MC

MC	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

Respiration is to carbon dioxide as photosynthesis is to

a. carbon dioxide.

b. oxygen.

c. light.

d. nitrogen.

Correct Answer: b

MC	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

Which of the following words includes all of the other words?

a. Cellular respiration

b. Photosynthesis

c. Protein synthesis

d. Metabolism

e. DNA replication

Correct Answer: d

MC	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

Why are cells dependent on outside sources of organic molecules that can be used to produce energy? Cells are dependent because . . .

a. cells are not capable of producing their own energy molecules

b. it takes more energy to make molecules than the cell gets from breaking them down

c. the cellÕs Gogli apparatus cannot function alone

d. cells are not capable of synthesizing inorganic molecules

Correct Answer: b

MC	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

As a person exercises, the need for oxygen in the muscles increases. What is the best reason for this?

a. Oxygen is necessary in the muscles to move the carbon dioxide out.

b. Oxygen is necessary for the increased production of ATP.

c. Increased oxygen cools down overheated muscles.

d. Oxygen is a component of water, which leaves the body in the form of sweat.

Correct Answer: b

MC	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

Refer to the following investigation to answer the question below:

Two samples of wheat seeds were placed in thermos containers with thermometers inserted to record temperature change. One sample was boiled for ten minutes. Both samples were soaked in water before being placed into containers. Then they were left in the containers for 3 days and temperatures were recorded three times daily.

Which of the following hypotheses could be tested with this design?

a. Soaking wheat seeds in water makes them germinate faster

b. germinating wheat seeds emit CO2

c. germinating wheat seeds emit heat energy

d. unboiled wheat seeds do not require O2

Correct Answer: c

MC	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

Use the following experimental design to answer the question below:

Which jar could be discarded with the least effect on the experiment?

a.1

b.2

c.3

d.4

Correct Answer: b

MC	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

Compare 2 tanks (same size) in a classroom. One has aquatic plants and trout in it. The other has a similar amount of aquatic plant in it, but not trout. Why would the dissolved oxygen level in the tank with the fish be lower than the dissolved oxygen level in the tank without fish?

a. The tank with the fish and the plants has less because the fish use up the dissolved oxygen.

b. Plants in the tank with fish give off less oxygen.

c. The absence of animals in the tank with only plants reduces the oxygen level.

d. There is less space in the tank with both plants and animals, thus the plants produce less oxygen.

Correct Answer: a

MC	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

The question below is based on the following diagram and information.

A plant and a candle were placed beneath an airtight bell jar in light as shown. After three days later the candle was ignited by means of an electrical apparatus and burned for a minute before going out.

Before any conclusions can be made about the effect of the plant on the air, this investigation should be repeated with which change?

a. omit the plant

b. omit the candle

c. use a larger bell jar

d. use a different species of plant

Correct Answer: a

I	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

The following figure shows an ameba at different stages of engulfing a food particle. Use the diagram to answer the next 4 questions.

1. Which of the following puts the pictures in the correct sequence?

a. A E C B D

b. B C E A D

c. B C E D A

d. C B D E A

e. C D E A B

2. What is this sequence of pictures an example of?

a. Photosynthesis

b. Respiration

c. Exocytosis

d. Passive transport

e. Active transport

3. What process is occurring at #1?

a. The lysosome and food vacuole are joining to digest the food particle.

b. The cell membrane is engulfing a food particle.

c. Waste is being expelled from the cell.

d. The ameba is going through cell division.

e. The cytoplasm is flowing into the food vacuole.

4. Look at picture C. If we changed the food particle to a dust particle, predict what the next picture in the sequence would look like.

a. Picture A

b. Picture B

c. Picture C

d. Picture D

e. Picture E

Correct Answers:

1. b

2. e

3. a

4. b

I	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

Refer to the following investigation to answer the questions below:

1. Both of the above set-ups (A and B) were placed in a warm place and after a few hours, the lime water in set-up A turned milky. The lime water in set-up B remained clear. This indicates that carbon dioxide was produced in set-up A. What is the variable in this investigation?

a. carbon dioxide

b. oxygen

c. yeast

d. molasses

2. Which set-up acted as a control for this experiment?

a. set-up A

b. set-up B

c. both set-up A and B

d. there is no control for this experiment

Correct Answers:

1. c

2. b

I	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

The following questions are based on the following account of an experiment performed by van Helmont in the 17th century:

(1) That all vegetable matter immediately and materially arises from the element water alone I learned from this experiment. (2) I took an earthenware pot, placed in it 200 pounds of earth dried in an oven, soaked this with warm water, and planted in it a willow shoot weighing 5 pounds. After five years had passed, the tree weighed 169 pounds. The earthenware pot was constantly wet only with rain or (when necessary) distilled water; and it was ample in size and embedded in the ground; and to prevent dust flying around from mixing with the earth, the rim of the pot was kept covered with an iron plate coated with tin and pierced with many holes. Finally, I again dried the earth of the clay pot and (3) it was found to be the same 200 pounds minus 2 ounces. (4) Therefore, 164 pounds of wood, bark, and root had arisen from the water alone.

Questions:

1. Which of the statements above (1, 2, 3, or 4) is an observation, or result of the experiment?

2. Which of the statements is a conclusion based on the experiment?

3. Which of the statements describes van Helmont's experimental method?

4. If van Helmont had found that the earth in the pot weighed considerably less at the end of the experiment than at the beginning, he would probably have concluded that:

a. The matter in the tree came entirely from the element "earth".

b. Earth is soluble in water.

c. The matter in the tree came from both water and earth.

d. Earth was lost from the soil surface.

Correct Answer:

1. (3)

2. (1) and (4)

3. (2)

4. c

I	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

The instrument shown is a respirometer. It is used to measure the rate of oxygen used by small animals. the data in the table below were collected by using a gerbil and a frog, which were essentially equal in weight. The data show their oxygen use over a two minute period. Select the graph that best represents the data in the table.

Oxygen Use in Milliliters per 15 second Intervals
Time in seconds	0	15	30	45	60	75	90	105	120	Key
Gerbil O₂ Use	0	4	8	12	15	19	23	26	29	_________
Frog O₂ Use	0	2	4	7	10	13	17	20	22	------------

Correct Answer: Graph A

E	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

Aerobic respiration and photosynthesis are both essential for the energy requirements of all living things. Compare them using a model, drawing, or sketch of each. Your creation should allow a comparison of the following:

a. raw materials

b. end products

c. in what cells they occur

d. physical conditions necessary

e. organelles involved

Correct Answers:

Photosynthesis

light energy

6CO2 + 12H2O -----------------------> C6H12O6 + 6O2 + 6H2O

Aerobic respiration

C6H12O6 + 6O2 + 6H2O ----------> 6CO2 + 12H2O + ATP energy

a. The raw materials for photosynthesis are carbon dioxide and water. The raw materials for aerobic respiration are glucose and oxygen.

b. The end products of photosynthesis are glucose and oxygen. The end products of aerobic respiration are carbon dioxide, water and ATP. The end products of one are the raw materials of the other.

c. Photosynthesis occurs only in cells containing chloroplasts. Aerobic respiration (or cellular respiration) occurs in all cell of most every organism.

d. Photosynthesis requires light energy. Respiration occurs in both light and dark.

e. Photosynthesis occurs in the chloroplasts and aerobic respiration occurs in the mitochondria.

Scoring guide:

overall equations for photosynthesis and aerobic respiration 10%

comparisons of photosynthesis and respiration using a model, drawing, or sketch

(10% for each--a through e) 70%

correct spelling, punctuation and language usage 20%

P	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

This exercise is taken from Teachers Resource Book and Test Bank for BSCS Green version, 6th edition, pp 39 - 40.

Title: Water - A Necessity Of Life

Introduction:

In this investigation you will calculate how much water you use directly as an individual on a daily basis, and then calculate the water needs for your family, your class, your school, your town, and your state.

Materials:

graph paper

calculators

Time: 1 - 2 weeks

Procedure:

1. Record how many gallons of water you think you use individually in an average day. Later you will compare this estimated daily water use with your calculated daily water use.

2. As a group, list all the ways members of your class use water on a day-to-day basis.

3. Using the data in the table titled "Domestic Uses of Water", determine your individual water use per day for each activity that your class listed in procedure 2. Include your share of general family uses such as dishwasher and clothes washer. Then determine your individual total water use per day.

4. Compare the individual water use you calculated in procedure 3 with the water use you estimated in procedure 1. Is your calculated figure higher or lower than your estimated figure? Explain the difference.

5. Calculate the amount of water used per day by your family, your class, and your school, for each of the activities listed in procedure 2.

6. Calculate total water use per day for all the activities combined, for your family, your class, and your school.

7. Calculate the total direct use of water for you, your class, your school, and your state during the period of a year.

8. Draw a bar graph to illustrate how much water is used by your class for each activity. Which activities require the most water?

Questions:

1. What percent of your body weight is due to water?

2. How does your body obtain water?

3. How does your body lose water?

4. What can you do to reduce your direct use of water?

Provide 15 - 18 suggestions.

5. What is the source of domestic water for your city?

6. Is there any evidence that the water supply you use daily is decreasing in size or is being contaminated by pollutants? How could you obtain this information?

7. Explain indirect use of water.

8. Study the table "Indirect Uses Of Water." How can you reduce your indirect use of water?

9. Study the table "How To Make A Cow". How much water does it take to raise a cow?

10. Is there a bias in Mr. CousteauÕs written piece? What, do you suppose, is his view on agriculture?

*Table: Domestic uses of water*		*Table: Indirect uses of water*
Activity	Amount Used (Gallons)	Agricultural
Brushing Teeth	2-10	Item	Gallons Used
Washing Hands	2	1 egg	40
Shaving	20 (2/min)	1 orange	100
Showering	20-25 (5/min)	1 ear corn	76
Tub bathing	25-35	1 loaf bread	142
Flushing toilet	3.5-8	1 kg flour	165
Getting a drink	0.25	1 kg sugar	275
Cooking a meal	5-7	1 kg rice	1101
Washing dishes	5-30 (8-10/meal)	1 kg beef	5507
Automatic dishwasher	15	Industrial
House cleaning	7	Item	Gallons Used
Washing machine	24-50	Industrial mining and manufacturing	183/person/day
Watering lawn	10/min (102/1000 m2)	Cooling water for electric power plants	700/person/day
Leaking faucet	25-50/day	1 gallon gasoline	26-95
Faucet		1 kg steel	77
(From Living in the Environment, Third Ed., by G. Tyler Miller, Jr. © 1982 by Wadsworth, Inc. Used by permission)		Sunday newspaper	280
		1 kg synthetic rubber	660
		1 kg aluminum	2202
		1 car	94825
		(From Living in the Environment, Third Ed., by G. Tyler Miller, Jr. © 1982 by Wadsworth, Inc. Used by permission)

How to make a cow

By Jacques-Yves Cousteau

Ingredients:

1 80-lb calf

8 acres of grazing land

12,000 lbs forage

125 gals of gasoline and various petroleum products

305 lbs. fertilizer Fertilizer Recipe

1.5 acres farmland Combine:

2,500 lbs corn 170 lbs nitrogen

350 lbs soybeans 45 lbs phosphorus

1200000 gals of water, to be added regularly 90 lbs. potassium

insecticides

herbicides

antibiotics

hormones

Take one 80-lb calf - allow to nurse and eat grass for 6 months, then wean. Over next 10 months, feed 12,000 pounds of forage. Use about 25 gallons of petroleum to make fertilizer to add to the 1.5 acres of land. Set aside rest of gasoline to power machinery, produce electricity, and pump water. Plant corn and soybeans - apply insecticides and herbicides. At 24 months, feed cow small amounts of crop and transfer to feedlot. Add antibiotics to prevent disease and hormones to speed up fattening. During next 4 months, feed remaining crop mixed with roughage. Recipe yields about 440 usable pounds of meat - 1,000 7-ounce servings. Option: Bake the 2,500 pounds of grain and 350 pounds of soybeans into bread and casseroles - 18,000 8-ounce servings.

Correct Answers:

1. About 65% of your body weight is due to water.

2. Your body obtains water by drinking and from the food you eat.

3. Your body loses water by evaporation from the surface of your skin, in the feces, breathing out moist air, and urine.

4. a. Brushing teeth - do not let water run. Turn it on only when you need it.

b. Washing hands - do not let water run.

c. Shaving - do not let water run.

d. Showering - take shorter showers. Turn water off when lathering hair and/or body. Use a water saver on your shower head.

e. Tub bathing - do not fill tub. Use just enough to get clean.

f. Flushing toilet - put something (brick) in tank to take up space. Toilet will use less water.

g. Getting a drink - do not let water run to get cold. Use ice or keep a jug of cold water in the refrigerator. Use a cup at drinking fountains.

h. Cooking a meal - do not let the water run when cleaning vegetables, etc.

i. Washing dishes - do not let the water run. Fill basin with hot water and use a dish washer if you have one.

j. Automatic dishwasher - run only when full of dishes.

k. House cleaning - do not let water run. Put water in sink or bucket and use to clean entire room.

l. Washing machine - wash only full loads. Use water saver features if available.

m. Watering lawn - water in the morning when it is cool. Do not let water run down sidewalks or into the street.

n. Leaking faucet - fix it or plug sink or tub to catch water and use it to water plants, clean or any other use you can think of.

5. Answers will vary

6. Answers will vary

7. Indirect use of water refers to the water used in the production of food you eat or materials you use.

8. Use less meat.

9. About 1.2 million gallons.

10. Yes. It sounds like he is opposed to the way beef is produced. He doesnÕt think meat production is a very efficient use of resources.

P	*Biology*	*Standard:* 02
*Objective:* 02. Describe the flow of energy and matter in cellular function.
*ILO:*

Fish Respiration

Summary:

After completing this test students will be able to determine what water temperature will affect the respiration rate of fish. Students will understand that there is a correct way to gather data and interpret the information.

Materials:

a quart jar or a 2 liter plastic bottle for each student or group

tap water (room temperature and hot)

thermometer (one per bottle)

crushed ice or cubed ice

one small goldfish

watch or clock with second hand

containers to handle water and ice

cloths or sponges to clean up water

Description of Activity:

The temperature of the water a fish is in will affect its respiration. As water temperatures increase or decrease the body temperature of the fish will increase of decrease correspondingly. The respiration rate is determined by counting how many times the fish opens and closes its mouth in one minute. Goldfish can be purchased inexpensively from a pet store, they will be known as feeder fish or comets.

The students will fill a jar (if they use 2 liter bottles have them cut off the top) about half full of room temperature water and put one fish in the bottle. They will record the water temperature on the data collection sheet provided, then they will count the respiration rate per minute and record it.

In one class period, students will measure respiration rates as the water temperature increases and in another class students will repeat the procedure with the temperature decreasing.

Scoring Guide:

10 points Student(s) followed all instructions and completed the task correctly. All data were recorded correctly, the graph was completed accurately and neatly, and the question was answered correctly.

7 points Student(s) followed instructions and completed the task, data were recorded, graph was done mostly correct, the question was partially answered.

5 points Student(s) followed some of the instructions and almost finished the task, some of the data were recorded, the graph as attempted but not completed, the question was answered but not entirely correct.

3 points Student(s) did not follow instruction and did not finish the task, the data sheets were incomplete and inaccurate, the fish was harmed, the graph was not attempted and the question was answered wrong.

0 points Did not do the experiment and/or the fish was severely mistreated.

Fish Respiration Rate

Name _________________________________ Class Period ______________

Student Directions:

You are going to determine how water temperature relates to the respiration (breathing) rates of goldfish.

1. Fill a jar half full of room temperature water.

2. Put one fish in the jar.

3. Develop a data-collecting sheet on which you can record water temperature and respiration rate.

4. Take the temperature of the water and record it on the data sheet.

5. Count the respiration rate by counting how many time the fish opens and closes its mouth in one minute, and record it on the data sheet.

6. Add ice in small amounts until you have made a 5-degree change, over a 5-minute period.

7. Record the new temperature and then count the respiration rate and record data.

8. Repeat this process until you have made four temperature changes.

9. When you have reached the final temperature reverse the process. Place your fish back into room temperature water. After 5 minutes, add hot water, each time making a 5-degree change. (Do this slowly so the fish will not be harmed). Repeat this process four times.

10. Graph your results on graph paper provided by the teacher. Across the bottom, put the item that you change regularly during the experiment. On the side, put the variable that you were measuring.

Question:

Why does the respiration rate of fish change when the water temperature changes?

Agricultural

Fish Respiration