← Back to Library
Biology

Biology Study Guide Expanded Edition

8 Units · 128 Quiz Questions · 72 Flashcards · Diagnostic · Full Reference Tables · Diagrams · Saved Progress

See what your study plan could look like

Based on this guide's real question bank — 128 practice questions across 8 units. Slide to match your situation.

0
Questions you'll complete
0
Units covered
0%
of the full question bank
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 — 128 questions
Unit 1: Characteristics of Life & the Scientific Method (16)
  1. Which characteristic must an object show to be considered a living thing?

    • It moves
    • It is made of cells and carries out metabolism
    • It is large
    • It contains water

    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
    • cannot carry out metabolism or reproduce without a host cell
    • is too small to see
    • cannot mutate

    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
    • To provide a baseline for comparison with no treatment applied
    • To increase the sample size only
    • To test more than one variable at once

    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 untested guess
    • an explanation strongly supported by a large body of evidence
    • a law that can never be revised
    • the first step of the scientific method

    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; an ecosystem does not
    • An ecosystem includes the community plus abiotic (non-living) factors
    • A community is larger than an ecosystem
    • There is no difference

    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?

    • Light color
    • Amount of water given
    • Type of plant used
    • 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 changes between low and high power
    • Small structures like organelles become visible with more detail
    • The field of view gets larger
    • Magnification decreases

    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.

Unit 2: Chemistry of Life (16)
  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

    • it has no charge anywhere
    • the oxygen end is slightly negative and hydrogen ends are slightly positive
    • it is always frozen
    • it contains no hydrogen bonds

    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

    • cohesion only
    • adhesion (water sticking to the stem) working with cohesion
    • gravity pulling water upward
    • evaporation of water in roots

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

    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

    • it works faster than before
    • its 3-D shape unfolds/changes, destroying its function
    • it turns into a carbohydrate
    • its substrate changes shape instead

    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

    • polar molecules that dissolve easily in water
    • nonpolar molecules used for long-term energy storage and membranes
    • monomers of proteins
    • the primary genetic material

    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 amino acids
    • two monosaccharides joined together
    • two nucleotides
    • two fatty acids

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

  12. Which statement about nucleic acids is correct?

    • They are made of amino acid monomers
    • They are made of nucleotide monomers and store genetic information
    • They are the main energy-storage molecule in cells
    • They cannot be found in eukaryotic cells

    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?

    • It cannot dissolve anything
    • Its polarity allows it to dissolve many ionic and polar substances important for life
    • It has no effect on chemical reactions
    • It is the least abundant molecule 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 phosphate
    • A sugar, a phosphate group, and a nitrogenous base
    • Two sugars and a lipid
    • A protein, a lipid, and water

    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 after each reaction
    • They are not chemically changed or consumed by the reaction they catalyze
    • They only catalyze one reaction ever, then are discarded
    • They become part of the product

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

Unit 3: Cell Biology (16)
  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
    • swell and possibly burst as water moves in
    • stay exactly the same size
    • lose all its water

    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's a form of diffusion
    • ATP energy, since it works against the gradient (active transport)
    • only a temperature increase
    • osmosis only

    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

    • genetically identical to each other and the parent cell
    • haploid and genetically varied
    • only half the chromosome number of the parent
    • always cancerous

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

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

    • A solid wall of cellulose
    • A phospholipid bilayer with hydrophilic heads facing outward and hydrophobic tails facing inward
    • A single layer of protein only
    • A rigid layer with no lipids

    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

    • produce ATP
    • contain digestive enzymes that break down waste and worn-out organelles
    • store DNA
    • carry out photosynthesis

    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

    • swell continuously
    • shrink continuously
    • show no net change in water movement
    • immediately burst

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

Unit 4: Energy in Cells (16)
  1. ATP releases usable energy when

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

    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?

    • C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O + ATP
    • 6CO₂ + 6H₂O + light energy → C₆H₁₂O₆ + 6O₂
    • 6O₂ + 6H₂O → C₆H₁₂O₆ + light energy
    • C₆H₁₂O₆ → 6CO₂ + 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 only
    • reflects green light while absorbing mainly red and blue light
    • absorbs all wavelengths equally
    • reflects all 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
    • requires oxygen
    • produces much less ATP and does not require oxygen
    • only occurs in plants

    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
    • photosynthesis
    • lactic acid fermentation, occurring when oxygen supply is limited
    • active transport

    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
    • The products of one are generally the reactants of the other
    • Only plants perform respiration
    • Only animals perform photosynthesis

    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
    • cellular respiration to release energy from glucose
    • neither respiration nor photosynthesis
    • only fermentation

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

Unit 5: Genetics & Heredity (16)
  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
    • bb only

    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
    • whether a dominant-phenotype organism is homozygous or heterozygous
    • the exact age of an organism
    • which parent contributed more DNA

    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
    • exchanging segments of genetic material between homologous chromosomes
    • destroying chromosomes
    • only occurring in mitosis

    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 double-stranded and uses thymine
    • is single-stranded and uses uracil instead of thymine
    • contains no nitrogenous bases
    • cannot be found in cells

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

  12. Homologous chromosomes are best described as

    • identical copies made during mitosis only
    • a matching pair, one from each parent, carrying genes for the same traits
    • found only in prokaryotic cells
    • always identical in allele content

    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.

Unit 6: Evolution (16)
  1. Which best summarizes Darwin's theory of natural selection?

    • All individuals in a population are identical
    • Individuals with favorable traits are more likely to survive and reproduce, passing those traits on
    • Traits are always inherited equally regardless of environment
    • Evolution happens within a single organism's lifetime

    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
    • share a more recent common ancestor than less similar species
    • have identical phenotypes
    • have evolved independently with no shared history

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

  8. Biological 'fitness' is best defined as

    • physical strength and speed
    • an organism's relative ability to survive and reproduce successfully in its environment
    • the size of an organism
    • how long an individual organism lives

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

  9. Geographic isolation can lead to speciation because

    • it has no effect on gene flow
    • separated populations can no longer interbreed and accumulate different mutations/adaptations over time
    • it instantly creates new species
    • it only affects plants

    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 only
    • look physically different
    • can no longer interbreed and produce fertile offspring
    • have different names given by scientists

    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

    • random chance with no environmental influence
    • geographic isolation and natural selection favoring beaks suited to different food sources on each island
    • identical diets on every island
    • artificial selection by humans

    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?

    • Individual organisms evolve during their lifetime in response to need
    • Evolution is a change in a population's inherited traits over many generations, not within one organism's lifetime
    • Evolution only affects behavior, not genetics
    • An organism can pass on traits it acquired through exercise

    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 adult skeletons only
    • observing similar patterns of embryonic development among related organisms
    • studying only fossilized eggs
    • comparing diets of 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 only
    • natural selection favoring resistant individuals that survive and reproduce
    • a vestigial trait
    • comparative embryology

    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 in evolution
    • Without variation, there would be no differing traits for the environment to select among
    • Variation only matters for asexual organisms
    • Variation prevents natural selection from occurring

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

Unit 7: Ecology (16)
  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

    • consumers of other organisms
    • autotrophs that form the base of the chain
    • decomposers
    • 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
    • shows the many interconnected, overlapping feeding relationships in an ecosystem
    • only applies to aquatic ecosystems
    • never includes decomposers

    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 there is unlimited energy at every level
    • Because so much energy is lost as heat at each level that not enough remains to support additional levels
    • Because producers refuse to pass on energy
    • Because decomposers block energy transfer

    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 continue growing indefinitely
    • Resources become scarce, increasing starvation/disease/competition until the population declines
    • The carrying capacity will automatically increase to match
    • Nothing will change

    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
    • helps native species by adding biodiversity
    • can outcompete native species that lack natural defenses against it
    • always improves the ecosystem's stability

    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
    • pollution building up in tissues and becoming more concentrated at higher trophic levels
    • producers filtering out all toxins
    • the 10% rule removing all toxins

    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
    • destroying/fragmenting habitat that many species depend on
    • increasing carrying capacity for all species
    • having no impact on population sizes

    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?

    • A community includes only non-living factors
    • An ecosystem includes the community of populations PLUS the physical, non-living environment
    • Ecosystems never include multiple species
    • Communities and ecosystems are identical terms

    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).

Unit 8: Human Body Systems (16)
  1. Homeostasis refers to an organism's ability to

    • grow larger over time
    • maintain a stable internal environment despite external changes
    • reproduce sexually only
    • evolve within one generation

    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
    • bind to and transport oxygen throughout the body
    • produce antibodies
    • filter waste from blood

    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
    • increase surface area for efficient nutrient absorption
    • store undigested waste
    • break down starch in the mouth

    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
    • accessory organs that produce digestive substances like bile and enzymes
    • part of the respiratory system
    • only involved in excretion

    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

    • directly killing all pathogens instantly
    • exposing the immune system to a weakened/inactive pathogen so it can 'remember' how to fight it later
    • removing the need for an immune system
    • replacing red blood cells

    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
    • filter nitrogenous waste and excess water/salts from the blood, forming urine
    • produce hormones only
    • exchange oxygen and carbon dioxide

    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 nervous system acting alone
    • the endocrine system regulating the body via a hormone in a negative feedback loop
    • positive feedback with no endpoint
    • a structural adaptation

    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 faster and for a shorter duration
    • act more slowly but often have longer-lasting effects
    • have no effect on the body
    • only regulate digestion

    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 with each other
    • Homeostasis for the whole organism depends on coordinated function among multiple organ systems
    • Only one organ system is needed for survival
    • Organ systems compete against each other for resources

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

Term
Definition
Click card to flip · Rate yourself to track weak cards
Browse all 72 flashcards as a list

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).

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.

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).

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.

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.

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.

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).

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.
Key fact
Total magnification = ocular lens power × objective lens power
Key fact
Organization: cell → tissue → organ → organ system → organism → population → community → ecosystem → biosphere

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.
Key fact
Dehydration synthesis: monomers → polymer + water (removes water)
Key fact
Hydrolysis: polymer + water → monomers (adds water)

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.
Key fact
Diffusion/osmosis: high concentration → low concentration (passive, no energy)
Key fact
Active transport: low concentration → high concentration (requires ATP)
Key fact
Mitosis order: Interphase → Prophase → Metaphase → Anaphase → Telophase (cytokinesis)

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.
Key fact
Photosynthesis: 6CO₂ + 6H₂O + light → C₆H₁₂O₆ + 6O₂
Key fact
Cellular respiration: C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O + 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.
Key fact
Monohybrid cross (Bb × Bb) typical ratio: 1 BB : 2 Bb : 1 bb genotype → 3:1 dominant:recessive phenotype
Key fact
Diploid (2n) = 2 × haploid (n); fertilization: n + n → 2n

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.
Key fact
Natural selection requires: overproduction + variation + competition + differential survival/reproduction + inheritance
Key fact
Speciation = geographic isolation → independent selection/mutation → reproductive isolation → new 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.
Key fact
Energy pyramid: ~10% of energy transferred to the next trophic level (90% lost as heat/waste)
Key fact
Food chain flow: Producer → Primary consumer → Secondary consumer → Tertiary consumer → Decomposers

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.
Key fact
Digestive pathway: mouth → esophagus → stomach → small intestine → large intestine
Key fact
Gas exchange in alveoli: O₂ diffuses blood←alveoli; CO₂ diffuses blood→alveoli
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.
Study Helper
By default this searches the guide itself — no setup needed. Paste your OmniRoute API key below to enable open-ended AI answers, routed through your local OmniRoute server. Stored only in this browser (localStorage), never in this file.