chemically combining simple substances into more complex substances

Example: photosynthesis (see card #6 for complete definition)

specialized structures within cells that carry out a specific function

Example: nucleus, ribosomes, mitochondria, etc.

cell without nucleus and cell organelles

Example: bacteria

cell with nucleus and cell organelles

Example: animal & plant cells

seperates the cell form its surrounding environment. This semi-permeable membrane controls what comes into the cell, as well as what leaves the cell. This helps the cell maintain homeostasis

• has a phospholipid bilayer (see card #16 for complete definition)
• Has  proteins that run through it. Some of the proteins act as channels, or bridges to help move substances accross the membrane; others act as chemical receptors for recieving messages from other cells

PLANT CELLS                ANIMAL CELLS

1. Have a rigid cell wall/Have a fluid cell membrane

2. Contain chloroplast (for photosynthesis)/Do not contain chloroplasts

3. Have a large, central vacuole for storing water/Have only small, scattered vacuoles

4. Do not contain centrioles/Contain centrioles

movement of molecules from ana area where there are few molecules to an area where there are few molecules. This happenes all by itself due to random movement of the molecules (like letting a ball roll down a hill)

Example: spray perfume in a room and it is very strong in the spot where you sprayed it. Wait 10 minutes and the whole room will smell like perfume due to diffusion of perfume molecules

The scientist then asks a reasonable question about their subject.

Example: A plant that is watered with sugar water will grow taller than a plant that is watered with plain water.

where two identical experiments are set up at the same time. The scientist then decides to change one thing (s)he will change (a variable), like the amount of water, adding a substance to the water, etc.

(see cards #26 and 27 for control groups and experimental groups)

an experiment conducted without the variable. The control tells us what we would expect under normal conditions, and allows us to see the actual effect of changing one variable

Example: To test the hypothesis that a plant that is watered with sugar water will grow taller than a plant that is watered with plain water, we set up to identical experiments.

Experiment 1: we have 10 bean plants growing in a room. We water these plants with plain water once a day for two weeks. Every day we measure the height of each plant. This is the CONTROL group.

(see Experiment 2 on card #27)

the same experiment is conducted as for the control group, only one variable has been added though

Experiment 2: this is set up exactly like the control group - 10 bean plants, growing for two weeks in the same room, same amount of water, same amount of light... but for this group, we add 10 grams of sugar to the water every day. This is the EXPERIMENTAL group, and sugar is the independent variable

what you will measure in your experiment. It is called this because the outcome depends on what you do to the plants

Example: how tall plants grow with water or sugar water

dependent variables are always on the y-axis (vertical axis) on a graph

a factor that might influence the dependent variable during the experiment

Example: the sugar water that was used on the plants

independent variables are always on the x-axis (horizontal axis) on a graph

Diagram of Microscope

(Parts Labeled)

Iodine

Methylene Blue

Bromthyol Blue

a type of protein that speeds up the rate of a chemical reaction without changing the reaction, and without being used up during the reaction. Every chemical reaction in living organisms (digestion, respiration, etc.) requires enzymes to help the reactions go forward at the exact time when they are needed. In this way, enzymes help regulate homeostasis. Enzymes are also proteins so they are affected by their environment. Each enzyme works best at a specific temperature and pH - depending on where the enzyme is found

Example: enzymes in the stomach work best at a slightly acidic pH

If the conditions are not correct, the enzymes will denature, or unfold, and will not work

all individuals of one species living together in a specific area

Example: all the gray squirrels living together in Central Park

all the population of different species living together in a specific area

Example: all of the plants and animals living together in Central Park

the community and its physical environment. This includes both biotic and abiotic factors.

Example: all of the plants and animals living together in Central Park, as well as the temperature, the amount of water available, the amount of sunlight, etc.

"self feeder", an organism that is capable of producing its own food

Example: plants

"other feeder", an organism that must eat other organisms to survive.

Example: all animals

an organism that eats plants

Example: deer, rabbits, cows

an organism that eats other animals

Example: rattlesnakes, lions, hawks

an organism that eats both plants and animals

Example: humans, raccoons, skunks

organisms that recycle dead and decaying matter into the environment

Example: bacteria

all organisms in a population are linked by a complex of web interactions. The removal of one species has dramatic effects on all of the other species in the ecosystem (although it might not be obvious to us).

Food webs and chains show the feeding relationships of organisms in an ecosystem. Arrows point from the species that is being eaten to the species that is doing the eating

the formation of a community in a place that did not previously support life. This is a very slow process because soil has to form. Once soil has formed, moss and lichen grow, then grasses.

Example: a bare rock face, or lava fields after a volcanic eruption

population rates are growing at an alarming rate:

1930's - world's population is around 2 billion

1970's - world's population is around 4 billion

1995 - world's population is around 5.7 billion

2002 - world's population is around 6.1 billion

The more people on earth, the more pollution, destruction of habitat, etc.

factors that halt any further growth in a population.

Example: food availability, clean water, space, pollution, etc.

mining and industry release pollutants like mercury, lead, and pesticides which are poisonous. This leads to biological magnification, which is the accumulation of chemicals in organisms at each higher level on the food chain. The end of the chain has the highest concentration of toxin  (see card #65 as well)

Example: DDT (pesticide) sprayed on crops, bugs get dprayed or eat the plants, fish eat the bugs, bald eagles eat the fish. Bald eagles accumulate huge amounts of DDT in their bodies due to the large amounts of fish they eat. This led to the bald eagle almost going extinct.

these enter the water from untreated sewage and wastes, which can make humans very sick if we drink untreated water.

Example: E. Coli as well as other infectious bacteria and viruses can enter streams from areas where livestock wander

air, water, soil, sunlight, and living things

can be renewed if managed well

coal, oil, natural gas, metals, and minerals

can only be removed once

Scientists have started making pesticides that break down quickly, but they have to be applied often and are expensive. A number of alternatives to chemicals have also been developed.

-Use of natural enemies. Example: ladybugs are released to control aphids (pests)

-Pheromones (see card #87 )  are used to lure pests into traps

-Sterile males can be released into the population to mate with females so that no young are produced.

A type of relationship where one organism benefits and the other is harmed.

Example: Tapeworm

A type of relationship where both organisms benefit.

Example: Bee and Flower

A type of relationship where one organism benefits and the other is neutral

Example: Barnacles on a Whale