TAKS Objective 3 The student will demonstrate an

TAKS Objective 3 The student will demonstrate an understanding of the interdependence of organisms and the environment.

4 C • compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts

Structure and Function of Viruses • Core of nucleic acid surrounded by a protein coat. • ‘Geometric’ in shape

Structure and Function of Cells ü Membrane, wall(some), cytoplasm, nucleus, organelles, nucleic acids, protein. ü You will always “see” the nucleus

Structure and Function of Viruses Vs. Cells • What structures and functions they have in common? – – – Nucleic acid (DNA, RNA = genetic info) Protein Can change & adapt to surroundings

Major differences of Viruses Vs. Cells – viruses are not living!!!! – Viruses must have a host cell to accomplish most of the life functions – cells do not.

Diseases caused by Viruses -AIDS(HIV virus) – Cold – Chicken pox and Smallpox – Flu – Warts

4 D • identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria

Role of Bacteria • Benefits (most bacteria) - E. coli in digestive tract help maintain proper health. – Used to make food such as yogurt and cheese. – Decomposition recycles nutrients in the biosphere – Produce beneficial drugs

Role of Bacteria • Bad News - Non-Serious Conditions: Cavities, acne, strep throat. - food spoiling and poisoning - Serious diseases/conditions: Lyme disease, Tuberculosis

One characteristic shared by a virus and a living cell is that both __. a. store genetic information in nucleic acids b. have a crystalline structure c. gain energy directly from the sun d. use glucose for respiration

• Which one of the following cannot metabolize nutrients? Make sure you can identify these types of organisms by looking at their diagram.

7 A • identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities, and embryology; and

Anatomical and Physiological Similarities

Embryology

• 53 The table shows a comparison of some amino acids found in cytochrome c. The two organisms in the table that are most closely related are —

The diagram shows relationships of selected species over time. According to this information, which of these species is expected to have the greatest phenotypic difference from the ancestral species? a. Species c. Species b. Species d. Species Q T R U

7 B • illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.

Speciation- Formation of New Species Due to: – Separation of populations – Changes in gene pool – Reproductive isolation – Ecological competition – Natural selection- survival of fittest Adaptation- characteristic that increases chances of survival. Extinction- disappearance of species

The myxoma virus was used to control an overpopulation of European rabbits in Australia. When first introduced in the mid 1900 s, the virus greatly reduced the European rabbit population. Today the virus is not an effective control of the European rabbit population. Fewer European rabbits are affected by the virus today because they have — F learned to avoid the virus G moved away from infected areas H undergone a change in diet J developed resistance to the virus

9 D/12 E • analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment • investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids

Ecosystems • Producers -Capture energy form sunlight or chemicals and use that energy to produce food. - Also known as autotrophs • Consumers -Cannot capture energy directly from the environment, they rely on other organisms for their energy and food supply. - Also known as heterotrophs

Ecosystems • Herbivores: eat only plants • Carnivores: eat only meat • Omnivores: eat both meat and plants • Decomposers: break down organic matter

Flow of Energy/ Trophic Levels • Sunlight provides the energy for a food web • Arrows indicate direction of energy flow • Greatest amount of energy is at the bottom of the pyramid – 10% of energy is transferred to next level of food pyramid – 90% of energy is given off as heat from one level to the next Energy Pyramid 1 kcal 1000 kcal

Food Chains/ Food Webs • Energy flows through an ecosystem in one direction from sun or chemicals producers consumers decomposers • Food chain: series of steps in which organisms transfer energy by eating and being eaten. • Food web: complex network formed by feeding relationships among various organisms.

Food Chain/Food Web

• The diagram represents different levels of a marine food pyramid. Between which two levels is the greatest amount of energy transferred? • A. B. C. D. R and Q S and R T and S U and T

Follow the arrows carefully on this one – remember the arrow points from the one being eaten to the one that is eating it. Read the info to see what is supposed to be eating what!

12 B • interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism

Can’t We All Just Get Along? • Mutualism: A relationship in which both organisms benefit from the relationship. – Example: Clown Fish & Sea Anemone – the fish receives protection from enemies and the anemone receives scraps of leftover food from the fish

Can’t We All Just Get Along? • Commensalism: A relationship in which one organism benefits, and the other is neither helped nor harmed – Example: Egret & Rhino – the bird receives protection from predators by its proximity to the rhino and the rhino is neither helped nor harmed

Can’t We All Just Get Along? • Parasitism: A relationship in which one organism, who lives on another, benefits, and the other organism is harmed. – Example: Deer & Ticks – the ticks gain nourishment from the deer and the deer looses blood; ultimately may die

Can’t We All Just Get Along? • Predation: A relationship in which one organism benefits (the predator) and the other organism is killed/consumed (the prey) – Example: Lion & Zebra/Rabbit & Lettuce – the lion eats the zebra; the rabbit eats the lettuce

• • Which of these is the best example of a mutualistic relationship in an aquatic environment? F Some fish can survive repeated infections by harmful bacteria. • G Some fish have bacteria living in their digestive tract that help the fish digest food. • H Some bacteria are present in aquatic food chains in which fish are secondary consumers. • J Some bacteria are aquatic decomposers that recycle nutrients useful to fish.

Which of the following is most likely to cause increases in a predator population? A. B. C. D. Fewer prey More parasites A reduction in competition. A period of drought

Now You Try!

• • Some bacteria benefit mammals by helping with a. growth b. digestion c. defense d. respiration

According to this phylogenetic tree, which organism is most closely related to R?

Which of the following explains this phenomenon? F Competition G Extinction H Predation J Speciation

• • • About 10% of the energy at one trophic level is passed to the next level. What usually happens to the energy that is not passed to the next trophic level or used to carry out life processes? A It is given off as heat. B It is stored as vitamins. C It is used in reproduction. D It is used in protein synthesis.

• After being introduced in the 1930 s, the fire ant (Solenopsis invicta) became established throughout much of the southern United States. One biological way to control fire ants might be to introduce organisms that are – A. B. C. D. mutualistic with fire ant queens nurtured by fire ant workers preyed on by fire ant drones parasitic to fire ant larvae

• According to the information in the box, which of these best describes the relationship between rhizobia and bean plants? A. B. C. D. Parasitism Commensalism Opportunism Mutualism

The picture shows a piece of rotting wood. Which of these does the picture demonstrate? A. Photosynthesis occurring B. Decomposers growing C. Wood regenerating D. Genes transforming