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| An organism that makes organic food molecules from CO2, H2O, and other inorganic raw materials: a plant, alga, or autotrophic prokaryote. |
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| An organism that obtains its food by eating plants or by eating animals that have eaten plants. |
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| bacteria, fungi, and small animals in the soil that decompose wastes and the remains of dead organisms |
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| Explain how the photosynthesis of plants functions in both the cycling of chemical nutrients and the flow of energy in an ecosystem. |
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| Photosynthesis uses light to convert carbon dioxide and water to energy-rich food, making it the pathway by which both chemical nutrients and energy become available to most organisms. |
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| An approach to studying biology that aims to model the dynamic behavior of whole biological systems |
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| every cell is enclosed by a membrane that regulates the passage of materials between the cell and its surroundings. And every cell uses DNA as its genetic information. There are two basic kinds of cells |
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| A type of cell lacking a membrane-enclosed nucleus and other membrane-enclosed organelles; found only in the domains Bacteria and Archaea. |
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eukaryotic cell
eukaryotic cell
Eukaryotic |
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| A type of cell that has a membrane-enclosed nucleus and other membrane-enclosed organelles. All organisms except bacteria and archaea are composed of eukaryotic cells. |
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| Explain why cells are considered the basic units of life |
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| They are the lowest level in the hierarchy of biological organization at which the properties of life emerge. |
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| A discrete unit of hereditary information consisting of a specific nucleotide sequence in DNA (or RNA, in some viruses). Most of the genes of a eukaryote are located in its chromosomal DNA; a few are carried by the DNA of mitochondria and chloroplasts. |
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(1) Order. All living things exhibit complex organization, as seen in the highly ordered structure of this sunflower.
(2) Regulation. The environment outside an organism may change markedly, but mechanisms maintain an organism’s internal environment within limits that sustain life. Regulation of the amount of blood flowing through the blood vessels in the large ears of this jackrabbit helps maintain a constant body temperature by adjusting heat exchange with the air.
(3) Growth and development. Inherited information carried by genes controls the pattern of growth and development of organisms such as this Nile crocodile.
(4) Energy processing. Organisms take in energy and trans form it to perform all of life’s activities. When this bear eats the fish, it will use the chemical energy stored in the fish to power its own activities and chemical reactions (metabolism).
(5) Response to the environment. All organisms respond to environmental stimuli. This Venus flytrap closed its trap rapidly in response to the stimulus of a damselfly landing on it.
(6) Reproduction. Organisms reproduce their own kind. This emperor penguin is protecting its baby.
(7) Evolutionary adaptation. The appearance of this pygmy seahorse camouflages it in its environment. Such adaptations evolve over many generations as individuals with traits best suited to their environment pass them to offspring. |
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| properties that are common to all organisms |
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| Order, Regulation, Growth and Development, Energy Processing, Response to the environment, Repropduction and Evolutionary adaptation. |
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| What is the chemical basis for all of life’s kinship? |
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| DNA as the genetic material |
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| A group whose members possess similar anatomical characteristics and have the ability to interbreed and produce viable, fertile offspring. See biological species concept |
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| A taxonomic category above the kingdom level. The three domains of life are Archaea, Bacteria, and Eukarya. |
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| One of two prokaryotic domains of life, the other being Archaea |
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| One of two prokaryotic domains of life, the other being Bacteria. |
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| The domain that includes all eukaryotic organisms |
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| A type of cell with a membrane-enclosed nucleus and membrane-enclosed organelles. Organisms with eukaryotic cells (protists, plants, fungi, and animals) are called eukaryotes. |
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| A taxonomic category, the second broadest after domain |
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| The conversion of light energy to chemical energy that is stored in glucose or other organic compounds; occurs in plants, algae, and certain prokaryotes. |
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| A type of cell lacking a membrane-enclosed nucleus and membrane-enclosed organelles. Organisms with prokaryotic cells (bacteria and archaea) are called prokaryotes. |
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| A protective layer external to the plasma membrane in plant cells, prokaryotes, fungi, and some protists. In plant cells, the wall is formed of cellulose fibers embedded in a polysaccharide-protein matrix. The primary cell wall is thin and flexible, whereas the secondary cell wall is stronger and more rigid and is the primary constituent of wood. |
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| To which of the three domains of life do we belong? |
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| Descent with modification; the idea that living species are descendants of ancestral species that were different from present-day ones; also the genetic changes in a population over generations. |
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| A process in which organisms with certain inherited characteristics are more likely to survive and reproduce than are organisms with other characteristics. |
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| How does natural selection adapt a population of organisms to its environment? |
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| On average, those individuals with heritable traits best suited to the local environment produce the greatest number of offspring that survive and reproduce. This increases the frequency of those traits in the population. |
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| Discovery science can lead to important conclusions based on a type of logic. All organisms are made of cells. "All organisms are made of cells" inductive reasoning |
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| A tentative explanation a scientist proposes for a specific phenomenon that has been observed. |
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| the logic used in hypothesis-based science to come up with ways to test hypotheses. If all organisms are made of cells (premise 1), and humans are organisms (premise 2), then humans are composed of cells (deduction). |
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| A widely accepted explanatory idea that is broad in scope and supported by a large body of evidence. |
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| What is the difference between discovery science and hypothesis-based science? |
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| In the first, scientists observe and describe objects and phenomena; in the second, they propose hypotheses, make deductions, and test predictions. |
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| A component of the process of science whereby a scientist carries out two parallel tests, an experimental test and a control test. The experimental test differs from the control by one factor, the variable. |
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| Why is it difficult to draw a conclusion from an experiment that does not include a control group? |
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| Without a control group, you don’t know if the experimental outcome is due to the variable you are trying to test or to some other variable. |
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| The practical application of scientific knowledge |
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| How do science and technology interact? |
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| New scientific discoveries may lead to new technologies; new technologies may increase the ability of scientists to search for new knowledge. |
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| How might an understanding of evolution contribute to the development of new drugs? |
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| As one example, we can find organisms that share our genes and similar cellular processes and test the actions of potential drugs in these organisms. |
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| models the complex interactions of biological systems, such as the molecular interactions within a cell |
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| All organisms share a set of common features: |
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| ordered structures, regulation of internal conditions, growth and development, energy processing, response to environmental stimuli, the ability to reproduce, and evolutionary adaptations |
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| Taxonomy names species and classifies them into a system of broader groups. Domain Bacteria and Archaea consist of prokaryotes. The eukaryotic domain Eukarya includes various protist kingdoms and the kingdoms Fungi, Plantae, and Animalia |
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| In discovery science, scientists carefully observe and describe some aspect of the world and use inductive reasoning to draw general conclusions. In hypothesis-based science, they attempt to explain observations by testing hypo theses |
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| Biology, technology, and society |
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| Technological advances stem from scientific research, and research benefits from technology. The science-technology-society relationship is an important aspect of a biology course |
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| Evolution affects everyday life |
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| in medicine, agriculture, forensics, and conservation. Environmental changes are powerful selective pressures on the adaptive traits of many populations |
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