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24 Cards in this Set

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B1 Revision Cards
If you can answer all of the questions on these cards then you know everything you need to know to ace your exam!
1. What are the 7 levels of classification?
2. What are main characteristics of each of the 5 kingdoms?
3. Why are viruses classified as non-living?
1. Kingdom, phylum, class, order, family, genus and species.
2. Animalia: multicellular, heterotrophic feeders, no cell walls, cells have a nucleus.
Plantae: multicellular, autotrophic feeders (make own food using photosynthesis), cell walls made of cellulose, cells have a nucleus.
Fungi: multicellular, sapropyhtic feeders (eat dead stuff), cell walls not made of cellulose, cells have a nucleus.
Protoctista: mostly unicellular, cells have a nucleus.
Prokaryotae: unicellular, cells don't have a nucleus.
3. Because they don't show any of the life processes - eg. growth or feeding.
1. What are the main characteristics of the phylum chordata?
2. What are the main characteristics of the 5 vertebrate groups?
3. Why are many vertebrates difficult to classify?
1. They have a supporting rod running the length of their body - eg. spine.
2. Fish: poikilotherms (cold-blooded); gills; external fertilisation; oviparous (lay eggs).
Amphibians: poikilotherms, gills (young) and lungs (adults); external fertilisation; oviparous.
Reptiles: poikilotherms, lungs, internal fertilisation, oviparous.
Birds: homeotherms (warm-blooded), lungs, internal fertilisation, oviparous.
Mammals: homeotherms, lungs, internal fertilisation, viviparous (give birth to live young).
3. Some vertebrates have characteristics from different groups - eg. axolotls are amphibians but the adults have gills.
1. Define species.
2. What are the limitations of this definition?
HIGHER ONLY
3. Why is binomial classification important?
4. Describe 2 difficulties with classification.
1. A group of organisms that can interbreed to produce fertile offspring.
2. Many species can interbreed to produce fertile hybrids and some species reproduce asexually.
3. It allows scientists from different countries to communicate about species clearly regardless of the common name of that species in their different countries and shows the inter-relationships between species more clearly.
4. Many ducks can interbreed to produce fertile hybrids; ring species: neighbouring populations can interbreed successfully but those at either end of the ring cannot.
1. Explain the importance of binomial classification for conservation.
2. How does variation complicate classification?
3. Distinguish between continuous and discontinuous variation.
1. Using this system it is easy to identify known species and spot new ones; you can see how organisms are related; and identify areas of greater or lesser biodiversity so know where to target conservation efforts.
2. Variation within a species can be great making it difficult to know if an organism is a new species or part of an existing one.
3. Continuous variation: a range of possible values with individuals being anywhere along that range - eg. height.
Discontinuous: a characteristic that has distinct groups, individuals can only be in one group - eg. blood group.
1. How are polar bears adapted for their environment?
2. How are Pompeii worms adapted to live in hydrothermal vents?
3. How do you graph: a. continuous variation and b. discontinuous variation?
4. What does a normal distribution curve show?
5. What are the 2 factors that affect variation?
1. White fur for camouflage; blubber and thick fur for insulation; large, rough feet to prevent slipping.
2. No eyes as its very dark; covered in a layer of bacteria to protect it from extreme heat; lives in a papery tube to protect it from predators.
3. Continuous: line graph. Discontinuous: bar graph
4. That most individuals fall within the middle part of the range of continuous variation values.
5. Genes and environment.
1. What is evolution?
2. What is natural selection?
3. What is the evidence supporting natural selection?
HIGHER ONLY
4. How does speciation occur?
1. Gradual change in the characteristics of a species over long periods of time.
2. Individuals within a species have different characteristics; if there is competition for resources then only some individuals can survive; those individuals that are better adapted are more likely to survive and reproduce, they will pass those adaptations onto their offspring so over time there will be more members of the species that have those characteristics.
3. The development of warfarin resistance in rats and genetic information on different species.
4. When populations become isolated geographically and over time adapt to their new surroundings.
1. What is in the nucleus of cells?
2. What are genes?
3. What are alleles?
4. Define each of these terms:
Dominant; recessive; homozygous; heterozygous; phenotype; and genotype.
5. Make sure you can draw and interpret genetic cross diagrams and Punnett squares.
1. Genetic material in the form of chromosomes.
2. Sections of DNA located on chromosomes that code for proteins.
3. Different versions of a gene - eg. you have a gene for eye colour but the allele for blue eyes.
4. Dominant: only need one copy of the allele to have the characteristic.
Recessive: need 2 copies of the allele to have the characteristic.
Homozygous: having 2 copies of the same allele.
Heterozygous: having 2 different alleles.
Phenotype: the characteristics that an organism has.
Genotype: the alleles that an organism has.
1. Describe the cause and symptoms of cyctic fibrosis.
2. Describe the cause and symptoms of sickle cell disease.
3. What is a carrier?
4. Make sure you can interpret family pedigree charts.
1. A genetic disorder caused by a recessive allele. Symptoms are the production of too much mucous which leads to breathing difficulties; lung infections; and problems digesting food.
2. A genetic disorder caused by a recessive allele. Symptoms are abnormal (sickle) shaped red blood cells that are less able to carry oxygen leading to tiredness and shortness of breath; sometimes red blood cells clump together causing painful joints and even death if they block blood vessels.
3. Someone who has one copy of a recessive allele.
1. What is homeostasis?
2. Which factors need to be kept constant in the body?
3. How is temperature controlled?
4. What is osmoregulation?
5. What is negative feedback?
1. Maintaining a stable environment within the body.
2. Temperature, water levels, blood glucose levels and pH.
3. Too hot: sweating, vasodilation (veins near surface of skin become wider to allow heat to be lost from blood), hairs lie flat.
Too cold: shivering, vasoconstriction (veins near skin surface get thinner to prevent heat loss from blood), hairs stand up.
4. The control of water levels in body - eg. through production of more dilute/concentrated urine.
5. A change is detected and mechanisms in the body work to reverse it.
1. What is the central nervous system?
2. Describe a sensory neuron.
3. Describe how we sense.
1. Brain and spinal cord.
2. It has a cell body in the centre with 2 long arms stretching out either side. One connects to receptor cells, this is the dendron. One connects to other neurons, this is the axon.
3. A change is detected by a receptor cell which generates a nerve impulse; this is recieved by a dendrite at the tip of the sensory neurons dendron causing a nerve impulse to travel along the dendron and the axon to other neurons and finally to the brain.
1. Describe the structure of a motor neuron.
2. What are the 3 types of neuron and what do they do?
3. What happens at a synapse?
4. What is the reflex arc?
1. It has a cell body at one end that has manyarms called dendrites and a long extension called an axon which is covered in a fatty coating called a myelin sheath. Small branches at the end join it to effectors such as muscle cells or glands.
2. Sensory: transmit impulses from receptors to the CNS.
Relay: transmit impulses between neurons within the spinal cord.
Motor: transmit impulses from the CNS to effectors (muscles and glands)
3. A synapse is the small gap between neurons. When the impulse reaches the gap it triggers the release of neurotransmitters which diffuse across the gap and bind to the next neuron causing an impulse to be generated in it.
4. Stimulus (eg. hot plate) - receptor - sensory neuron - relay neuron - motor neuron - effector - response (eg. dropping plate)
1. What are hormones?
2. Where are they made?
3. What does the hormone insulin do?
HIGHER ONLY
4. What does the hormone glucagon do?
1. Chemical messengers that travel in the blood to target organs where they cause a response.
2. In endocrine glands.
3. Insulin is released by the pancreas in response to high blood glucose levels, it travels in the blood to cells (especially in the liver) and makes them take in glucose and convert it to the storage molecule glycogen. This lowers blood glucose levels.
4. Glucagon is also release by the pancreas but in response to low blood glucose levels. It travels in the blood to cells (especially in the liver) and makes them break down glycogen and release the glucose into the blood. This increases the levels of glucose in the blood.
1. What is the cause of type 1 diabetes?
2. How is it controlled?
3. How do diet and exercise affect its control?
4. What is the cause of type 2 diabetes?
5. How can it be controlled?
1. The body does not produce insulin.
2. Insulin injections into the subcutaneous fat layer beneath the skin.
3. Less insulin is needed the more exercise is done and the less sugar and carbohydrates are eaten.
4. Cells no longer respond to insulin. Risk factors include being overweight, age, high fat diets and lack of exercise.
5. Changing a persons diet and exercising more.
1. What is phototropism?
2. What is geotropism?
3. What is auxin and what does it do?
4. What are giberellins and what do they do?
1. Growth towards (positive phototropism) or away from (negative phototropism) light.
2. Growth towards (positive) or away from (negative) the direction of gravity.
3. A plant hormone that causes plant cells to elongate in stems and to stop elongating in roots.
4. Plant hormones that cause the starch stored in seeds to be released when the seed germinates.
HIGHER ONLY
1. List 4 uses of plant hormones.
1. Selective weedkillers (only kill broad leaf plants).
Rooting powder: conatins auxin to make cuttings grow roots more quickly.
Seedless fruits: hormones sprayed on flowers to prevent the growth of seeds.
Fruit ripening: sprayed on fruit trees to prevent fruits from falling off or to speed up ripening; sprayed on unripe fruits to make them ripen.
1. List 3 types of chemicals found in cigarettes and their effects.
2. How has data contributed to our understanding of the negative effects of smoking?
3. What are the short term effects of alcohol?
4. What are the long term effects of alcohol?
5. What are the social costs of alcohol?
6. What are the ethical implications of organ transplants?
1. Nicotine: addictive drug
Tar and other carcinogens: cause cancer
Carbon monoxide: reduces the ability of red blood cells to carry oxygen.
2. Data showed a correlation between the number of cigarettes smoked and the incidence of lung cancer.
3. Blurred vision, lowering of inhibitions (more likely to do something stupid) and slowing of reactions.
4. Liver cirrhosis and brain damage.
5. Increases levels of violence and accidents; causes deaths; and costs the NHS a lot of money.
6. Should people such as smokers, alcoholics and the morbidly obese be given organ transplants? How can the supply of organs for transplants be increased?
1. What is a pathogen?
2. What are the 4 types of pathogen and an example of a disease caused by each?
3. What are the 6 methods of transmission of pathogens?
4. Distinguish between: antiseptics, antibiotics, antifungals and antibacterials.
1. A microbe that causes disease.
2. Bacteria: food poisoning; viruses: common cold; fungi: athlete's foot; and protoctists: malaria.
3. In water; food; airborne; contact; body fluids; and animal vectors - eg. houseflies and mosquitoes.
4. Antiseptics kill microbes outside the body; antibiotics are medicined that kill bacteria and some fungi inside the body; antifungals kill fungi; and antibacterials are chemicals produced by plants that kill bacteria.
1. What is a food chain?
2. What does a food web show?
3. What does a pyramid of biomass show?
4. Define these terms: producer; primary consumer; secondary consumer; tertiary consumer; trophic level.
1. A simple diagram that shows what eats what.
2. A more complex diagram that shows the feeding relationships within an ecosystem.
3. A diagram that shows how much energy is transferred at each level in a food chain.
4. Producer: organism that makes its own food; primary consumer: organism that eats producers; secondary consumer: organism that eats primary consumers; tertiary consumer: organism that eats secondary consumers. Trophic level: where on a food chain an animal is.
1. What is a parasite?
2. Give 4 examples of parasites.
3. What is a mutualist?
4. Give 4 examples of mutualists.
1. An organism that lives on or in another organism and feeds off it.
2. Fleas, head lice, tapeworms and mistletoe (a plant parasite).
3. Orgaisms that live in close relationships with another organism where both benefit.
4. Oxpecker birds and cows; cleaner fish; nitrogen-fixing bacteria in the roots of legumes (beans and peas); and chemosynthetic bacteria that live inside tubeworms in hydrothermal vents.
1. How does growth of the human population affect the environment?
2. How does eutrophication occur and what problems does it cause?
1. Increases pollution such as nitrates, phosphates and sulfur dioxide.
2. If farmers use too much fertiliser it can be washed into streams, rivers and lakes causing an increase in the nitrate and phosphate concentration of the water. This leads to increased algae and plant growth on the surface of the water. This blocks the sunlight from reaching plants below the surface causing them to die. Bacteria that feed on dead matter increase in numbers and use up the oxygen in the water. This leads to other organisms such as fish dying from lack of oxygen.
1. What is a pollution indicator?
2. Which species show air pollution?
3. Which species show water pollution?
4. Why is recycling important?
1. A species that is sensitive to chemicals and whose presence indicates that those chemicals are/are not present.
2. Lichen: some species cannot tolerate sulfur dioxide so if they are present it shows that air pollution is low.
3. Bloodworms and sludgeworms live where there is little oxygen so their presence indicates polluted water. Stonefly nymphs and freshwater shrimps only live where there is lots of oxygen so their presence indicates clean water.
4. It reduces waste and decreases the speed at which natural resources will run out.
1. What are the 5 processes that make up the carbon cycle and what effect do they have on carbon.
1. Respiration: releases carbon from food into the air as carbon dioxide. Photosynthesis: takes in carbon dioxide and converts it into food (glucose). Decomposition: breaks down carbon from dead organisms to use to increase their body mass or for respiration which releases it into the air as carbon dioxide. Combustion: burning fossil fuels releases stored carbon into the air as carbon dioxide. Feeding: takes in carbon from another organism, some is used to build body mass, some is excreted in faeces and some is used for respiration.
HIGHER ONLY
1. What are the 9 ways that nitrogen can be recycled in the nitrogen cycle?
1. Nitrogen-fixing bacteria in the soil convert nitrogen gas from the air into forms that plants can use (nitrates and ammonia); lightening can convert nitrogen gas into nitrates; decomposers break down nitrogen containing compounds in dead matter; nitrogen compounds pass along the food chain; death and excretion lead to nitrogen containing compounds being released into the environment (proteins and urea); soil bacteria convert them into ammonia; other bacteria convert ammonia into nitrates; plants absorb nitrates and use them to grow; denitrifying bacteria convert nitrates to nitrogen gas.