (plasma) membrane: selectively permeable boundary present in ALL cells; regulates what enters/exits

Cell membrane & transport

The cell membrane is a phospholipid bilayer that is 'selectively permeable' — it controls what substances can pass in and out.
  • Phospholipid bilayer: hydrophilic (water-loving) heads face outward toward water; hydrophobic (water-fearing) tails face inward, away from water
  • Diffusion: net movement of particles from an area of HIGH concentration to LOW concentration (down the concentration gradient); requires no energy (passive)
  • Osmosis: the diffusion of WATER specifically, across a selectively permeable membrane
  • Hypotonic solution: lower solute concentration outside the cell → water moves INTO the cell (cell may swell/burst)
  • Hypertonic solution: higher solute concentration outside the cell → water moves OUT of the cell (cell shrinks/shrivels)
  • Isotonic solution: equal solute concentration inside and outside → no net water movement
  • Active transport: moving substances AGAINST the concentration gradient (low → high); REQUIRES energy (ATP), e.g., the sodium-potassium pump
  • Endocytosis: cell membrane engulfs material to bring it INTO the cell; exocytosis: vesicles release material OUT of the cell

Cell division: mitosis

Mitosis is the process by which a single (somatic/body) cell divides to produce two genetically identical daughter cells — used for growth, repair, and asexual reproduction.
  • Interphase (before mitosis): the cell grows, carries out normal functions, and replicates (copies) its DNA — the cell spends most of its life in interphase
  • Prophase: chromosomes condense and become visible; the nuclear membrane breaks down; spindle fibers begin to form
  • Metaphase: chromosomes line up along the middle (equator) of the cell
  • Anaphase: sister chromatids are pulled apart to opposite poles (ends) of the cell
  • Telophase: nuclear membranes re-form around each set of chromosomes; the cell then physically splits into two (cytokinesis)
  • Result: two daughter cells, each genetically identical to the original parent cell and to each other
Plant cells have a cell wall AND a cell membrane — the wall does not replace the membrane.
Osmosis is specifically the diffusion of WATER; diffusion is the general term for any particle.
Active transport moves substances AGAINST the gradient and needs ATP; diffusion/osmosis are passive and need no energy.
Mitosis produces genetically IDENTICAL daughter cells — it is not the same process as meiosis, which creates variation.
Diffusion/osmosis: high concentration → low concentration (passive, no energy)
Active transport: low concentration → high concentration (requires ATP)
Mitosis order: Interphase → Prophase → Metaphase → Anaphase → Telophase (cytokinesis)
Diagram
Prokaryote vs. Eukaryote DNA loopProkaryotic (bacteria) nucleusEukaryotic (plant/animal)

Comparison of prokaryotic and eukaryotic cell structure.

ATP: the energy currency

Adenosine triphosphate (ATP) is the molecule cells use to store and transfer usable energy for cellular work.
  • ATP is made of adenine, a ribose sugar, and three phosphate groups bonded together
  • Energy is released when the bond to the third (outer) phosphate is broken, forming ADP (adenosine diphosphate) + a phosphate group
  • ADP can be 're-charged' back into ATP by adding a phosphate group, using energy captured from food (respiration) or sunlight (photosynthesis)
  • ATP powers nearly all cellular work: active transport, muscle contraction, protein synthesis, and more

Autotrophs vs. heterotrophs

All organisms need a way to obtain energy-rich organic molecules; they are classified by how they get this energy.
  • Autotrophs ('self-feeders') make their own food from inorganic sources — e.g., plants, algae, and some bacteria use photosynthesis to make glucose from CO₂ and water using light energy
  • Heterotrophs ('other-feeders') cannot make their own food and must consume other organisms to obtain energy-rich organic molecules — e.g., animals, fungi, most protists, most bacteria
  • Both autotrophs and heterotrophs carry out cellular respiration to release the energy stored in glucose

Photosynthesis overview

Photosynthesis is the process by which autotrophs capture light energy and convert it into chemical energy stored in glucose.
  • Overall word equation: carbon dioxide + water + light energy → glucose + oxygen
  • Overall chemical equation: 6CO₂ + 6H₂O + light energy → C₆H₁₂O₆ + 6O₂
  • Takes place in the chloroplast, which contains chlorophyll — the green pigment that absorbs light energy (mainly red and blue light; reflects green, which is why plants look green)
  • Light-dependent reactions occur in the thylakoid membranes; they use light energy and water to produce ATP and O₂ (released as a waste product)
  • Light-independent reactions (Calvin cycle) occur in the stroma; they use ATP and CO₂ to build glucose
  • Photosynthesis removes CO₂ from and adds O₂ to the atmosphere — essentially the reverse of cellular respiration

Cellular respiration overview

Cellular respiration is the process ALL living cells use to break down glucose and release its stored energy as usable ATP.
  • Overall word equation: glucose + oxygen → carbon dioxide + water + energy (ATP)
  • Overall chemical equation: C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O + ATP
  • Aerobic respiration requires oxygen and occurs mainly in the mitochondria; it releases much more usable ATP than fermentation
  • Anaerobic respiration (fermentation) occurs WITHOUT oxygen and releases much less ATP; e.g., lactic acid fermentation in muscle cells during intense exercise, and alcoholic fermentation in yeast
  • Cellular respiration and photosynthesis are complementary/opposite processes — the products of one are the reactants of the other, cycling matter and energy through ecosystems
Plants carry out BOTH photosynthesis AND cellular respiration — photosynthesis does not replace the plant's need for respiration.
Fermentation is anaerobic and produces much LESS ATP than aerobic respiration — it is not simply a faster alternative.
Photosynthesis and respiration are essentially reverse processes of each other, not unrelated reactions.
Chlorophyll reflects green light (which is why leaves look green) — it does not absorb it.
Photosynthesis: 6CO₂ + 6H₂O + light → C₆H₁₂O₆ + 6O₂
Cellular respiration: C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O + ATP
Diagram
Photosynthesis ⇄ Respiration Photosynthesis: 6CO₂ + 6H₂O + light → C₆H₁₂O₆ + 6O₂ ⇅ Respiration: C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O + ATP

Photosynthesis and cellular respiration are complementary, opposite processes.

DNA structure

DNA (deoxyribonucleic acid) is the molecule that stores an organism's genetic information as a code.
  • DNA is a double helix — two strands twisted around each other, connected like a spiral 'ladder'
  • Each strand is a chain of nucleotides; each nucleotide has a deoxyribose sugar, a phosphate group, and one of four nitrogenous bases
  • The four bases are Adenine (A), Thymine (T), Guanine (G), and Cytosine (C)
  • Base pairing rule (complementary base pairing): A always pairs with T; G always pairs with C, held together by hydrogen bonds
  • The specific sequence of bases along a DNA strand is the genetic code that determines traits
  • RNA differs from DNA: RNA is single-stranded, uses ribose sugar, and uses Uracil (U) instead of Thymine

Genes, chromosomes & traits

An organism's DNA is organized into structures called chromosomes, which are further organized into functional segments called genes.
  • A chromosome is a tightly coiled/condensed structure of DNA wrapped around proteins
  • A gene is a specific segment of DNA on a chromosome that codes for one particular protein/trait
  • An allele is one specific version of a gene (e.g., the gene for flower color may have a purple allele and a white allele)
  • Humans have 46 chromosomes (23 pairs) in each body cell — one chromosome of each pair inherited from each parent
  • Homologous chromosomes: a matching pair of chromosomes (one from each parent) that carry genes for the same traits at the same locations

Mendelian genetics

Gregor Mendel's pea plant experiments established the basic rules of how traits are inherited from parents to offspring.
  • Dominant allele: the trait that is expressed (shown) whenever it is present; represented with a capital letter (e.g., B)
  • Recessive allele: the trait that is masked/hidden unless TWO copies are present; represented with a lowercase letter (e.g., b)
  • Genotype: the actual allele combination an organism has (e.g., BB, Bb, bb)
  • Phenotype: the physical/observable expression of the trait (e.g., brown eyes, tallness)
  • Homozygous: two identical alleles for a gene (BB or bb — 'purebred'); Heterozygous: two different alleles (Bb — 'hybrid')
  • In simple dominance, a heterozygous (Bb) individual shows the dominant phenotype but can still pass on the recessive allele to offspring

Punnett squares

A Punnett square is a diagram used to predict the probable genotype and phenotype ratios of offspring from a genetic cross.
  • Each parent's alleles are placed along the top and side of a grid; boxes are filled in by combining one allele from each parent
  • A monohybrid cross (Bb × Bb) tracks one trait and typically produces a 3:1 phenotype ratio (3 dominant : 1 recessive) in the offspring
  • A testcross (crossing an unknown genotype with a homozygous recessive) is used to determine whether an organism showing the dominant trait is homozygous or heterozygous
  • Punnett squares show PROBABILITY, not certainty — actual offspring ratios can vary from predicted ratios, especially in small sample sizes

Meiosis & genetic variation

Meiosis is a special type of cell division that produces sex cells (gametes: sperm and egg) with HALF the number of chromosomes.
  • Meiosis involves two rounds of division (Meiosis I and II) and produces four haploid daughter cells, each genetically different from each other and from the parent cell
  • Haploid (n): having one set of chromosomes (as in a gamete); Diploid (2n): having two sets of chromosomes (as in a normal body cell)
  • During Meiosis I, homologous chromosome pairs separate; crossing-over (exchange of genetic material between homologous chromosomes) increases genetic variation
  • Fertilization restores the diploid number: a haploid sperm (n) + a haploid egg (n) → a diploid zygote (2n)
  • Meiosis (with crossing-over and random assortment) is a major source of genetic variation within a species, which is important for evolution
A dominant trait is not automatically the more common trait in a population — dominance refers only to which allele is expressed, not its frequency.
Two heterozygous (Bb) parents can still have a homozygous recessive (bb) child — recessive traits can 'skip' visibly showing in a parent's generation.
Mitosis produces 2 identical diploid cells for growth/repair; meiosis produces 4 genetically varied haploid gametes for reproduction — they are not the same process.
A Punnett square shows probability/likely ratios, not a guaranteed outcome for a specific number of offspring.
Monohybrid cross (Bb × Bb) typical ratio: 1 BB : 2 Bb : 1 bb genotype → 3:1 dominant:recessive phenotype
Diploid (2n) = 2 × haploid (n); fertilization: n + n → 2n
Diagram
Bb × Bb Punnett Square B b B BB Bb b Bb bb 1 BB : 2 Bb : 1 bb → 3:1 dominant:recessive

A monohybrid Punnett square cross (Bb × Bb) showing the 3:1 phenotype ratio.

Darwin's theory of natural selection

Charles Darwin proposed natural selection as the primary mechanism driving evolution — the change in a population's inherited traits over many generations.
  • Overproduction: populations produce more offspring than the environment can support
  • Variation: individuals within a population show natural genetic variation in their traits
  • Struggle for existence (competition): limited resources (food, space, mates) mean not all individuals survive to reproduce
  • Natural selection: individuals with traits better suited ('fit') to their environment are more likely to survive and reproduce ('survival of the fittest')
  • Inheritance: favorable traits that improve survival/reproduction are passed on to offspring, becoming more common in the population over many generations
  • Evolution acts on POPULATIONS over generations — individual organisms do not evolve during their own lifetime

Evidence for evolution

Multiple independent lines of evidence, discovered across many scientific fields, support the theory that species share common ancestry and change over time.
  • Fossil record: fossils in successive rock layers show a gradual change in life forms over time, and transitional fossils show intermediate forms between ancestral and modern species
  • Homologous structures: body parts with similar underlying structure but different functions, inherited from a common ancestor (e.g., the bones in a human arm, whale flipper, and bat wing)
  • Analogous structures: structures that have a similar FUNCTION but different origins/structure (e.g., a butterfly wing and a bird wing) — these result from convergent evolution, not common ancestry
  • Vestigial structures: reduced structures that had a function in an ancestor but have little/no function today (e.g., the human appendix, whale pelvic bones)
  • Molecular/DNA evidence: the more similar two species' DNA or protein sequences are, the more closely related they are and the more recently they shared a common ancestor
  • Comparative embryology: related organisms often show similar patterns of embryonic development

Adaptation & fitness

An adaptation is any inherited trait that increases an organism's chance of survival and successful reproduction in its specific environment.
  • Adaptations can be structural (e.g., camouflage coloring, sharp claws), behavioral (e.g., migration, courtship displays), or physiological (e.g., venom production, antibiotic resistance)
  • Biological 'fitness' refers to an organism's relative ability to survive AND reproduce successfully, passing genes to the next generation — it does not mean physical strength
  • Camouflage, mimicry, and structural adaptations increase survival odds against predators or improve access to resources
  • An adaptation that is helpful in one environment may not be helpful (or could even be harmful) in a different environment

Speciation

Speciation is the evolutionary process by which new, distinct species form from earlier populations of a single species.
  • A species is a group of organisms that can interbreed and produce fertile offspring in nature
  • Geographic isolation: a physical barrier (river, mountain range, ocean) separates a population into two groups that can no longer interbreed
  • Once separated, each isolated population accumulates different mutations and undergoes natural selection independently over many generations
  • Reproductive isolation: eventually, the two populations become so genetically different that they can no longer interbreed successfully, even if reunited — at this point, two separate species exist
  • Darwin's finches on the Galápagos Islands are a classic example: geographic isolation on different islands led to different beak adaptations and eventually distinct species
Individual organisms do NOT evolve during their lifetime — evolution is a change in a POPULATION's traits over many generations.
'Survival of the fittest' means best suited to reproduce in a specific environment, not simply 'strongest' or 'biggest.'
Homologous structures share a common ancestral origin (arm/wing/flipper); analogous structures merely share a similar function (bird wing/insect wing) without shared ancestry.
Natural selection does not act with a 'goal' or 'plan' in mind — favorable traits become more common simply because they improve survival and reproduction.
Natural selection requires: overproduction + variation + competition + differential survival/reproduction + inheritance
Speciation = geographic isolation → independent selection/mutation → reproductive isolation → new species
Diagram
Natural Selection Cycle Variation Competition Selection Inheritance Repeated over many generations → population traits shift

Natural selection: variation, competition, and differential survival lead to a shift in a population's traits over generations.

Ecosystem structure

An ecosystem includes all the living (biotic) and non-living (abiotic) parts of an environment interacting together.
  • Biotic factors: all living components of an environment (organisms — plants, animals, fungi, bacteria)
  • Abiotic factors: all non-living components (sunlight, temperature, water, soil pH, oxygen availability)
  • Habitat: the specific physical place where an organism lives
  • Niche: an organism's specific 'role' or 'job' in its ecosystem, including what it eats, where it lives, and how it interacts with other organisms — no two species can occupy the exact same niche in the same place indefinitely (competitive exclusion)
  • Population: all members of the same species living in the same area at the same time
  • Community: all the different populations of different species living and interacting in the same area

Feeding relationships

Energy flows through an ecosystem in one direction, starting with producers, as organisms feed on one another.
  • Producers (autotrophs): make their own food via photosynthesis (plants, algae) — they form the base of every food chain
  • Consumers (heterotrophs): obtain energy by eating other organisms. Herbivores eat only producers; carnivores eat only other consumers; omnivores eat both
  • Decomposers (e.g., fungi, bacteria): break down dead organisms and waste, recycling nutrients back into the ecosystem for producers to reuse
  • A food chain shows a single linear pathway of energy transfer (e.g., grass → rabbit → fox)
  • A food web shows the many interconnected/overlapping food chains within a real ecosystem, since most organisms eat and are eaten by more than one species

Energy pyramids

Energy pyramids model how the amount of usable energy decreases as it moves up through feeding (trophic) levels.
  • Only about 10% of the energy at one trophic level is transferred to (stored by) the next level up; the other ~90% is lost, mostly as heat during cellular respiration and through waste (the '10% rule')
  • Producers occupy the base (bottom) of the pyramid and have the greatest amount of available energy and biomass
  • Each successive trophic level up (primary consumer, secondary consumer, tertiary consumer) has LESS available energy than the level below it
  • Because of the energy loss at each level, ecosystems can typically support only a limited number of trophic levels (usually 4–5) before there is not enough energy left to support another level

Population dynamics

Population size is controlled by the relative rates of births, deaths, and movement, and is limited by the resources an ecosystem can provide.
  • Carrying capacity: the maximum population size that an ecosystem's available resources (food, water, space) can sustainably support long-term
  • Limiting factors: any biotic or abiotic factor (food, water, disease, predators, competition, space) that restricts population growth
  • When a population exceeds its carrying capacity, resources become scarce, and factors like starvation, disease, and competition increase, causing the population to decline back toward carrying capacity
  • Exponential growth: population grows increasingly fast with unlimited resources; this growth is not sustainable long-term in nature since resources are always finite

Human impact on the environment

Human activities can significantly alter ecosystems, often faster than natural populations can adapt.
  • Habitat destruction/fragmentation (e.g., deforestation, urban development) reduces biodiversity and displaces native species
  • Pollution (air, water, soil) introduces harmful substances that disrupt ecosystems and can bioaccumulate/biomagnify up food chains
  • Introduction of invasive (non-native) species can outcompete native species that lack natural defenses against them
  • Overharvesting/overhunting can drive populations below sustainable levels, sometimes to extinction
  • Conservation efforts — such as protected habitats, sustainable resource use, and pollution reduction — aim to preserve biodiversity and ecosystem stability
Only about 10%, not 90%, of energy is passed up to the next trophic level — most energy is lost as heat, so pyramids get progressively smaller going up, not bigger.
Decomposers are a distinct category from consumers on food-chain diagrams even though they also obtain energy from other organisms — they specifically recycle nutrients from dead matter.
A population growing past its carrying capacity is not sustainable — limiting factors will act to bring it back down.
'Niche' refers to an organism's functional role in the ecosystem, not simply the physical location where it lives (that is its 'habitat').
Energy pyramid: ~10% of energy transferred to the next trophic level (90% lost as heat/waste)
Food chain flow: Producer → Primary consumer → Secondary consumer → Tertiary consumer → Decomposers
Diagram
Energy Pyramid Tertiary Secondary consumers Primary consumers Producers ~10% of energy transfers up each level

An energy pyramid: only about 10% of energy passes to each successive trophic level.

Homeostasis & feedback

Homeostasis is the maintenance of a stable, balanced internal environment despite changes in external conditions — essential for all organ systems to function properly.
  • Negative feedback: the body's response REVERSES a change to bring a condition back toward a normal set point (e.g., sweating to cool down when body temperature rises) — this is the most common regulatory mechanism
  • Positive feedback: the body's response AMPLIFIES/increases a change rather than reversing it (e.g., contractions intensifying during childbirth) — much less common, used for events with a clear endpoint
  • Failure to maintain homeostasis (e.g., due to disease, injury, or toxins) can disrupt cell function and lead to illness
  • Organ systems work together, not in isolation, to maintain homeostasis for the entire organism

Circulatory & respiratory systems

These two systems work together closely to deliver oxygen to cells and remove carbon dioxide waste.
  • The circulatory system (heart, blood vessels, blood) transports oxygen, nutrients, hormones, and wastes throughout the body
  • The heart is a muscular pump with four chambers; arteries carry blood AWAY from the heart, veins carry blood TOWARD the heart, and capillaries are tiny vessels where gas/nutrient exchange occurs with body cells
  • The respiratory system (nose, trachea, lungs, alveoli) brings oxygen into the body and removes carbon dioxide
  • Gas exchange occurs in the alveoli (tiny air sacs in the lungs): oxygen diffuses into the surrounding capillaries/blood, and carbon dioxide diffuses out of the blood into the alveoli to be exhaled
  • Red blood cells contain hemoglobin, a protein that binds to and carries oxygen throughout the bloodstream

Digestive system

The digestive system breaks down food into small molecules that can be absorbed into the bloodstream and used by cells.
  • Mechanical digestion (physical breakdown, e.g., chewing) and chemical digestion (enzymes breaking chemical bonds via hydrolysis) work together to process food
  • Pathway: mouth (amylase begins starch digestion) → esophagus → stomach (acid + pepsin digest protein) → small intestine (main site of digestion and nutrient absorption, aided by enzymes from the pancreas and bile from the liver/gallbladder) → large intestine (absorbs water, forms waste)
  • Villi (tiny finger-like projections) lining the small intestine greatly increase surface area for efficient nutrient absorption into the bloodstream
  • The liver and pancreas are accessory organs — they produce digestive substances (bile, enzymes) but food does not pass directly through them

Nervous & immune systems

The nervous system provides rapid control and coordination, while the immune system defends the body against pathogens.
  • The nervous system (brain, spinal cord, nerves) detects stimuli and coordinates rapid responses using electrical/chemical signals carried by neurons
  • A neuron (nerve cell) transmits electrical impulses; a synapse is the gap between neurons where chemical neurotransmitters carry the signal across
  • The brain, spinal cord, and nerves form a communication network that allows the body to sense the environment and react quickly (e.g., a reflex)
  • The immune system defends against pathogens (disease-causing organisms like bacteria and viruses) using barriers (skin), white blood cells that engulf/destroy pathogens, and antibodies that specifically target and mark pathogens for destruction
  • Vaccination exposes the immune system to a weakened/inactive pathogen (or its parts) so the body can produce antibodies and 'remember' how to fight that pathogen quickly in the future

Excretory & endocrine systems

These systems remove metabolic wastes and regulate body processes using chemical messengers, respectively.
  • The excretory system (kidneys, bladder, skin, lungs) removes metabolic wastes from the body, helping maintain homeostasis of water, salt, and pH balance
  • The kidneys filter nitrogenous waste (urea) and excess water/salts out of the blood, producing urine
  • The endocrine system is made of glands (e.g., pancreas, thyroid, pituitary) that release hormones — chemical messengers carried in the blood that regulate body processes over a longer time scale than the nervous system
  • Example: the pancreas releases insulin, a hormone that signals cells to take in glucose from the blood, lowering blood sugar levels (a negative feedback mechanism)
Negative feedback (the far more common type) REVERSES a change to restore balance; it does not amplify the original change like positive feedback does.
Arteries carry blood away from the heart and veins carry it back — this is defined by direction relative to the heart, not simply by oxygen content.
The liver and pancreas assist digestion by producing bile/enzymes, but food does not physically pass through them like it does the stomach or intestines.
Hormones (endocrine system) act more slowly and over a longer duration than the fast electrical signals of the nervous system.
Digestive pathway: mouth → esophagus → stomach → small intestine → large intestine
Gas exchange in alveoli: O₂ diffuses blood←alveoli; CO₂ diffuses blood→alveoli
Diagram
Negative Feedback Loop Temp rises Body detects change Sweating cools body Response REVERSES the original change, restoring balance

Homeostasis via negative feedback: a change is detected and reversed to restore the normal set point.

Practice Question Bank — 176 questions
Unit 1: Characteristics of Life & the Scientific Method (22)
  1. Which characteristic must an object show to be considered a living thing?

    • It can move and responds to its surroundings quickly
    • It is large enough to be seen without a microscope
    • It contains water and carbon-based compounds
    • It is made of cells and carries out metabolism

    Living things are made of cells and carry out metabolism, along with growth, reproduction, homeostasis, and response to stimuli. Motion and water content alone don't define life.

  2. A virus is generally NOT considered fully alive because it

    • contains no genetic material of its own, only protein
    • cannot carry out metabolism or reproduce without a host cell
    • is too small to be seen even with an electron microscope
    • cannot mutate or change over many generations

    Viruses lack the machinery for independent metabolism and reproduction, requiring a host cell to replicate.

  3. Which correctly orders the levels of biological organization from smallest to largest?

    • Organ, tissue, cell, organism
    • Cell, tissue, organ, organism
    • Tissue, organism, cell, organ
    • Organism, tissue, organ, cell

    The correct order is cell → tissue → organ → organ system → organism.

  4. In an experiment testing whether fertilizer affects plant growth, the amount of fertilizer added is the

    • dependent variable
    • control group
    • independent variable
    • constant

    The independent variable is the factor the experimenter deliberately changes — here, the amount of fertilizer.

  5. In the same fertilizer experiment, plant height after 4 weeks is the

    • independent variable
    • dependent variable
    • constant
    • hypothesis

    The dependent (responding) variable is what is measured — plant height, which may change due to fertilizer amount.

  6. Why is a control group included in an experiment?

    • To make the experiment take longer so results are more reliable
    • To increase the sample size without changing any condition
    • To provide a baseline for comparison with no treatment applied
    • To test more than one independent variable at the same time

    A control group receives no treatment and serves as the baseline against which the experimental group's results are compared.

  7. A good hypothesis must be

    • proven true before testing
    • testable and falsifiable
    • agreed upon by all scientists
    • the same as a theory

    A hypothesis is a proposed explanation that can be tested and potentially shown to be false through experimentation.

  8. A scientific theory is best described as

    • an explanation strongly supported by a large body of evidence
    • an educated guess that has not yet been tested by experiments
    • a law that has been proven true and can never be revised
    • the first step of the scientific method before data are gathered

    Unlike the everyday use of 'theory,' a scientific theory is a well-substantiated explanation backed by extensive evidence.

  9. Which is an example of a population?

    • All the fish in a lake, regardless of species
    • All the trout in a single lake
    • A single trout
    • All the organisms and the water in a lake

    A population consists of members of the SAME species living in the same area — all the trout in the lake.

  10. Which best distinguishes a community from an ecosystem?

    • A community includes abiotic factors, but an ecosystem has only living things
    • A community is a larger unit that contains many ecosystems within it
    • An ecosystem includes the community plus abiotic (non-living) factors
    • A community and an ecosystem both include abiotic factors equally

    An ecosystem = a community of populations PLUS the abiotic environment they interact with.

  11. Which is a quantitative observation?

    • The leaf is dark green
    • The solution turned cloudy
    • The beaker's temperature is 37°C
    • The odor is sweet

    Quantitative data are numerical measurements, like a specific temperature reading.

  12. A student wants to test if light color affects plant growth. Which variable should be kept constant across all groups?

    • Only the light color given to each group of plants
    • Only the amount of water, since plant type does not matter
    • Only the type of plant, since water can vary between groups
    • Both amount of water and type of plant

    To isolate the effect of light color, all other factors (water amount, plant type) must be held constant.

  13. Which organelle-related structure is visible only with a compound light microscope on HIGH power after first focusing on LOW power?

    • Nothing new is seen, only the field of view gets larger
    • Small structures like organelles become visible with more detail
    • The whole specimen is seen at once with a wider field of view
    • Magnification decreases so the structures appear smaller and clearer

    Switching from low to high power increases magnification, revealing finer detail, but narrows the field of view.

  14. If the ocular lens is 10x and the objective lens in use is 40x, the total magnification is

    • 4x
    • 50x
    • 400x
    • 4000x

    Total magnification = ocular × objective = 10 × 40 = 400x.

  15. Which best describes reproduction as a characteristic of life?

    • All organisms reproduce sexually
    • Organisms produce offspring, either asexually or sexually
    • Only animals reproduce
    • Reproduction always produces genetically identical offspring

    Reproduction can occur asexually (one parent, identical offspring) or sexually (two parents, genetic variation).

  16. A plant bending toward a window to get more sunlight demonstrates the characteristic of life known as

    • metabolism
    • response to stimuli
    • homeostasis
    • growth

    Responding to an environmental stimulus (light) by growing toward it is a response to stimuli.

  17. A scientist records that a plant grew 4 cm in one week. This is an example of:

    • Qualitative data
    • Quantitative data
    • A hypothesis
    • A theory

    Quantitative data are measurements with numbers and units. Qualitative data describe qualities such as color.

  18. Which is the best example of a testable hypothesis?

    • If plants are given more love, then they will be happier
    • If plants get more light, then they will grow taller
    • If light is harmful to some people, then plants are pretty
    • Plants are better to grow than any other living organisms

    A testable hypothesis makes a prediction that an experiment can support or reject, often in if-then form.

  19. Why do scientists repeat an experiment many times?

    • To make the results more reliable
    • To change the hypothesis
    • To avoid using a control
    • To make the independent variable larger

    Repeated trials and larger samples reduce the effect of chance and make results more reliable.

  20. Which is a constant (controlled variable) in an experiment testing how temperature affects bean seed germination?

    • The temperature at which each group of seeds is kept
    • The number of seeds in each group that germinate
    • The height of the seedlings measured after one week
    • The amount of water given to each seed

    Controlled variables are kept the same so that only the independent variable (temperature) affects the result.

  21. A student graphs the data from an experiment. The independent variable goes on the:

    • y-axis
    • x-axis
    • Title only
    • Key

    The independent variable is plotted on the horizontal (x) axis and the dependent variable on the vertical (y) axis.

  22. Which characteristic of life is shown when a seed becomes a seedling?

    • Homeostasis
    • Reproduction only
    • Evolution of a species
    • Growth and development

    Living things grow and develop, following instructions in their DNA.

Unit 2: Chemistry of Life (22)
  1. Which four elements make up about 96% of living tissue by mass?

    • Na, Cl, K, Ca
    • C, H, O, N
    • Fe, Mg, P, S
    • C, N, Na, K

    Carbon, hydrogen, oxygen, and nitrogen are the 'big four' elements that dominate organic molecules.

  2. Water is described as a polar molecule because

    • the oxygen end is slightly positive and hydrogen ends are slightly negative
    • the oxygen end is slightly negative and hydrogen ends are slightly positive
    • its electrons are shared equally so there is no charge anywhere
    • it is made of two oxygen atoms and one hydrogen atom

    Water's uneven electron distribution creates a partial negative charge near O and partial positive charges near the H atoms.

  3. Water molecules sticking to each other via hydrogen bonds, producing surface tension, is called

    • adhesion
    • cohesion
    • hydrolysis
    • dehydration synthesis

    Cohesion is water sticking to itself; this is responsible for surface tension.

  4. Capillary action, which helps water rise through plant stems, relies mainly on

    • adhesion (water sticking to the stem) working with cohesion
    • cohesion (water sticking to itself) working alone without any adhesion
    • gravity and air pressure pushing water up from the roots
    • evaporation in the roots drawing water upward through the stem

    Adhesion (water to the polar stem walls) combined with cohesion (water to water) pulls water upward against gravity.

  5. Which macromolecule class is made of amino acid monomers?

    • Carbohydrates
    • Lipids
    • Proteins
    • Nucleic acids

    Proteins are polymers built from amino acid monomers, folded into specific shapes.

  6. Which best describes an enzyme's role?

    • It is a biological catalyst that lowers activation energy without being consumed
    • It is a reactant that is permanently changed and used up in the reaction
    • It is a molecule that works only at very high temperatures
    • It is a type of carbohydrate that stores chemical energy

    Enzymes speed up specific reactions by lowering activation energy and are reused, not consumed.

  7. An enzyme exposed to extreme heat may become denatured, meaning

    • its shape tightens so it works faster than before
    • its amino acids turn into carbohydrates, changing its role
    • its substrate unfolds instead while the enzyme stays intact
    • its 3-D shape unfolds/changes, destroying its function

    High heat (or extreme pH) can unfold an enzyme's specific shape, which destroys its ability to bind its substrate.

  8. Which reaction joins monomers into a polymer by removing a water molecule at each bond?

    • Hydrolysis
    • Dehydration synthesis
    • Diffusion
    • Osmosis

    Dehydration (condensation) synthesis builds polymers from monomers, releasing water at each new bond formed.

  9. Digestion of food, which breaks polymers into monomers using water, is an example of

    • dehydration synthesis
    • osmosis
    • hydrolysis
    • active transport

    Hydrolysis adds water to break the bonds in a polymer, releasing individual monomers — this is how digestion works.

  10. Lipids are best described as

    • nonpolar molecules used for long-term energy storage and membranes
    • polar molecules that dissolve easily in water and carry genetic data
    • monomers that join together to form the structure of proteins
    • the primary genetic material that stores information in cells

    Lipids are hydrophobic (nonpolar), storing energy long-term and forming the cell membrane's phospholipid bilayer.

  11. A disaccharide such as sucrose is formed from

    • two monosaccharides joined together
    • two amino acids joined together by a peptide bond
    • two nucleotides joined together by a phosphate bond
    • two fatty acids joined together with a glycerol

    Sucrose is a disaccharide made of two joined monosaccharides (glucose + fructose).

  12. Which statement about nucleic acids is correct?

    • They are made of nucleotide monomers and store genetic information
    • They are made of amino acid monomers and speed up reactions
    • They are the main energy-storage molecule used by cells
    • They are found only in prokaryotic cells and never in eukaryotes

    Nucleic acids (DNA, RNA) are polymers of nucleotides and carry an organism's genetic information.

  13. A saturated fat, compared to an unsaturated fat, typically

    • has one or more double bonds between carbons and is liquid at room temperature
    • has no double bonds between carbons and is solid at room temperature
    • contains no carbon atoms
    • is a type of carbohydrate

    Saturated fats lack double bonds between carbons and are generally solid at room temperature (e.g., butter).

  14. Why is water often called the 'universal solvent' in biology?

    • Its nonpolar nature allows it to dissolve oils and fats important for life
    • It dissolves every substance in existence, including all nonpolar ones
    • Its polarity allows it to dissolve many ionic and polar substances important for life
    • It is the most chemically reactive molecule found in cells

    Water's polarity lets it dissolve a wide range of substances, which is critical for transporting nutrients and enabling reactions in organisms.

  15. A nucleotide is made of which three components?

    • An amino acid, a fatty acid, and a nitrogenous base
    • Two sugars, a phosphate group, and a lipid chain
    • A protein, a sugar, and a glycerol molecule
    • A sugar, a phosphate group, and a nitrogenous base

    Each nucleotide consists of a sugar, a phosphate group, and one nitrogenous base.

  16. Which best explains why enzymes are considered reusable?

    • They are broken down in each reaction and rebuilt by the cell afterward
    • They catalyze only a single reaction, then are discarded by the cell
    • They become part of the product when the reaction is complete
    • They are not chemically changed or consumed by the reaction they catalyze

    Enzymes speed up reactions without being permanently altered, so the same enzyme molecule can catalyze many reactions repeatedly.

  17. What is the main function of carbohydrates in living things?

    • Provide quick energy
    • Store genetic information
    • Speed up reactions
    • Form the nucleus

    Carbohydrates, especially glucose, are the main quick source of energy for cells.

  18. Which elements are always found in proteins?

    • Carbon, hydrogen, calcium and phosphorus in every protein
    • Carbon, oxygen, iron and sodium in every protein
    • Hydrogen, oxygen, phosphorus and potassium in every protein
    • Carbon, hydrogen, oxygen and nitrogen

    Proteins are made of amino acids that contain carbon, hydrogen, oxygen and nitrogen, and sometimes sulfur.

  19. A solution with a pH of 3 is:

    • A base
    • An acid
    • Neutral
    • Pure water

    Solutions with pH below 7 are acidic, pH 7 is neutral, and above 7 is basic.

  20. Which macromolecule stores genetic information?

    • Carbohydrates
    • Lipids
    • Proteins
    • Nucleic acids

    DNA and RNA are nucleic acids that store and use genetic information.

  21. Why does ice float on liquid water?

    • Ice is less dense because it contains trapped air bubbles that add buoyancy
    • Ice is less dense because its molecules are lighter than liquid water molecules
    • Ice is less dense because hydrogen bonds hold molecules in an open lattice
    • Ice is less dense because cold molecules move faster and spread out

    In ice, hydrogen bonds hold the molecules in a rigid, spread-out structure, so ice is less dense.

  22. Which lipid is a main part of the cell membrane?

    • Starch
    • Amino acid
    • Phospholipid
    • Nucleotide

    Phospholipids form a double layer with water-loving heads and water-fearing tails.

Unit 3: Cell Biology (22)
  1. According to the cell theory, all cells arise from

    • spontaneous generation
    • pre-existing cells
    • non-living matter
    • viruses

    The cell theory states that all cells come from pre-existing cells through cell division.

  2. Which structure is present in prokaryotic cells but has NO membrane enclosing it?

    • Ribosome
    • DNA (genetic material)
    • Cell membrane
    • Cytoplasm

    Prokaryotes lack a membrane-bound nucleus; their circular DNA is free in the cytoplasm.

  3. Which organelle is the site of cellular respiration and is often called the 'powerhouse of the cell'?

    • Nucleus
    • Ribosome
    • Mitochondrion
    • Golgi apparatus

    The mitochondrion converts glucose energy into usable ATP through cellular respiration.

  4. Which organelle packages and ships proteins to their destinations in vesicles?

    • Lysosome
    • Golgi apparatus
    • Vacuole
    • Cell wall

    The Golgi apparatus modifies, packages, and ships materials, often in vesicles, to their final destination.

  5. Which structure is found in plant cells but NOT in animal cells?

    • Mitochondrion
    • Ribosome
    • Cell wall and chloroplast
    • Cell membrane

    Plant cells uniquely have a rigid cellulose cell wall and chloroplasts for photosynthesis; animal cells lack both.

  6. The movement of particles from an area of high concentration to low concentration, requiring no energy, is called

    • active transport
    • diffusion
    • exocytosis
    • phagocytosis

    Diffusion is passive movement down the concentration gradient (high to low), requiring no ATP.

  7. A red blood cell placed in a hypotonic solution will most likely

    • shrink and shrivel as water moves out of the cell
    • stay the same size because the water concentration is equal
    • lose all its water as solutes rush into the cell
    • swell and possibly burst as water moves in

    In a hypotonic solution, water concentration is higher outside relative to solutes, so water moves INTO the cell, potentially causing it to swell/burst.

  8. Moving a substance from an area of LOW concentration to HIGH concentration requires

    • no energy, since it is a form of passive diffusion down a gradient
    • ATP energy, since it works against the gradient (active transport)
    • only a rise in temperature, since heat drives movement against gradients
    • osmosis only, since water moves toward the higher concentration

    Moving substances against their concentration gradient is active transport, which requires ATP.

  9. Which sequence correctly orders the phases of mitosis?

    • Metaphase, prophase, anaphase, telophase
    • Prophase, metaphase, anaphase, telophase
    • Telophase, anaphase, metaphase, prophase
    • Anaphase, prophase, telophase, metaphase

    Mitosis proceeds: prophase → metaphase → anaphase → telophase.

  10. During which phase of mitosis do sister chromatids separate and move to opposite poles?

    • Prophase
    • Metaphase
    • Anaphase
    • Telophase

    In anaphase, sister chromatids are pulled apart toward opposite poles of the cell.

  11. The two daughter cells produced by mitosis are

    • haploid and genetically different from each other and the parent
    • each containing half the chromosome number of the parent cell
    • genetically varied because of crossing-over between homologous chromosomes
    • genetically identical to each other and the parent cell

    Mitosis produces two genetically identical diploid daughter cells, used for growth and repair.

  12. Which best describes the cell membrane's structure?

    • A rigid wall of cellulose with water-loving molecules on both sides
    • A single layer of protein with lipids scattered across its surface
    • A phospholipid bilayer with hydrophobic tails facing outward and hydrophilic heads facing inward
    • A phospholipid bilayer with hydrophilic heads facing outward and hydrophobic tails facing inward

    The cell membrane is a phospholipid bilayer, with water-loving heads facing the watery environments and water-fearing tails facing each other in the middle.

  13. Which cell part is present in ALL cells, both prokaryotic and eukaryotic?

    • Nucleus
    • Chloroplast
    • Cell membrane and ribosomes
    • Mitochondrion

    Every cell, prokaryotic or eukaryotic, has a cell membrane, cytoplasm, and ribosomes.

  14. Lysosomes function mainly to

    • contain digestive enzymes that break down waste and worn-out organelles
    • produce ATP by breaking down glucose using oxygen in the cell
    • store the cell's DNA and control the activities of the nucleus
    • carry out photosynthesis to capture energy from sunlight in plants

    Lysosomes contain digestive enzymes used to break down cellular waste, debris, and damaged organelles.

  15. Which phase of the cell cycle involves DNA replication before mitosis begins?

    • Prophase
    • Anaphase
    • Interphase
    • Telophase

    Interphase is when the cell grows, carries out its normal functions, and replicates its DNA before dividing.

  16. A cell placed in an isotonic solution will

    • show no net change in water movement
    • swell and burst from water rushing in
    • shrivel as water leaves the cytoplasm
    • actively expel water via vacuoles

    In an isotonic solution, solute concentrations inside and outside are equal, so there is no net movement of water.

  17. Which organelle contains the cell's DNA in a eukaryotic cell?

    • Ribosome
    • Nucleus
    • Vacuole
    • Cell wall

    The nucleus stores DNA and controls cell activities.

  18. Which organelle makes proteins?

    • Lysosome
    • Vacuole
    • Nucleolus only
    • Ribosome

    Ribosomes build proteins from amino acids using instructions from mRNA.

  19. A cell placed in a hypertonic solution will most likely:

    • Lose water and shrink
    • Gain water and burst
    • Stay exactly the same
    • Make more ATP

    Water leaves the cell toward the higher solute concentration outside.

  20. What is the main difference between active and passive transport?

    • Passive transport uses ATP to move substances against a gradient
    • Active transport moves only water across the cell membrane
    • Passive transport moves only large particles through vesicles
    • Active transport uses energy to move substances against a gradient

    Active transport requires cellular energy and moves substances from low to high concentration.

  21. During which phase of the cell cycle does the cell spend most of its life?

    • Prophase
    • Interphase
    • Anaphase
    • Telophase

    Interphase includes G1, S and G2 and is when the cell grows and copies its DNA.

  22. What is the function of the cell wall in plant cells?

    • Make ATP
    • Digest waste
    • Control the nucleus
    • Support and protection

    The rigid cell wall gives plant cells shape and protects them.

Unit 4: Energy in Cells (22)
  1. ATP releases usable energy when

    • the bond to its third (outer) phosphate group is broken, forming ADP
    • a third phosphate group is added to ADP, forming ATP
    • it is converted into glucose in the cell cytoplasm
    • it absorbs light energy directly through its phosphate bonds

    Breaking the bond to ATP's outer phosphate releases energy and produces ADP + phosphate.

  2. An organism that makes its own food from inorganic sources is called a(n)

    • heterotroph
    • autotroph
    • decomposer only
    • consumer

    Autotrophs, like plants and algae, produce their own food (commonly via photosynthesis).

  3. Which correctly represents the overall equation for photosynthesis?

    • 6CO₂ + 6H₂O + light energy → C₆H₁₂O₆ + 6O₂
    • C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O + ATP energy released
    • 6O₂ + 6H₂O + light energy → C₆H₁₂O₆ + 6CO₂
    • 6CO₂ + 6O₂ + light energy → C₆H₁₂O₆ + 6H₂O

    Photosynthesis converts carbon dioxide and water into glucose and oxygen using light energy.

  4. In a leaf cell, photosynthesis takes place in the

    • mitochondrion
    • nucleus
    • chloroplast
    • ribosome

    Chloroplasts contain chlorophyll and are the site of photosynthesis.

  5. Chlorophyll appears green because it

    • absorbs green light while reflecting mainly red and blue light
    • absorbs all wavelengths of visible light equally well
    • reflects all wavelengths of light but absorbs ultraviolet only
    • reflects green light while absorbing mainly red and blue light

    Chlorophyll absorbs red and blue light for photosynthesis and reflects green light, which is why plants appear green.

  6. Which correctly represents the overall equation for cellular respiration?

    • 6CO₂ + 6H₂O + light → C₆H₁₂O₆ + 6O₂
    • C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O + ATP
    • C₆H₁₂O₆ → 6O₂ + light
    • 6CO₂ + ATP → C₆H₁₂O₆

    Cellular respiration breaks down glucose and oxygen into carbon dioxide, water, and usable ATP energy.

  7. Which organelle is the primary site of aerobic cellular respiration?

    • Chloroplast
    • Ribosome
    • Mitochondrion
    • Golgi apparatus

    Mitochondria are the main site where aerobic respiration converts glucose energy into ATP.

  8. Fermentation (anaerobic respiration) differs from aerobic respiration in that fermentation

    • produces much more ATP and does not require oxygen
    • requires oxygen but produces much less ATP than aerobic respiration
    • produces much less ATP and does not require oxygen
    • occurs only in plants and yields far less ATP than aerobic respiration

    Fermentation occurs without oxygen and yields far less ATP than aerobic respiration.

  9. Lactic acid buildup in muscles during intense exercise is a result of

    • aerobic respiration, occurring when oxygen supply is plentiful
    • photosynthesis, occurring when glucose supply is limited
    • active transport, occurring when ATP supply is limited
    • lactic acid fermentation, occurring when oxygen supply is limited

    When oxygen is limited during intense exercise, muscle cells rely on lactic acid fermentation for quick energy.

  10. Which statement correctly relates photosynthesis and cellular respiration?

    • They are unrelated, independent processes with no shared molecules
    • Only plants perform respiration, while only animals perform photosynthesis
    • The reactants of one are generally the same as the reactants of the other
    • The products of one are generally the reactants of the other

    Photosynthesis's products (glucose, O₂) are respiration's reactants, and vice versa — the two are complementary cycles.

  11. Yeast producing carbon dioxide and alcohol without oxygen is an example of

    • aerobic respiration
    • alcoholic fermentation
    • photosynthesis
    • active transport

    Yeast carries out alcoholic fermentation in the absence of oxygen, producing CO₂ and ethanol.

  12. Which of the following is a heterotroph?

    • A tree
    • Algae
    • A mushroom (fungus)
    • Cyanobacteria (a photosynthetic bacterium)

    Fungi are heterotrophs — they cannot photosynthesize and must obtain organic molecules from their environment.

  13. The light-dependent reactions of photosynthesis take place in the

    • stroma
    • thylakoid membranes
    • mitochondrial matrix
    • cytoplasm

    Light-dependent reactions occur in the thylakoid membranes, producing ATP and O₂ using light energy and water.

  14. The Calvin cycle (light-independent reactions) of photosynthesis takes place in the

    • thylakoid membranes
    • stroma
    • nucleus
    • cell wall

    The Calvin cycle occurs in the stroma, using ATP and CO₂ to build glucose.

  15. Which gas is released as a waste product of the light-dependent reactions of photosynthesis?

    • Carbon dioxide
    • Nitrogen
    • Oxygen
    • Hydrogen

    Water is split during the light-dependent reactions, releasing oxygen as a byproduct.

  16. Both autotrophs and heterotrophs carry out

    • photosynthesis only, to make glucose from carbon dioxide
    • cellular respiration to release energy from glucose
    • neither respiration nor photosynthesis, relying on fermentation instead
    • only fermentation to release energy from glucose without oxygen

    All organisms, whether they make their own food or consume it, perform cellular respiration to release usable energy from glucose.

  17. Which organelle captures light energy in a plant cell?

    • Chloroplast
    • Mitochondrion
    • Nucleus
    • Golgi apparatus

    Chloroplasts contain chlorophyll, which absorbs light for photosynthesis.

  18. Which are the reactants of photosynthesis?

    • Glucose and oxygen
    • Oxygen and water
    • Carbon dioxide and water
    • Glucose and carbon dioxide

    Plants use carbon dioxide and water, plus light energy, to make glucose and oxygen.

  19. What are the products of aerobic cellular respiration?

    • Glucose and oxygen
    • Carbon dioxide, water and ATP
    • Lactic acid only
    • Alcohol and oxygen

    Cells break down glucose with oxygen to make carbon dioxide, water and ATP.

  20. Where do the light-dependent reactions occur?

    • Stroma
    • Mitochondria
    • Nucleus
    • Thylakoid membranes

    The light reactions occur in the thylakoid membranes of the chloroplast.

  21. Why do muscles feel sore after hard exercise?

    • Too much oxygen reaches the cells and damages the muscle fibers
    • Mitochondria are destroyed during hard exercise and cannot be replaced
    • Glucose in the muscles turns into DNA and clogs the cells
    • Lactic acid builds up when cells use fermentation

    When oxygen is low, muscle cells use fermentation, which makes lactic acid.

  22. Which statement describes the relationship between ATP and ADP?

    • ATP releases energy when it loses a phosphate group to become ADP
    • ADP releases energy when it gains a phosphate group to become ATP
    • ATP is a protein that stores more energy than ADP does
    • ADP is a type of sugar that is made only in plants

    The bond to the third phosphate is broken to release energy, forming ADP.

Unit 5: Genetics & Heredity (22)
  1. In DNA, adenine always pairs with which base?

    • Guanine
    • Cytosine
    • Thymine
    • Uracil

    Complementary base pairing: A pairs with T (and G pairs with C) via hydrogen bonds.

  2. A specific segment of DNA that codes for a particular protein/trait is called a

    • chromosome
    • gene
    • nucleotide
    • allele

    A gene is a defined segment of DNA coding for a specific trait/protein.

  3. How many chromosomes are found in a typical human body (somatic) cell?

    • 23
    • 46
    • 69
    • 92

    Human body cells are diploid with 46 chromosomes (23 pairs), one set inherited from each parent.

  4. An organism with the genotype Bb for a trait is described as

    • homozygous dominant
    • homozygous recessive
    • heterozygous
    • haploid

    Bb has two DIFFERENT alleles, making it heterozygous ('hybrid').

  5. In simple dominance, if B is dominant (brown) and b is recessive (blue), which genotype(s) would show the brown phenotype?

    • Only BB
    • Only bb
    • BB and Bb
    • Only Bb

    Both homozygous dominant (BB) and heterozygous (Bb) genotypes express the dominant brown phenotype.

  6. A cross between two heterozygous parents (Bb × Bb) is expected to produce offspring in what approximate phenotype ratio?

    • 1:1
    • 1:2:1
    • 3:1 dominant:recessive
    • 4:0

    A monohybrid Bb × Bb cross typically yields a 1 BB : 2 Bb : 1 bb genotype ratio, giving a 3:1 dominant:recessive phenotype ratio.

  7. A testcross is used to determine

    • the sex of an organism based on its inherited chromosomes
    • the exact age of an organism from its inherited genes
    • which parent contributed more DNA to the offspring
    • whether a dominant-phenotype organism is homozygous or heterozygous

    Crossing an organism of unknown genotype (but dominant phenotype) with a homozygous recessive organism reveals whether it is BB or Bb based on offspring ratios.

  8. Meiosis differs from mitosis in that meiosis

    • produces 2 identical diploid cells
    • produces 4 genetically varied haploid cells
    • does not involve chromosome separation
    • only occurs in plant cells

    Meiosis produces four haploid gametes that are genetically different from each other and the parent cell, unlike mitosis's two identical diploid cells.

  9. Crossing-over during meiosis increases genetic variation by

    • duplicating the entire genome so each gamete has two full copies
    • destroying chromosomes so that fewer alleles are passed on
    • exchanging segments of genetic material between homologous chromosomes
    • occurring only in mitosis to copy chromosomes before division

    Crossing-over shuffles alleles between homologous chromosome pairs, increasing genetic diversity among gametes.

  10. A haploid gamete has how many sets of chromosomes compared to a diploid body cell?

    • The same number
    • Twice as many
    • Half as many
    • Four times as many

    Haploid (n) cells have half the chromosome number of diploid (2n) cells; fertilization (n + n) restores the diploid number.

  11. RNA differs from DNA in that RNA

    • is single-stranded and uses uracil instead of thymine
    • is double-stranded and uses thymine instead of uracil
    • contains no nitrogenous bases and uses amino acids instead
    • is found only in the nucleus and uses deoxyribose as its sugar

    RNA is single-stranded, uses ribose sugar, and substitutes uracil (U) for thymine (T).

  12. Homologous chromosomes are best described as

    • identical copies of one chromosome made during mitosis only
    • a matching pair, one from each parent, carrying genes for the same traits
    • a pair found only in prokaryotic cells, one from each parent
    • pairs that always carry identical alleles for the same traits

    Homologous chromosomes are a matched pair (one maternal, one paternal) carrying genes for the same traits at the same locations, though the specific alleles may differ.

  13. If both parents are heterozygous (Aa) for a recessive genetic condition, what is the probability their child will show the recessive phenotype?

    • 0%
    • 25%
    • 50%
    • 100%

    An Aa × Aa cross gives a 1:2:1 genotype ratio (AA:Aa:aa), so 25% (aa) show the recessive phenotype.

  14. The physical, observable expression of a genetic trait is called the

    • genotype
    • phenotype
    • allele
    • chromosome

    Phenotype is the observable/physical trait (e.g., eye color), while genotype is the underlying allele combination.

  15. Fertilization restores the diploid chromosome number by

    • combining two haploid gametes (n + n → 2n)
    • doubling a single diploid cell
    • removing half the chromosomes from a diploid cell
    • crossing-over alone

    A haploid sperm (n) fertilizing a haploid egg (n) produces a diploid zygote (2n).

  16. Which structure is a tightly coiled/condensed form of DNA wrapped around proteins?

    • Gene
    • Nucleotide
    • Chromosome
    • Allele

    A chromosome is DNA condensed and organized around proteins so it can be reliably copied and separated during cell division.

  17. If a plant with genotype TT is crossed with tt, what is the genotype of all offspring?

    • TT
    • Tt
    • tt
    • Tt and tt

    Each parent gives one allele, so every offspring gets T from one parent and t from the other.

  18. What are the base pairing rules in DNA?

    • A with G and C with T
    • A with C and T with G
    • A with U and C with G
    • A with T and C with G

    Adenine pairs with thymine and cytosine pairs with guanine.

  19. A Punnett square for Bb × Bb predicts what ratio of genotypes?

    • 1 BB : 2 Bb : 1 bb
    • 3 BB : 1 bb
    • 1 : 1
    • All Bb

    Two heterozygous parents produce 25% BB, 50% Bb and 25% bb.

  20. What is a mutation?

    • A copy of a chromosome
    • A type of protein
    • A change in the DNA sequence
    • A trait that is always harmful

    Mutations are changes in DNA and may be harmful, helpful or have no effect.

  21. A mutation in which cells can be passed to offspring?

    • Skin cells
    • Gametes (sex cells)
    • Muscle cells
    • Bone cells

    Only mutations in gametes or the cells that form them can be inherited.

  22. Humans have 46 chromosomes in body cells. How many chromosomes are in a gamete?

    • 46
    • 92
    • 12
    • 23

    Meiosis halves the chromosome number, so gametes are haploid with 23 chromosomes.

Unit 6: Evolution (22)
  1. Which best summarizes Darwin's theory of natural selection?

    • Individuals with favorable traits are more likely to survive and reproduce, passing those traits on
    • All individuals in a population are identical, so the environment changes them
    • Traits are inherited equally by all offspring regardless of the environment
    • Evolution happens within a single organism's lifetime as it adapts to need

    Natural selection favors individuals whose inherited traits improve survival and reproduction in a given environment; those traits become more common over generations.

  2. Which condition is NOT required for natural selection to occur?

    • Overproduction of offspring
    • Variation among individuals
    • Every individual having identical traits
    • Differential survival and reproduction

    Natural selection depends on VARIATION among individuals — if all individuals were identical, there would be nothing to select between.

  3. The human arm, whale flipper, and bat wing share a similar bone structure despite different functions. These are examples of

    • analogous structures
    • homologous structures
    • vestigial structures
    • convergent structures

    Homologous structures share an underlying structure inherited from a common ancestor, even though their functions differ.

  4. A butterfly wing and a bird wing serve a similar function (flight) but evolved independently with different structures. These are

    • homologous structures
    • vestigial structures
    • analogous structures
    • identical structures

    Analogous structures perform similar functions but arose independently (convergent evolution), not from a shared ancestor.

  5. The human appendix, which has little function today but likely aided digestion in ancestors, is an example of a

    • homologous structure
    • vestigial structure
    • analogous structure
    • dominant structure

    Vestigial structures are reduced remnants of structures that had a function in an ancestral species.

  6. Which type of evidence directly shows a gradual change in life forms across successive rock layers over time?

    • Comparative embryology
    • The fossil record
    • DNA sequencing
    • Vestigial structures

    Fossils found in ordered rock layers provide a direct historical record of gradual changes in organisms over time.

  7. Two species with highly similar DNA sequences are inferred to

    • be unrelated, since DNA similarity says nothing about ancestry
    • have identical phenotypes and have evolved independently of each other
    • share a more recent common ancestor than less similar species
    • share a more distant common ancestor than less similar species

    Greater DNA similarity indicates a more recent common ancestor and closer evolutionary relationship.

  8. Biological 'fitness' is best defined as

    • an organism's physical strength and speed compared to other individuals
    • the overall size and health of an organism during its adult life
    • an organism's relative ability to survive and reproduce successfully in its environment
    • how long an individual organism lives compared to others of its species

    Fitness refers to reproductive success in a given environment, not physical strength alone.

  9. Geographic isolation can lead to speciation because

    • a physical barrier prevents any mutations, so the isolated groups stay genetically identical and form separate species
    • separated populations can no longer interbreed and accumulate different mutations/adaptations over time
    • isolated populations compete for the same resources, so the stronger group eliminates the weaker one over time
    • migrating individuals mix genes between the groups, which creates new species by combining their separate traits

    When a physical barrier prevents interbreeding, isolated populations evolve independently and may become reproductively isolated, forming new species.

  10. Two populations are considered separate species when they

    • live in different locations and have never met each other
    • can no longer interbreed and produce fertile offspring
    • look physically different from one another in size and color
    • have been given different names by scientists after study

    The key biological definition of separate species is reproductive isolation — inability to interbreed and produce fertile offspring.

  11. Darwin's finches on the Galápagos Islands developed different beak shapes primarily due to

    • a need to use their beaks more often, which made them bigger and was passed to their offspring
    • a constant mixing of populations across the islands, which averaged out their beak traits over many generations
    • geographic isolation and natural selection favoring beaks suited to different food sources on each island
    • sudden mutations caused by volcanic activity on the islands, which created new beak shapes in a single generation

    Isolated on different islands with different available food, finch populations were selected for different beak shapes suited to local resources.

  12. An adaptation that helps an organism survive in a desert environment might NOT be helpful

    • in any environment, since adaptations are always universally beneficial
    • in a very different environment, such as a rainforest
    • for that same species
    • for related species

    Adaptations are suited to specific environments; a trait beneficial in a desert may be neutral or harmful in a rainforest.

  13. Which statement about evolution and individual organisms is correct?

    • Evolution happens when an individual organism changes its traits to match its environment during its lifetime
    • Evolution is a gradual process driven by a species' need to improve, so organisms purposely develop helpful traits
    • Evolution occurs only when populations split into separate species, never within a single, continuous population
    • Evolution is a change in a population's inherited traits over many generations, not within one organism's lifetime

    Evolution describes change at the population level over generations — an individual's genes do not change because of its own life experiences.

  14. Comparative embryology as evidence for evolution refers to

    • comparing the skeletons of adult organisms across related species
    • observing similar patterns of embryonic development among related organisms
    • studying fossilized eggs and nests of extinct animals
    • comparing the diets of embryos across different species

    Related organisms often show strikingly similar stages of embryonic development, suggesting shared ancestry.

  15. Antibiotic resistance becoming more common in a bacterial population after repeated antibiotic exposure is an example of

    • genetic drift acting only on a small bacterial population by chance
    • a vestigial trait that no longer serves any function
    • comparative embryology showing shared ancestry between bacteria
    • natural selection favoring resistant individuals that survive and reproduce

    Bacteria with resistance survive antibiotic exposure and reproduce, making resistance more common in the population — a direct example of natural selection.

  16. Which best explains why variation within a population is essential for evolution by natural selection?

    • Variation has no role, since the environment alone causes the changes
    • Without variation, there would be no differing traits for the environment to select among
    • Variation matters only for asexual organisms, since they cannot mutate
    • Variation prevents selection because every individual would then survive equally

    Natural selection requires that individuals differ in traits so that some variants are more favored by the environment than others.

  17. Which is the best example of an adaptation?

    • Thick fur that helps an animal survive in cold climates
    • An animal losing its tail in an accident during its lifetime
    • A person learning to swim after taking lessons
    • A plant that grows taller after being watered daily

    Adaptations are inherited traits that improve survival and reproduction in a particular environment.

  18. Fossils found in younger layers of rock are usually:

    • Older than those below them
    • Always extinct
    • More similar to modern species
    • Made of metal

    Younger layers are generally on top and contain fossils more like modern organisms.

  19. What causes genetic variation in a population that natural selection acts on?

    • Exercise
    • Mutations and sexual reproduction
    • Eating different foods
    • Learning

    New alleles arise by mutation, and sexual reproduction shuffles alleles into new combinations.

  20. Which statement is true about the theory of evolution?

    • It is just a guess that has not been tested by scientists
    • It claims individuals change during their life to meet their needs
    • It says organisms try to become better so they can survive
    • It is supported by many lines of evidence such as fossils and DNA

    A scientific theory is a well-supported explanation, and evolution is supported by fossils, anatomy, embryos and DNA.

  21. Why are bacteria becoming resistant to antibiotics?

    • Bacteria decide to become resistant when antibiotics are present
    • Antibiotics make bacteria directly stronger by changing their genes
    • Resistant bacteria survive and reproduce more than others
    • Humans get used to the medicine so it works less well

    This is natural selection: the medicine removes non-resistant bacteria and resistant ones pass on their genes.

  22. Which pair of animals most likely shares the most recent common ancestor?

    • Two species that live in the same place
    • Two species of similar size
    • Two species with very similar DNA
    • Two species that eat the same food

    More similar DNA sequences indicate a more recent common ancestor.

Unit 7: Ecology (22)
  1. Sunlight, temperature, and soil pH are all examples of

    • biotic factors
    • abiotic factors
    • producers
    • limiting nutrients only

    Abiotic factors are non-living components of the environment, such as sunlight, temperature, and soil chemistry.

  2. An organism's specific functional role in its ecosystem, including what it eats and how it interacts with others, is its

    • habitat
    • niche
    • population
    • biome

    Niche describes an organism's role/job in the ecosystem; habitat is simply where it physically lives.

  3. In a food chain, producers are always

    • autotrophs that form the base of the chain
    • consumers that eat other organisms at the base of the chain
    • decomposers that break down dead matter for the chain
    • predators found at the top of the chain

    Producers (autotrophs, like plants) make their own food and form the foundational base of every food chain.

  4. An organism that eats both plants and animals is called a(n)

    • herbivore
    • carnivore
    • omnivore
    • decomposer

    Omnivores consume both producers (plants) and other consumers (animals).

  5. Fungi and bacteria that break down dead organisms and recycle nutrients are classified as

    • producers
    • consumers
    • decomposers
    • abiotic factors

    Decomposers break down dead organic matter and waste, returning nutrients to the ecosystem for producers to reuse.

  6. A food web differs from a food chain in that a food web

    • shows only one species and its single food source in an ecosystem
    • shows the many interconnected, overlapping feeding relationships in an ecosystem
    • applies only to aquatic ecosystems and never to land habitats
    • never includes decomposers or the recycling of nutrients

    A food web captures the complexity of real ecosystems, where most organisms have multiple feeding relationships, unlike a single linear food chain.

  7. According to the 10% rule, approximately what percentage of energy is transferred from one trophic level to the next?

    • 100%
    • 50%
    • 10%
    • 1%

    Only about 10% of energy at one trophic level is available to the next level up; roughly 90% is lost, mostly as heat.

  8. Why do energy pyramids typically support only 4–5 trophic levels?

    • Because so much energy is lost as heat at each level that not enough remains to support additional levels
    • Because predators at higher levels are too large to be supported by the plants and small animals at the bottom
    • Because carbon dioxide and nutrients become too scarce at each level to allow the growth of more organisms
    • Because most producers die off before they can be eaten, leaving only a few primary consumers to feed on

    With ~90% of energy lost at each level, there is eventually too little energy remaining to sustainably support further trophic levels.

  9. The maximum population size an ecosystem's resources can sustainably support is called the

    • limiting factor
    • carrying capacity
    • niche
    • biotic potential

    Carrying capacity is the population size an environment can sustain long-term given its available resources.

  10. If a deer population grows well beyond its ecosystem's carrying capacity, which is the most likely outcome?

    • The population will keep growing indefinitely since food becomes more plentiful
    • Resources become scarce, increasing starvation/disease/competition until the population declines
    • The carrying capacity will automatically rise to match the larger population
    • Nothing will change because the ecosystem adjusts to any population size

    Exceeding carrying capacity leads to resource scarcity, causing limiting factors (starvation, disease, competition) to reduce the population back down.

  11. Which is an example of a limiting factor for a population?

    • Available food supply
    • The color of nearby rocks
    • The time of day only
    • The name of the species

    Food, water, disease, predators, and space are all limiting factors that can restrict population growth.

  12. Introducing a non-native, invasive species into an ecosystem often

    • has no effect on native species because they share the same resources
    • helps native species by adding biodiversity and food sources
    • can outcompete native species that lack natural defenses against it
    • improves the ecosystem's stability because it adds new interactions

    Invasive species often outcompete native organisms that have no evolved defenses against them, disrupting the ecosystem.

  13. Bioaccumulation of a toxic pollutant as it moves up a food chain is a concern primarily caused by

    • decomposers breaking down toxins so they become less concentrated at higher levels
    • producers filtering out all toxins so none reach higher trophic levels
    • pollution building up in tissues and becoming more concentrated at higher trophic levels
    • the 10% rule removing toxins as energy is lost at each level

    Pollutants can accumulate in tissues and become increasingly concentrated (biomagnified) as they move up the food chain to top predators.

  14. Deforestation primarily threatens biodiversity by

    • increasing available habitat and giving species more space to live
    • destroying/fragmenting habitat that many species depend on
    • increasing the carrying capacity for all species in the area
    • having no impact on population sizes of the species living there

    Removing forest habitat displaces and endangers species that depend on that ecosystem, reducing biodiversity.

  15. Which best describes the relationship between a community and its abiotic environment that together form an ecosystem?

    • An ecosystem is only the living populations, with soil, water, and climate counted separately
    • An ecosystem is one population of a species together with its predators and parasites
    • An ecosystem includes the community of populations PLUS the physical, non-living environment
    • An ecosystem includes only producers and decomposers, excluding consumers and the physical environment

    An ecosystem combines the biological community with the physical (abiotic) environment they interact with.

  16. Which of the following represents a correct simplified food chain?

    • Fox → rabbit → grass
    • Grass → rabbit → fox
    • Rabbit → grass → fox
    • Fox → grass → rabbit

    Energy flows from producer (grass) to primary consumer (rabbit) to secondary consumer (fox).

  17. What is the source of energy for most ecosystems?

    • Soil
    • The sun
    • Water
    • Decomposers

    Producers capture sunlight and make food energy for the rest of the food web.

  18. What does a decomposer do in an ecosystem?

    • Makes its own food from sunlight and releases oxygen to the air
    • Breaks down dead matter and returns nutrients to the soil
    • Eats only plants and returns nutrients through its waste
    • Produces oxygen and carbohydrates for the rest of the ecosystem

    Decomposers, such as fungi and bacteria, recycle nutrients.

  19. If a food chain starts with grass, which organism is a secondary consumer?

    • A rabbit that eats grass and is eaten by a hawk
    • A mouse that eats grass and is eaten by a snake
    • A snake that eats a mouse that ate grass
    • A hawk that eats a snake that ate a mouse

    The mouse is the primary consumer, so the snake eating the mouse is a secondary consumer.

  20. Which action most helps conserve biodiversity?

    • Introducing invasive species
    • Clearing forests
    • Protecting habitats
    • Polluting rivers

    Protecting habitat keeps species and their interactions intact.

  21. The carbon cycle is balanced when carbon released by respiration and burning is:

    • Destroyed completely so that it leaves the cycle for good
    • Taken up again by photosynthesis and oceans
    • Stored only in the air as carbon dioxide gas
    • Turned into oxygen by the oceans and soil bacteria

    Photosynthesis and the oceans remove carbon dioxide from the air, balancing release.

  22. What happens to a population when it exceeds the carrying capacity?

    • It usually declines due to limited resources
    • It keeps growing forever because resources adjust to demand
    • It stays exactly the same because birth and death rates match
    • It stops needing food because it has adapted to the shortage

    Resources run out, so death rates rise or birth rates fall until the population drops.

Unit 8: Human Body Systems (22)
  1. Homeostasis refers to an organism's ability to

    • grow larger over time as it takes in nutrients
    • maintain a stable internal environment despite external changes
    • reproduce sexually to pass genes to its offspring
    • evolve within a single generation to match its environment

    Homeostasis is the maintenance of stable internal conditions (temperature, pH, water balance) regardless of external changes.

  2. Sweating to cool the body down when its temperature rises is an example of

    • positive feedback
    • negative feedback
    • active transport
    • fermentation

    Negative feedback reverses a change (rising temperature) to restore the normal set point — this is the most common regulatory mechanism.

  3. Which feedback mechanism intensifies a change rather than reversing it, such as during childbirth contractions?

    • Negative feedback
    • Positive feedback
    • Homeostatic feedback
    • Enzyme feedback

    Positive feedback amplifies a change and is used for processes with a clear endpoint, unlike the more common negative feedback.

  4. In the circulatory system, blood vessels that carry blood AWAY from the heart are called

    • veins
    • capillaries
    • arteries
    • alveoli

    Arteries carry blood away from the heart; veins carry it back toward the heart.

  5. Gas exchange between the lungs and blood occurs specifically in the

    • trachea
    • alveoli
    • esophagus
    • stomach

    Alveoli are tiny air sacs where oxygen diffuses into blood and carbon dioxide diffuses out to be exhaled.

  6. Hemoglobin, found in red blood cells, primarily functions to

    • digest food in the small intestine using enzymes
    • produce antibodies that fight pathogens in the blood
    • bind to and transport oxygen throughout the body
    • filter waste from the blood and form urine

    Hemoglobin is a protein that binds oxygen in the lungs and carries it to tissues throughout the body.

  7. Which organ is the main site of both chemical digestion and nutrient absorption?

    • Stomach
    • Esophagus
    • Small intestine
    • Large intestine

    The small intestine, aided by enzymes from the pancreas and bile from the liver, is where most digestion and absorption occur.

  8. Villi in the small intestine function to

    • produce stomach acid to break down proteins in food
    • store undigested waste before it leaves the body
    • break down starch into sugars in the mouth
    • increase surface area for efficient nutrient absorption

    The many finger-like villi greatly increase the surface area available for absorbing nutrients into the bloodstream.

  9. Although the liver and pancreas assist in digestion, food does NOT pass directly through them because they are

    • not part of the digestive system at all, since they only filter blood
    • part of the respiratory system that supports gas exchange
    • accessory organs that produce digestive substances like bile and enzymes
    • involved only in excretion and the removal of nitrogenous waste

    The liver and pancreas are accessory digestive organs — they contribute substances (bile, enzymes) but food does not physically travel through them.

  10. A neuron transmits signals to the next neuron across a small gap called a

    • synapse
    • alveolus
    • villus
    • nephron

    A synapse is the junction between neurons where chemical neurotransmitters carry the signal from one neuron to the next.

  11. Which system uses antibodies and white blood cells to defend the body against pathogens?

    • Digestive system
    • Immune system
    • Excretory system
    • Endocrine system

    The immune system defends against disease-causing pathogens using white blood cells and antibodies.

  12. Vaccination works by

    • giving the body antibiotics that kill the pathogen directly, so the infection cannot take hold in the future
    • passing antibodies from another person's blood into the body, which provides temporary protection against disease
    • stimulating the body to produce heat and fever in advance, which prevents the pathogen from multiplying later
    • exposing the immune system to a weakened/inactive pathogen so it can 'remember' how to fight it later

    Vaccines train the immune system to recognize and quickly respond to a specific pathogen in the future by producing antibodies in advance.

  13. The kidneys' main function in the excretory system is to

    • digest fats and proteins using enzymes released into the small intestine
    • produce hormones only and have no role in filtering the blood
    • filter nitrogenous waste and excess water/salts from the blood, forming urine
    • exchange oxygen and carbon dioxide between the blood and the air

    Kidneys filter blood to remove urea and excess water/salts, producing urine and helping maintain homeostasis.

  14. The pancreas releasing insulin to lower blood glucose levels is an example of

    • the endocrine system regulating the body via a hormone in a negative feedback loop
    • the nervous system acting alone through fast electrical impulses in neurons
    • positive feedback with no endpoint that raises blood glucose even further
    • a structural adaptation that changes the shape of the pancreas over time

    Insulin is a hormone (endocrine system) that signals cells to absorb glucose, lowering blood sugar — a classic negative feedback example.

  15. Compared to the nervous system, hormone signals from the endocrine system typically

    • act more slowly but often have longer-lasting effects
    • act faster than nerve impulses and have shorter-lasting effects
    • have no real effect on the body unless nerve impulses are present
    • regulate only digestion and have no effect on growth or metabolism

    Hormones travel through the bloodstream and generally act more slowly than electrical nerve impulses, but their effects often last longer.

  16. Which best describes why organ systems must work together rather than in isolation?

    • They don't actually interact, since each system works independently
    • Homeostasis for the whole organism depends on coordinated function among multiple organ systems
    • Only one organ system is needed for survival, so the others are optional
    • Organ systems compete against each other for limited resources in the body

    Maintaining homeostasis requires organ systems (circulatory, respiratory, nervous, endocrine, etc.) to work together in a coordinated way.

  17. Which system transports nutrients and oxygen around the body?

    • Circulatory system
    • Skeletal system
    • Digestive system
    • Excretory system

    The heart pumps blood through vessels to deliver oxygen and nutrients.

  18. Which part of the brain controls balance and coordination?

    • Cerebrum
    • Brain stem only
    • Cerebellum
    • Spinal cord

    The cerebellum coordinates movement and balance.

  19. What is the main role of white blood cells?

    • Carry oxygen
    • Fight infection
    • Clot blood
    • Make hormones

    White blood cells are part of the immune system and defend against pathogens.

  20. Which organ produces bile that helps digest fats?

    • Stomach
    • Kidney
    • Pancreas
    • Liver

    The liver makes bile, which is stored in the gallbladder and released into the small intestine.

  21. Insulin and glucagon work together to:

    • Keep blood glucose levels stable
    • Fight infection
    • Digest proteins
    • Remove carbon dioxide

    Insulin lowers blood glucose and glucagon raises it, an example of negative feedback.

  22. Which pathway does air take into the lungs?

    • Mouth, esophagus, stomach, lungs
    • Trachea, alveoli, bronchi, nose
    • Nose, trachea, bronchi, alveoli
    • Nose, esophagus, alveoli, bronchi

    Air passes through the nose, trachea and bronchi to the alveoli where gas exchange occurs.

Hard Mode Questions — 15 questions
Unit 1: Characteristics of Life & the Scientific Method (2)
  1. Which statement best describes a scientific theory?

    • A tentative guess that has not been tested by any experiment
    • The result of a single experiment that has been repeated once
    • A personal opinion about how something in nature probably works
    • A well-supported explanation based on a large body of evidence

    Theories explain many observations and are tested repeatedly.

  2. Homeostasis is:

    • The movement of cells toward a source of food or light
    • The process of cell division that produces new body cells
    • The change of species over many generations of time
    • The maintenance of stable internal conditions

    Examples include regulating temperature and blood sugar.

Unit 2: Chemistry of Life (1)
  1. Enzymes speed up reactions by:

    • Raising the temperature
    • Lowering the activation energy
    • Changing the products
    • Being consumed

    They are reusable and specific to their substrates.

Unit 3: Cell Biology (2)
  1. Which organelle is the site of protein synthesis?

    • Ribosome
    • Golgi apparatus
    • Lysosome
    • Vacuole

    Ribosomes translate mRNA into polypeptides.

  2. Osmosis is the diffusion of:

    • Solutes across a semipermeable membrane
    • Water against its concentration gradient
    • Water across a semipermeable membrane
    • Gases across a fully permeable membrane

    Water moves toward the higher solute concentration.

Unit 4: Energy in Cells (2)
  1. Most ATP in cellular respiration is produced in the:

    • Glycolysis
    • Krebs cycle
    • Fermentation
    • Electron transport chain

    Oxidative phosphorylation produces the majority of ATP.

  2. The light reactions of photosynthesis produce:

    • Glucose
    • Carbon dioxide
    • ATP, NADPH and oxygen
    • Water only

    The Calvin cycle uses ATP and NADPH to build sugar.

Unit 5: Genetics & Heredity (2)
  1. What is the probability that two carriers (Aa x Aa) have a child with the recessive trait?

    • 1/2
    • 3/4
    • 1/4
    • 1/8

    Only the aa genotype shows the trait.

  2. DNA replication is semiconservative, meaning:

    • Each new DNA molecule has one original strand and one new strand
    • Both strands of each new DNA molecule are newly made
    • Only one of the two original strands is copied each time
    • The DNA is copied twice before the cell divides

    The Meselson-Stahl experiment demonstrated this.

Unit 6: Evolution (2)
  1. Natural selection requires:

    • Heritable variation that affects survival or reproduction
    • Acquired traits that individuals gain during life being passed on
    • An organism's need for a trait causing that trait to appear
    • Equal survival and reproduction for every individual in a population

    Individuals with advantageous traits tend to leave more offspring.

  2. Which is evidence for evolution?

    • Only the estimated age of the Earth and the oceans
    • Fossils, homologous structures and DNA similarities
    • A single species that has not changed over time
    • A lack of variation among individuals in a population

    Multiple independent lines of evidence support common descent.

Unit 7: Ecology (2)
  1. Carrying capacity is:

    • The birth rate of a population in ideal conditions
    • The maximum population size an environment can sustain
    • The total number of species living in an ecosystem
    • The total biomass of all organisms in a habitat

    Limited resources prevent unlimited growth.

  2. Producers occupy which trophic level?

    • The second
    • The third
    • The top
    • The first trophic level

    They capture energy from sunlight or chemicals.

Unit 8: Human Body Systems (2)
  1. The primary function of the kidneys is to:

    • Digest food and absorb nutrients into the blood
    • Filter blood and regulate fluid and waste balance
    • Produce hormones for growth and control reproduction only
    • Pump blood and carry oxygen to the body's tissues

    They also help regulate blood pressure and pH.

  2. Insulin, secreted by the pancreas, functions to:

    • Raise blood glucose
    • Digest fats
    • Lower blood glucose
    • Increase heart rate

    It helps cells take up glucose.

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Unit 1: Characteristics of Life & the Scientific Method

Homeostasis
Maintaining a stable internal environment despite changes in the external environment. A defining characteristic of all living things.
Metabolism
The sum of all chemical reactions in an organism, including building up (synthesis) and breaking down (breakdown) molecules for energy.
Hypothesis
A testable, falsifiable proposed explanation for an observation, often written as an if/then statement.
Independent variable
The factor the experimenter deliberately changes/manipulates in an experiment.
Dependent variable
The factor that is measured/observed and may change as a result of the independent variable.
Control group
The group that does NOT receive the experimental treatment; used as a baseline for comparison.
Theory (scientific)
A well-substantiated explanation supported by a large body of evidence from many experiments — not a mere guess.
Levels of organization
Cell → tissue → organ → organ system → organism → population → community → ecosystem → biosphere.
Quantitative vs. qualitative data
Quantitative: numerical, measured data. Qualitative: descriptive, non-numerical observations.

Unit 2: Chemistry of Life

Polar molecule (water)
A molecule with an uneven charge distribution; water's O end is slightly negative and H ends are slightly positive, allowing hydrogen bonding.
Cohesion
Water molecules sticking to each other via hydrogen bonds; produces surface tension.
Adhesion
Water molecules sticking to other polar surfaces; helps water rise through plant stems (capillary action).
Monosaccharide
A single sugar unit (e.g., glucose, fructose) — the monomer/building block of carbohydrates.
Lipid
Nonpolar organic macromolecule (fat/oil/wax) made mostly of C and H; stores long-term energy and forms cell membranes.
Protein
Organic macromolecule made of amino acid monomers folded into a specific shape; functions include enzymes, structure, and transport.
Enzyme
A biological catalyst (usually a protein) that speeds up a specific reaction by lowering activation energy without being consumed.
Nucleic acid
Organic macromolecule (DNA or RNA) made of nucleotide monomers; stores and transmits genetic information.
Dehydration synthesis
Joining monomers into a polymer by removing a water molecule at each new bond.
Hydrolysis
Breaking a polymer into monomers by adding a water molecule to break each bond (basis of digestion).
pH scale
A scale from 0 to 14 that measures how acidic or basic a solution is; below 7 is acidic and above 7 is basic.

Unit 3: Cell Biology

Cell theory
All living things are made of cells; the cell is the basic unit of structure/function; all cells come from pre-existing cells.
Prokaryotic cell
A cell with no nucleus and no membrane-bound organelles; DNA is a free circular loop (e.g., bacteria).
Eukaryotic cell
A cell with a true, membrane-bound nucleus and membrane-bound organelles (e.g., plant, animal, fungal, protist cells).
Mitochondrion
Organelle that is the site of cellular respiration, converting food energy into ATP. 'Powerhouse of the cell.'
Chloroplast
Organelle found only in plant/algae cells; site of photosynthesis; contains the pigment chlorophyll.
Selectively permeable membrane
A membrane (phospholipid bilayer) that allows some substances to cross but not others, controlling what enters/exits the cell.
Diffusion
Net movement of particles from high to low concentration; passive, requires no energy.
Active transport
Movement of substances against the concentration gradient (low to high); requires ATP energy.
Mitosis
Cell division producing two genetically identical daughter cells, used for growth and repair. Phases: prophase, metaphase, anaphase, telophase.
Hypertonic solution
A solution with a higher solute concentration than the cell, causing water to leave the cell.
Interphase
The longest part of the cell cycle, when a cell grows and copies its DNA before dividing.

Unit 4: Energy in Cells

ATP
Adenosine triphosphate — the cell's usable energy currency; releases energy when its outer phosphate bond is broken, forming ADP.
Autotroph
An organism that makes its own food from inorganic sources, usually via photosynthesis (e.g., plants, algae).
Heterotroph
An organism that cannot make its own food and must consume other organisms for energy (e.g., animals, fungi).
Photosynthesis
6CO₂ + 6H₂O + light energy → C₆H₁₂O₆ + 6O₂. Occurs in the chloroplast; converts light energy into chemical energy.
Chlorophyll
The green pigment in chloroplasts that absorbs light energy (mainly red/blue) for photosynthesis; reflects green light.
Cellular respiration
C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O + ATP. Releases stored chemical energy from glucose as usable ATP.
Aerobic respiration
Respiration that requires oxygen; occurs in mitochondria; produces much more ATP than fermentation.
Fermentation
Anaerobic (no oxygen) breakdown of glucose that produces much less ATP than aerobic respiration (e.g., lactic acid or alcoholic fermentation).
Thylakoid
A membrane-bound sac in the chloroplast where the light-dependent reactions occur.
Stroma
The fluid inside the chloroplast where the Calvin cycle takes place.

Unit 5: Genetics & Heredity

DNA double helix
Two strands of nucleotides twisted together; bases pair A-T and G-C via hydrogen bonds.
Gene
A specific segment of DNA on a chromosome that codes for a particular protein/trait.
Allele
One specific version of a gene (e.g., a purple-flower allele vs. a white-flower allele).
Dominant allele
An allele whose trait is expressed whenever present; represented with a capital letter.
Recessive allele
An allele whose trait is masked unless two copies are present; represented with a lowercase letter.
Genotype vs. phenotype
Genotype: the actual allele combination (e.g., Bb). Phenotype: the observable physical trait (e.g., brown eyes).
Homozygous vs. heterozygous
Homozygous: two identical alleles (BB or bb). Heterozygous: two different alleles (Bb).
Punnett square
A diagram used to predict the probable genotype/phenotype ratios of offspring from a genetic cross.
Meiosis
Cell division that produces four genetically varied haploid gametes (sperm/egg) from one diploid parent cell.
Haploid
A cell with a single set of chromosomes, such as a gamete.
Mutation
A change in the sequence of DNA that may or may not affect the organism.

Unit 6: Evolution

Natural selection
The mechanism of evolution: individuals with favorable inherited traits survive and reproduce more successfully, passing those traits on.
Homologous structures
Body parts with similar underlying structure but different functions, inherited from a common ancestor (e.g., human arm, whale flipper).
Analogous structures
Structures with similar function but different structure/origin, from convergent (not shared) evolution (e.g., bird wing, insect wing).
Vestigial structure
A reduced structure with little/no current function, inherited from an ancestor for whom it was functional (e.g., human appendix).
Adaptation
An inherited trait that increases an organism's chance of survival and successful reproduction in its environment.
Fitness (biological)
An organism's relative ability to survive AND reproduce successfully in its environment, passing genes to offspring.
Geographic isolation
A physical barrier separates a population into groups that can no longer interbreed, often leading to speciation.
Speciation
The evolutionary process by which reproductively isolated populations become distinct, separate species over time.
Fossil record
Evidence for evolution showing a gradual change in life forms across successive rock layers over time.
Common ancestor
An organism from which two or more species descended; more similar DNA means a more recent common ancestor.

Unit 7: Ecology

Biotic factor
A living component of an ecosystem (e.g., organisms, plants, bacteria).
Abiotic factor
A non-living component of an ecosystem (e.g., sunlight, temperature, water, soil pH).
Niche
An organism's functional role in its ecosystem — what it eats, where it lives, and how it interacts with others.
Producer
An autotroph that makes its own food via photosynthesis; forms the base of every food chain.
Decomposer
An organism (e.g., fungi, bacteria) that breaks down dead matter/waste, recycling nutrients back into the ecosystem.
Food web
A diagram showing the many interconnected, overlapping food chains within a real ecosystem.
Energy pyramid / 10% rule
Only about 10% of energy at one trophic level transfers to the next level up; ~90% is lost mostly as heat.
Carrying capacity
The maximum population size an ecosystem's resources can sustainably support long-term.
Limiting factor
Any biotic or abiotic factor (food, water, disease, space) that restricts population growth.
Primary consumer
An organism that eats producers, such as a rabbit eating grass.
Secondary consumer
An organism that eats primary consumers.

Unit 8: Human Body Systems

Negative feedback
A regulatory response that reverses a change to restore a normal set point (e.g., sweating to cool down). The most common feedback type.
Positive feedback
A regulatory response that amplifies a change rather than reversing it (e.g., contractions intensifying during childbirth).
Alveoli
Tiny air sacs in the lungs where gas exchange occurs: O₂ diffuses into blood, CO₂ diffuses out to be exhaled.
Hemoglobin
A protein in red blood cells that binds to and carries oxygen throughout the bloodstream.
Villi
Finger-like projections lining the small intestine that increase surface area for nutrient absorption.
Neuron
A nerve cell that transmits electrical impulses; communicates with other neurons across a synapse using neurotransmitters.
Antibody
An immune system protein that specifically targets and marks a pathogen for destruction.
Kidney
Excretory organ that filters nitrogenous waste (urea) and excess water/salts from the blood, producing urine.
Hormone
A chemical messenger released by an endocrine gland into the blood that regulates body processes over time (e.g., insulin).
Insulin
A hormone from the pancreas that lowers blood glucose by helping cells take up sugar.
Cerebellum
The part of the brain that coordinates balance and movement.
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Unit 1: Characteristics of Life & the Scientific Method

Microscope magnification
A cell's image is 40 mm long under the microscope. Its real length is 0.2 mm. What is the magnification?

Unit 3: Cell Biology

Surface area to volume
Compare the surface-area-to-volume ratio of a cube-shaped cell with sides 2 µm and one with sides 4 µm.

Unit 5: Genetics & Heredity

Monohybrid cross
Cross two heterozygous plants (Aa × Aa). What fraction of offspring are aa, and what is the phenotype ratio if A is dominant?

Unit 6: Evolution

Hardy-Weinberg
In a population, 4% of people show a recessive trait (q² = 0.04). What fraction are heterozygous carriers?

Unit 7: Ecology

Logistic growth
A population has N = 500, carrying capacity K = 1000 and r = 0.2. Find dN/dt = rN(1 − N/K).

Unit 8: Human Body Systems

Cardiac output
A heart beats 72 times per minute and pumps 70 mL per beat. Find the cardiac output.

Unit 1: Characteristics of Life & the Scientific Method

Characteristics of living things
All living things (organisms) share a set of characteristics that distinguish them from non-living matter. An object must show ALL of these to be considered alive.
Levels of biological organization
Living systems are organized in a hierarchy from the smallest functional level to the whole biosphere. Each level is built from units of the level below it.
The scientific method
Science is a process of asking testable questions and using evidence to answer them. It is NOT a single rigid recipe, but generally follows this logical sequence.
Experimental design & data
A well-designed experiment isolates ONE variable at a time so that any observed effect can be attributed to that variable with confidence.
Lab safety & measurement
Proper lab technique protects both the experimenter and the validity of the data collected.

Unit 2: Chemistry of Life

Atoms, elements, and compounds
All matter, living and non-living, is made of atoms. Living things are built mostly from a handful of key elements.
Properties of water
Water is essential to all known life. Its unique chemical properties come from its polarity and ability to form hydrogen bonds.
Carbohydrates & lipids
Carbohydrates and lipids are two of the four major classes of organic (carbon-based) macromolecules that make up living things.
Proteins & nucleic acids
Proteins and nucleic acids are the other two major classes of organic macromolecules, built from smaller repeating subunits (monomers).
Dehydration synthesis & hydrolysis
Organic macromolecules are built up and broken down by two opposite water-based reactions.

Unit 3: Cell Biology

Cell theory
The cell theory is one of the foundational unifying ideas of biology, built from centuries of microscope observations.
Prokaryotes vs. eukaryotes
All cells fall into one of two broad categories based on whether their genetic material is enclosed in a membrane-bound nucleus.
Cell organelles and their jobs
Each organelle ('little organ') inside a eukaryotic cell performs a specific job needed for the cell to survive.
Cell membrane & transport
The cell membrane is a phospholipid bilayer that is 'selectively permeable' — it controls what substances can pass in and out.
Cell division: mitosis
Mitosis is the process by which a single (somatic/body) cell divides to produce two genetically identical daughter cells — used for growth, repair, and asexual reproduction.

Unit 4: Energy in Cells

ATP: the energy currency
Adenosine triphosphate (ATP) is the molecule cells use to store and transfer usable energy for cellular work.
Autotrophs vs. heterotrophs
All organisms need a way to obtain energy-rich organic molecules; they are classified by how they get this energy.
Photosynthesis overview
Photosynthesis is the process by which autotrophs capture light energy and convert it into chemical energy stored in glucose.
Cellular respiration overview
Cellular respiration is the process ALL living cells use to break down glucose and release its stored energy as usable ATP.

Unit 5: Genetics & Heredity

DNA structure
DNA (deoxyribonucleic acid) is the molecule that stores an organism's genetic information as a code.
Genes, chromosomes & traits
An organism's DNA is organized into structures called chromosomes, which are further organized into functional segments called genes.
Mendelian genetics
Gregor Mendel's pea plant experiments established the basic rules of how traits are inherited from parents to offspring.
Punnett squares
A Punnett square is a diagram used to predict the probable genotype and phenotype ratios of offspring from a genetic cross.
Meiosis & genetic variation
Meiosis is a special type of cell division that produces sex cells (gametes: sperm and egg) with HALF the number of chromosomes.

Unit 6: Evolution

Darwin's theory of natural selection
Charles Darwin proposed natural selection as the primary mechanism driving evolution — the change in a population's inherited traits over many generations.
Evidence for evolution
Multiple independent lines of evidence, discovered across many scientific fields, support the theory that species share common ancestry and change over time.
Adaptation & fitness
An adaptation is any inherited trait that increases an organism's chance of survival and successful reproduction in its specific environment.
Speciation
Speciation is the evolutionary process by which new, distinct species form from earlier populations of a single species.

Unit 7: Ecology

Ecosystem structure
An ecosystem includes all the living (biotic) and non-living (abiotic) parts of an environment interacting together.
Feeding relationships
Energy flows through an ecosystem in one direction, starting with producers, as organisms feed on one another.
Energy pyramids
Energy pyramids model how the amount of usable energy decreases as it moves up through feeding (trophic) levels.
Population dynamics
Population size is controlled by the relative rates of births, deaths, and movement, and is limited by the resources an ecosystem can provide.
Human impact on the environment
Human activities can significantly alter ecosystems, often faster than natural populations can adapt.

Unit 8: Human Body Systems

Homeostasis & feedback
Homeostasis is the maintenance of a stable, balanced internal environment despite changes in external conditions — essential for all organ systems to function properly.
Circulatory & respiratory systems
These two systems work together closely to deliver oxygen to cells and remove carbon dioxide waste.
Digestive system
The digestive system breaks down food into small molecules that can be absorbed into the bloodstream and used by cells.
Nervous & immune systems
The nervous system provides rapid control and coordination, while the immune system defends the body against pathogens.
Excretory & endocrine systems
These systems remove metabolic wastes and regulate body processes using chemical messengers, respectively.
Common mistakes for each unit — read the mistake, then make sure you know why it's wrong.

Unit 1: Characteristics of Life & the Scientific Method

Watch out
A virus is NOT considered fully 'alive' by most biologists because it cannot carry out metabolism or reproduce on its own — it needs a host cell.
Watch out
A hypothesis must be TESTABLE and FALSIFIABLE — it is not just any guess.
Watch out
Only ONE variable should be changed at a time in a valid experiment; changing several makes results impossible to interpret.
Watch out
A scientific theory is strongly supported by evidence — it is not 'just a guess' in the everyday sense of the word.

Unit 2: Chemistry of Life

Watch out
Carbohydrates and lipids are NOT made of amino acids — only proteins are made of amino acid monomers.
Watch out
Water's polarity, not its abundance alone, explains most of its unique life-supporting properties (cohesion, adhesion, solvent ability).
Watch out
An enzyme is reused again and again — it is not consumed or permanently changed by the reaction it catalyzes.
Watch out
Denaturing an enzyme changes its shape (usually permanently), which destroys its function — it does not just 'slow it down.'

Unit 3: Cell Biology

Watch out
Plant cells have a cell wall AND a cell membrane — the wall does not replace the membrane.
Watch out
Osmosis is specifically the diffusion of WATER; diffusion is the general term for any particle.
Watch out
Active transport moves substances AGAINST the gradient and needs ATP; diffusion/osmosis are passive and need no energy.
Watch out
Mitosis produces genetically IDENTICAL daughter cells — it is not the same process as meiosis, which creates variation.

Unit 4: Energy in Cells

Watch out
Plants carry out BOTH photosynthesis AND cellular respiration — photosynthesis does not replace the plant's need for respiration.
Watch out
Fermentation is anaerobic and produces much LESS ATP than aerobic respiration — it is not simply a faster alternative.
Watch out
Photosynthesis and respiration are essentially reverse processes of each other, not unrelated reactions.
Watch out
Chlorophyll reflects green light (which is why leaves look green) — it does not absorb it.

Unit 5: Genetics & Heredity

Watch out
A dominant trait is not automatically the more common trait in a population — dominance refers only to which allele is expressed, not its frequency.
Watch out
Two heterozygous (Bb) parents can still have a homozygous recessive (bb) child — recessive traits can 'skip' visibly showing in a parent's generation.
Watch out
Mitosis produces 2 identical diploid cells for growth/repair; meiosis produces 4 genetically varied haploid gametes for reproduction — they are not the same process.
Watch out
A Punnett square shows probability/likely ratios, not a guaranteed outcome for a specific number of offspring.

Unit 6: Evolution

Watch out
Individual organisms do NOT evolve during their lifetime — evolution is a change in a POPULATION's traits over many generations.
Watch out
'Survival of the fittest' means best suited to reproduce in a specific environment, not simply 'strongest' or 'biggest.'
Watch out
Homologous structures share a common ancestral origin (arm/wing/flipper); analogous structures merely share a similar function (bird wing/insect wing) without shared ancestry.
Watch out
Natural selection does not act with a 'goal' or 'plan' in mind — favorable traits become more common simply because they improve survival and reproduction.

Unit 7: Ecology

Watch out
Only about 10%, not 90%, of energy is passed up to the next trophic level — most energy is lost as heat, so pyramids get progressively smaller going up, not bigger.
Watch out
Decomposers are a distinct category from consumers on food-chain diagrams even though they also obtain energy from other organisms — they specifically recycle nutrients from dead matter.
Watch out
A population growing past its carrying capacity is not sustainable — limiting factors will act to bring it back down.
Watch out
'Niche' refers to an organism's functional role in the ecosystem, not simply the physical location where it lives (that is its 'habitat').

Unit 8: Human Body Systems

Watch out
Negative feedback (the far more common type) REVERSES a change to restore balance; it does not amplify the original change like positive feedback does.
Watch out
Arteries carry blood away from the heart and veins carry it back — this is defined by direction relative to the heart, not simply by oxygen content.
Watch out
The liver and pancreas assist digestion by producing bile/enzymes, but food does not physically pass through them like it does the stomach or intestines.
Watch out
Hormones (endocrine system) act more slowly and over a longer duration than the fast electrical signals of the nervous system.