FY13 Biology Winte Break Packet · 8/21/2015 · Pre-IB/ Honors WINTER BREAK PACKET Biology C=...

Name: ___________________________________________ Date:_______________ Period:_______

Pre-IB/ Honors WINTER BREAK PACKET

Biology C= circle key words or vocabulary words

U= underline the question.

T= think about the knowledge you have from class.

E= eliminate at least 2 answer choices.

S= solve the question

SC.912.L.14.1:

1) The goal of scientific experimentation is to increase what we know about how the natural world operates. If a hypothesis is tested repeatedly by a wide variety of experimental approaches in many scientific investigations and cannot be proved false, then the hypothesis could be called a

A. conclusion. B. fact. C. rule. D. theory.

2) In the 1600s, advances in microscopy led to the development of cell theory. Which of the following statements is part of the cell theory?

A. All cells require water and oxygen to survive. B. All living things are made of one or more cells. C. All cells have organelles with specialized functions. D. All living things rely on several different types of cells.

3) In order to function, all living things require which of the following?

A. cells B. nuclei C. organs D. tissues

4) In the 1830s, Theodor Schwann showed that the mature tissues of animals were traceable to embryonic cells. Which of the following statements of cell theory does this provide evidence for?

A. All living things are made from cells. B. Cells are the basic units of structure and function in an organism. C. All cells come from preexisting cells. D. Each cell has a specific design and purpose.

Overall Test-Taking Strategies Read and follow directions closely.

Read each question carefully to make sure you understand what it is asking?

Pay special attention to emphasized text. (bold, italics, uppercase, underlined)

Study any pictures, charts, tables, and captions presented.

Answer all questions on the test. DO NOT LEAVE ANY BLANKS!

Underline/circle important text (key vocabulary words, the questions)

Check your answers.

Coral Gables Senior High

Biology Winter Packet Due Date: Jan 4-5, 2016

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5) Cell theory is a result of the contributions of several different scientists, and applies to all living things. Which of the following explains why cell theory will not ever become the law of cells?

A. Cells of different organisms are so diverse that it is impossible to come up with a law that would apply to all of them. B. Because cells undergo change as mutations occur within them, developing anything beyond a cell theory would be

impractical. C. Scientific theories are well-tested explanations, while laws are well-tested descriptions of natural phenomena; one

cannot become the other. D. Scientific theories can only become laws if all possible cases can be tested; it would be impossible to test all living

things to see if they have cells. SC.912.L.14.26:

1) In the diagram below, which lobe is located at the posterior (back) section of the brain, as indicated by the red arrow?

A. frontal lobe B. occipital lobe C. parietal lobe D. temporal lobe

2) In the diagram below, which area of the brain is indicated by the letter D?

A. brain stem B. cerebellum C. cerebrum D. parietal lobe



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3) Which structure is found directly below the pons and is indicated by the letter A?

A. cerebellum B. medulla oblongata C. occipital lobe D. temporal lobe

4) Which of the following structures of the brain is visible in the diagram below?

A. brain stem B. cerebellum C. cerebrum D. medulla oblongata

5) In the diagram below, which structure is represented by the letter C?

A. cerebellum B. cerebrum C. medulla oblongata D. pons



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SC.912.L.14.3:

1) Cell membranes are primarily composed of a double layer of phospholipids. Why are phospholipids particularly well suited to serving as membranes?

A. They can be used to metabolize starches. B. They create a selectively permeable membrane. C. They can work together to perform chemiosmosis. D. They form a membrane that is impermeable to chemicals.

2) Which statement correctly explains a difference between the cells of prokaryotes and the cells of eukaryotes?

A. Eukaryotic cells reproduce using DNA; prokaryotic cells use RNA only to reproduce. B. Eukaryotic cells have fewer distinct parts than prokaryotic cells because they are less evolved. C. Eukaryotic cells do not have cell walls or vacuoles; prokaryotic cells have both of these features. D. Eukaryotic cells have a nucleus and membrane-bound organelles; prokaryotic cells lack these features.

3) Which of the following best explains the difference between passive and active transport within cell membranes?

A. Passive transport does not require chemical energy to occur; active transport requires energy, such as ATP. B. Passive transport happens only in the presence of water, while active transport does not require water to occur. C. Passive transport moves larger substances through the cell membrane; smaller molecules must move by active

transport. D. Passive transport allows whole particles to move through the membrane, while active transport breaks particles down

before they can pass through. 4) Which of the following statements correctly explains the role of lysosomes within a cell?

A. The lysosome prepares fats and lipids for transport throughout the cell by sorting and encasing them. B. The lysosome uses oxygen to convert sugar into chemical energy and also controls the metabolism of the cell. C. The lysosome breaks down molecules that are not needed within the cell and returns some of the products of digestion

to the cell for later use. D. The lysosome isolates water and other molecular compounds and stores them so they can be used later by the cell, or

expels them as waste products. 5) Which of the following structures would be present in a plant cell, but not in an animal cell?

A. nucleus, mitochondria, chloroplasts B. chloroplasts, cell wall, central vacuole C. cell wall, mitochondria, Golgi apparatus D. central vacuole, Golgi apparatus, nucleus

SC.912.L.15.1:

1) Which of the following correctly describes the general trend in hominid evolution?

A. larger body size, broad forehead, smaller brains B. increase in brain capacity, bipedalism, use of tools C. thickening of the skull, protruding teeth, organized hunting D. large canine teeth, small skulls, diet of coarse plant material

2) Biogeography is the study of the location of organisms around the world. Which of the following best explains how biogeography can provide evidence for evolution?

A. It shows that organisms have structures that serve no purpose but that resemble structural roles in related organisms. B. It shows that there are similarities and differences among the DNA of different species. C. It shows that organisms have changed gradually over millions of years. D. It shows that some organisms that are unrelated have developed similar adaptations to similar environments.



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3) In his trips to the Galapagos Islands, Charles Darwin observed that 4 of the 13 species of the islands' finches have beaks adapted to eating specific foods. Which best explains how these facts provide evidence for divergent evolution?

A. The finches were different species but resemble each other because of how they evolved in a similar environment. B. The finches descended from similar ancestors and have evolved adaptations in response to each other's influences. C. The finches descended from the same ancestor but evolved along their own lines in isolation from each other. D. The finches descended from a common ancestor but evolved differently in response to their environment.

4) Humans and chimpanzees have almost identical DNA and many similarities in anatomy. Which statement about the evolutionary relationship between modern humans and chimpanzees is supported by these facts?

A. Humans and chimpanzees are unrelated. B. Humans descended directly from chimpanzees. C. Humans are a more evolved version of chimpanzees. D. Humans and chimpanzees share a common ancestor.

5) Which of the following statements correctly compares a scientific theory and a scientific law?

A. A law is a fact and a theory is an opinion. B. A law is a theory that has been proven to be true. C. A law is a description and a theory is an explanation. D. A law is always true and a theory is sometimes true.

SC.912.L.15.6:

1) All prokaryotes reproduce asexually, while many eukaryotes can reproduce sexually. Given this information, which statement best explains why the Eukarya domain includes more complex living things than the Archaea or Bacteria domains?

A. All prokaryotes are unicellular, and all eukaryotes are multicellular. B. Prokaryotes can live in more extreme conditions than eukaryotes. C. Eukaryotes have a greater variety of genetic material than prokaryotes. D. There are more eukaryotic organisms than prokaryotic organisms in the world.

2) For a long time, algae were considered a part of the plant kingdom. Which statement best explains why most algae are now considered protists and not plants?

A. Some algae are motile. B. Some algae are unicellular. C. Algae obtain energy through photosynthesis. D. Algae do not have organs or specialized tissue.

3) Some organisms are multicellular, sessile (non-moving), and able to create their own food. What biological kingdom do these organisms belong to?

A. animal B. bacteria C. fungi D. plant

4) Organisms are classified into kingdoms based on their defining characteristics. Which of the following statements correctly compares the animal and plant kingdoms?

A. Animal cells have chromosomes; plant cells do not. B. Animal cells are eukaryotic; plant cells are prokaryotic. C. Animal cells lack a cell wall; plant cells have a cell wall. D. Animals give off oxygen; plants give off carbon dioxide.

5) Many protists are single-celled organisms, as are all bacteria. However, protists and bacteria are in different biological kingdoms. Which of the following comparisons of protists and bacteria is NOT true?

A. Both protists and bacteria can be motile. B. Both protists and bacteria are microorganisms. C. Protists are eukaryotes, while bacteria are prokaryotes. D. Protists may be photosynthetic, but bacteria cannot be photosynthetic.



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SC.912.L.17.20:

1) Most deforestation occurs for agricultural purposes as farmers cut and burn forests to grow crops. On a local scale, animals living in the forested area will either die or be forced from their habitat. On a larger scale, many plant and animal species may become extinct. What is another global effect of deforestation?

A. Production of fossil fuels will decrease as foliage is destroyed. B. Soil erosion will decrease as ash covers and protects the topsoil. C. Herbivore populations will increase as more plants become available for food. D. Greenhouse gases will increase as carbon dioxide is released into the atmosphere.

2) The Marianas flying fox is a species of bat found in the Pacific islands that plays an important role in pollination and seed dispersal. Hunting and habitat destruction have contributed to a drastic decline in their population. If this continues, what would be a consequence of the extinction of the Marianas flying fox?

A. Organisms dependent on the flying fox would adapt to other organisms. B. Plant populations would flourish due to lack of competition for resources. C. The region would experience more extreme climatic conditions due to instability of plant and animal species. D. Other animal and plant populations dependent on the flying fox would also decrease and may become extinct.

3) A lake that has been affected by acid rain may have an altered pH level. Although the pH may be lower than normal, the lake may still appear blue and clear. Which of the following best explains why this may occur?

A. Acid rain may promote the growth of organisms that consume lake algae. B. Acid rain may introduce invasive species that compete with algae for resources. C. Acid rain may neutralize the lake's natural alkalinity which would decrease any cloudiness. D. Acid rain may affect the whole lake ecosystem by first killing algae that cause cloudiness.

4) Human activities affect the quality and supply of natural resources for future generations. Since the Industrial Revolution, the use of fossil fuels has greatly increased industrial productivity, but it has also caused environmental issues. Which of the following is least likely to becaused by the burning of fossil fuels?

A. acid rain B. global warming C. an increase in smog D. holes in the ozone layer

5) Some farmers have begun using biological pest controls to manage their crops. Which of the following is an example of using biological pest controls to contribute to sustainability?

A. adding ladybugs to the fields of crops B. cutting down only selected trees in a field C. spraying pesticides that target only some insect species D. using modern machinery that is more environmentally friendly



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Ecology—Population Growth Objectives A. I can classify examples of factors that limit a population’s growth as either density-independent or density-dependent. B. I can predict what will happen to a population’s size if the following occur: emigration, immigration, changes in birth rates and death rates. C. I can interpret two different graphs of population growth: exponential population growth and logistic population growth.

Vocabulary Practice density-independent factor immigration exponential population growth density-dependent factor birth rate logistic population growth emigration death rate carrying capacity Vocabulary Cards A. Get nine (9) index cards—one for each of the vocabulary words above. Split one side of each card to make it look like the diagram below. Write each word above in the center box of each card. Then, for each word, write what is in each box for each word. You may use markers or colored pencils to make your vocabulary cards aesthetically pleasing. Use your textbook, or your journal. B. Lay all of your vocabulary cards out on your desk. Decide which words go together (are connected). Put them into groups by moving those words near each other on your desk. C. For each group you made, get a blank index card. For each group, write WHY those words go together (a category name) on a blank card, and place it above each group.

Book definition Your definition in your own

words

Picture of the word Sentence from reading using the

word

WORD



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D. On a separate sheet of paper and USING ALL OF THE WORDS, summarize how all of the words are connected. Use your categories to help you connect the groups of words, and then write connections between EACH word. Keep this summary; you’ll need it after the reading activity that follows.

Reading For Understanding—Practice A. Read the passage below about population growth. If, while reading, you are asked to do something, then do it. B. As you are reading, underline any definitions of vocabulary words you find. Change your vocabulary cards if you need to if you realize you got something wrong on your cards as you read.

The Ups and Downs of Population Growth

A population is a group of organisms of the same species that live in a certain area. Ecologists regularly monitor the number of organisms in many populations, but why do they do this? Why do we care if the number of organisms in an area is growing or shrinking? Well, populations that are growing and shrinking can be indicators of potential problems occurring in the organisms’ environment, and gives ecologists a “heads up” if something is going wrong. But it is not enough to simply know if the number of organisms in an area is going up or going down; ecologists need to know why the number of organisms is fluctuating. So, one of the main questions ecologists ask themselves is this: Why is a population’s size is going up or going down?

There are many factors that can cause a population’s size to change. But first, you must understand the basic reasons behind why a population grows or shrinks. Any population, whether it be humans, chipmunks, the mold growing on bread, or the bacteria living in your intestines, will grow if more organisms are being created, or born, than are dying. If a population has more organisms dying than are being born, then the population will shrink. The number of births in a population is called the birth rate (also referred to as natality). The number of organisms that are dying in a population is called the death rate (also referred to as mortality). Thus, if the birth rate is greater than the death rate, a population will grow. If the death rate is greater than the birth rate, then the population will decrease in size.

Stop and Think #1:

a) The human population is currently growing at an exponential rate. What does this mean about our birth and death rates?

b) The Mantled Howler Monkey (found in Mexico and South America) is currently considered an endangered species. What does this mean about its birth and death rates?



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While populations would probably like to continue to grow in size, a population of organisms cannot grow forever—its growth will be limited, or stopped, at some point, and the death rate will be greater than the birth rate. A population’s growth is limited by two general factors: density-independent factors and density-dependent factors. Why are these factors named in such a complicated way? Well, actually, these names aren’t as complicated as they seem; in fact, they can even help you remember what each of the terms means. To understand why scientists named these factors in the way they did, you must first understand the concept of population density. A population’s density is NOT whether or not the population will float or sink (they would probably sink. . .resulting in a lot of tragic, needless organism deaths). Population density refers to how many organisms there are in one particular spot. If a population’s density is very high, that means there are a lot of organisms crowded into a certain area. If a population’s density is low, that means there are very few organisms in an area. Now that you know about population density, we can talk about the difference between the two types of limiting factors. If a factor that stops a population’s growth is influenced by the population’s density, then it is called a density-dependent limiting factor. If the population’s density does not influence whether or not the factor stops the population’s growth, then it is called a density-independent limiting factor.

Stop and Think #2: Imagine a population of skunks. Yes, skunks. Imagine that the skunks are

reproducing at a very high rate, and the skunk population is growing rapidly—especially in the field behind Mrs. E’s house. a) List a possible density-independent factor that could stop the skunk population’s growth. b) List a possible density-dependent factor that would limit the skunk population’s growth. Revise your answers as you read more about density-independent limiting factors and density-dependent limiting factors

Density-independent limiting factors that can stop a population from growing can be such things

as natural disasters, temperature, sunlight, and the activities of humans in the environment. Natural disasters such as tornadoes, floods, and fires will stop a population from growing no matter how many organisms are living in a certain area. The same goes for the temperature of an area and the amount of sunlight an area receives—if the temperature increases due to global warming, or if the ash kicked up into the atmosphere from an asteroid smashing into the earth blocks out a lot of sunlight for a few decades, these will both cause a decrease in a population’s numbers, no matter how large or small the population was to begin with. Human activities that alter the environment will also decrease the amount of organisms in a population, no matter the size of the population. Density-dependent limiting factors come into play when a population reaches a certain number of organisms. Thus the number of organisms in the population matters when talking about density-



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dependent limiting factors. For example, when a population reaches a certain size, there won’t be enough resources (food, shelter, water) for all of the organisms. This could cause the population to stop growing when it reaches the maximum number of organisms that can be supported, or “carried,” by the environment. This number is known as the population’s carrying capacity. Each population of organisms has a different carrying capacity, depending on the area in which it lives and the amount of resources available in that area. Below is a graph of a rabbit population that has reached its carrying capacity:

This type of population growth is called logistic population growth; it represents what actually occurs as a population’s numbers get too large for the environment to support it. While the number of rabbits in the population increased rapidly at first, its growth began to slow down towards the end of August. Once the population numbers leveled off, roughly equal numbers of rabbits were dying as being born.

Stop and Think #3: Study the graph on the previous page carefully. a) What is the rabbit population’s carrying capacity? ________ b) The population of rabbits between mid-May and mid-June is growing as fast as: (circle one) *a turtle walking (super slow.) *a student running late to class (fast!) *you walking to class (slow.) *Mr. Molina and Ms. Phillips running away from a mountain lion (super fast!) c) What about the graph led you to circle the answer you chose in letter b? Revise your answers (if necessary) as you read more about population growth.



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Before a population reaches its carry capacity, it experiences a period of rapid growth. This period of growth is called exponential population growth, because, mathematically, the population is adding organisms at an exponential rate. During this time period, there are plenty of resources available for all organisms, so more organisms are being born than are dying. The graph for exponential population growth looks sort of like the graph for logistic population growth, only without the flat “leveling off” line at the end of it:



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Stop and Think #4:

a) Fill in the differences chart below:

density-independent limiting factor density-dependent limiting factor

logistic population growth exponential population growth

b) The human population is currently growing at an exponential rate. Since you have learned that populations cannot grow forever, what are some things (more than one!) that could happen when the human population reaches its carrying capacity? Revise your answers as you read further, if necessary.

The amount of resources is not the only limiting factor that depends on a population’s density. Diseases and parasites can limit a population’s growth once the population reaches a certain number of organisms. The more organisms there are, the faster a disease can spread or a parasite can be transferred to another organism because there are more available hosts that are near each other. Competition for resources—either between the same species or two different species—will also decrease a population’s size. Resources are limited in any habitat, and, when populations reach a certain size, there will not be enough to go around. When two organisms in the same habitat are trying to use the same resource, they are competing for that resource. Whichever organism has the better adaptations to obtain that resource will be able to reproduce more often, and their population will grow. The organism that is not successful at competing for the resource will not reproduce as often, and their population will decrease.

Predation is another density-dependent limiting factor seen in populations. When lots of prey is available, predators will eat the prey, have energy to reproduce, and their numbers will increase. The population of their prey will begin to decrease as more and more of them are eaten. However, the predator population will eventually reach carrying capacity—there will not be enough prey for all of the predators in the population, since the predators themselves are competing for their “prey” resource. As the number of prey decreases, so will the number of predators, because there isn’t enough food to go around. As the number of predators decreases, that means the prey have time to reproduce and increase their population. Thus, predator-prey populations go through cycles of population growth, which is shown in the graph below between lynx (predator) and snowshoe hares (prey):



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Stop and Think #5:

a) Pretend the graph on the previous page is the data you obtained after doing your own lab, and you are filling out the lab write-up form. You get to the part of the form where you have to fill out your results sentence. Using the data in the graph to guide you, fill out the results sentence below: As the number of lynx increases, the number of snowshoe hares: ________________________. b) Using what you know from the reading and from the graph, give a scientific explanation for the results sentence you completed above. (Remember: a “2” is simply repeating what’s in the reading. A “3” would involve

using what’s in the reading and using the graph above as an example. A “4” would involve using what’s in the reading, using the graph above to help you explain it, and giving a new example or an analogy.) A scientific explanation for these results is:

One last density-dependent limiting factor that stops a population from growing is emigration.

Emigration occurs when, as a population approaches carrying capacity, individual organisms from the population leave and go to a new area where they can find enough resources for survival and reproduction. This, obviously, will cause a decrease in the amount of organisms in a population. You may have heard of a word that has the exact opposite meaning and effect on population size—immigration.



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Stop & Think #6:

a) Knowing that immigration is the opposite of emigration, what does immigration mean? b) Will immigration cause populations to increase or decrease in size? ___________________ c) Using Marengo as an example, give an example of immigration and emigration’s effects on the population of humans in Marengo.

Working Towards Mastering the I Can Statements—Practice 1. Read each situation in the chart below. Then, state if it is a density-independent limiting factor or a density-dependent limiting factor. Then, state the specific limiting factor that is occurring. The first one is done for you as an example.

Situation Density-independent,

or density-dependent?

Limiting Factor:

Ms. Phillips has 32 students assigned to her Biology class, but she only has room for 28. Because the room is so crowded, the extra 4 students leave the room to go to Guidance and have their schedules changed.

density-dependent emigration

Northern pike (it’s a fish) feed on another fish, the yellow perch. An increase in the yellow perch population causes an increase in the northern pike population.

The BP oil spill in the Gulf of Mexico has harmed many aquatic organisms that live in the Gulf region.

A new strain of influenza (the flu) breaks out in New York City.

A population of rabbits and a population of deer are both feeding off the same plants in the same habitat.

Hurricane Katrina forced thousands of people to leave New Orleans.

65 million years ago, a large asteroid collided with the Earth. As a result, large amounts of ash were ejected into Earth’s atmosphere.



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Due to humans putting increasing amounts of greenhouse gases into the atmosphere and cutting down trees that would normally take up some of those gases, the Earth slowly gets warmer and changes climates around the globe.

2. Study the graph below:

a. Which country looks like it is experiencing exponential growth? ____________________ b. Which country looks like it has reached its carrying capacity? _______________________ Because it has reached its carrying capacity, describe the relationship between its birth

rates and death rates in the space below: c. Describe what is happening to Europe’s population size in terms of birth rates and death rates. d. Which country or countries could be experiencing:

emigration: _________________________________________________________ Explain your answers here:



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immigration: _______________________________________________________ Explain your answers here: 3. Read the CAUSE on the left hand side of the table below. Then, predict the EFFECT of the cause in the right-hand column.

CAUSE EFFECT During the 1920s, many Eastern European people leave their countries to come to the United States.

During the 1920’s, many Eastern European people enter the United States.

Many more babies were born in the post-World War II era than in the pre-World War II era.

China imposed a “one child only” policy in 1979 which is still in effect today.

Seals are hunted for their meat and fur in some regions, resulting in many deaths of seals.

Have some extra time and want to see if you can do this at a “4”? You could do the following in the space below: A. Do some research (use Mrs. E’s books or a textbook) and look up other examples of immigration, emigration, and how birth and death rates affect population growth. Then, construct your OWN chart just like the one above. B. Do the same thing as letter A, only this time create a chart where the EFFECTS are filled in, and someone else has to come up with the CAUSES. **If you have time to do either of these, show them to your instructor.



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4. Graph I shows the growth curve for a culture of Paramecium aurelia, a type of microscopic, unicellular

protist. Graph II shows the growth curve for a culture of Paramecium caudatum, a larger species of the

same protist. Graph III shows the growth curves of both species when they are grown together.

a. What type of population growth is shown in Graphs I and II, when each protist is in its own jar? ______________________________________ Explain how you know: b. Study Graph III (the bottom graph) very carefully. It shows what happens when you put both populations of paramecia in the same jar. Why did the population of P. caudatum decrease, but the population of P. aurelia increase? Look at your answer above. Go back and add if what occurred was a density-independent limiting factor, or a density-dependent limiting factor. Then, explain why it is the factor you chose.



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5. Go get your netbook. After logging in, open up Open Office Calc (which is like Microsoft Excel). Use the program to construct a graph of the data below:

a. What type of growth is shown by this white-tailed deer population? __________________________ Explain how you know: _______________________________________________________________________________________________________ b. What is the white-tailed deer’s carrying capacity? (Give the range that it falls into): Between ___________ and ___________. c. Predict what could be causing the white-tailed deer population to reach its carrying capacity: d. Adjust the data for the SPRING so that the graph of that data looks like a graph of exponential population growth.



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6. Fill out the differences chart below. Make sure your differences are specific enough to tell me that you truly understand, but don’t write me a novel. Also, make sure your differences match! birth rate death rate

density-independent limiting factor density-dependent limiting factor

A farmer spraying crops with pesticides Necrotizing fasciitis (what you get if you come in contact with flesh-eating bacteria)

exponential population growth logistic population growth

Level 4 Thinking Practice Write analogies for the words below. Remember, analogies take two seemingly unrelated things and make a connection between them. Think outside the “science box” for these! a. Density-independent limiting factors are like: ___________________________________ because ____________________________________________________________________________________________________________________________________________________________________________________________________________. b. Density-dependent limiting factors are like: ______________________________________ because _____________________________________________________________________________________________________________________________________________________________________________________________________________. c. Exponential population growth is like ___________________________________________ because _____________________________________________________________________________________________________________________________________________________________________________________________________________. d. Logistic population growth is like _____________________________________________ because ____________________________________________________________________________________________________________________________________________________________________________________________________________.

FY13 Biology Winte Break Packet · 8/21/2015 · Pre-IB/ Honors WINTER BREAK PACKET Biology C=...

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Transcript of FY13 Biology Winte Break Packet · 8/21/2015 · Pre-IB/ Honors WINTER BREAK PACKET Biology C=...