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REGENTS REVIEW 2.0 THE NEXT GENERATION OF REGENTS EXAM PREP.

REGENTS REVIEW 2.0 IS MADE POSSIBLE BY NEW YORK STATE TEACHERS CENTER PROVIDING PROFESSIONAL DEVELOPMENT FOR TEACHERS BY TEACHERS.

NEW YORK STATE TEACHERS CENTER A SOURCE FOR TEACHERS AND A PROMISE TO STUDENTS AND BY CONTRIBUTORS TO YOUR PBS STATION FOR VIEWERS LIKE YOU.

ANDREA DURBIN: WELCOME TO THE REGENTS REVIEW 2.0 FOR THE LIVING ENVIRONMENT.

MY NAME IS MRS. ANDREA DURBIN.

I AM A LIVING ENVIRONMENT TEACHER AT WEST BABYLON SENIOR HIGH SCHOOL, AND I AM HERE TO TEACH YOU ABOUT THE LIVING ENVIRONMENT REGENTS.

FIRST THE EXAM FORMAT SO, THE LIVING ENVIRONMENT REGENTS HAVE FIVE PARTS.

PART A TESTS YOUR FACTUAL KNOWLEDGE OF BIOLOGY AND PART A CONSISTS OF ABOUT 20 MULTIPLE CHOICE QUESTIONS.

YOUR PART B HAS 2 PARTS, YOUR PART B-1 TESTS YOUR KNOWLEDGE OF EXPERIMENTAL DATA ANALYSIS OF SCIENTIFIC INFORMATION AND EXAMPLES OF SCIENTIFIC PHENOMENA AND THAT IS ABOUT 13 MULTIPLE CHOICES.

YOUR PART B-2 ASKS YOU TO INTERPRET DATA, READINGS, AND GRAPHS.

YOU'LL MOST LIKELY BE ASKED TO CREATE A GRAPH AS WELL.

SO, PART B-2 IS ABOUT 12 MULTIPLE CHOICE QUESTIONS AND SOME SHORT ANSWER QUESTIONS.

YOUR PART C ASKS YOU TO INTERPRET, ANALYZE READINGS, DIAGRAMS, DATA, AND GRAPHS.

YOUR PART C IS GOING TO BE ABOUT 17 FREE RESPONSE QUESTIONS AND THEN YOUR PART D IS GOING TO TEST YOUR KNOWLEDGE OF SPECIFIC CLASSROOM LABS.

THOSE ARE YOUR 4 STATE LABS AND THAT WILL BE ABOUT 13 MULTIPLE CHOICE QUESTIONS AND SOME SHORT ANSWER QUESTIONS.

BEFORE WE GET INTO SOME OF THE QUESTIONS AND HOW TO ANSWER THEM.

FOR THE TEST DAY PLEASE BRING PENS AND PENCILS.

THE PEN MUST BE BLUE OR BLACK INK.

THE ENTIRE TEST NEEDS TO BE DONE IN PEN.

THE ONLY THING YOU CAN USE PENCIL IN ARE YOUR GRAPHS AND IN ANY DRAWINGS YOU MIGHT HAVE TO DO.

PLEASE BRING A BASIC CALCULATOR, EAT A GOOD BREAKFAST AND THEN GET A GOOD NIGHT'S SLEEP.

WE ARE SHIFTING TO NEW STANDARDS FOR THE EXAM.

SO, THIS WHY THIS COURSE IS CHANGING.

SCIENCE IS LEARNED BEST BY DOING.

BY APPLYING CONCEPTS AS OPPOSED TO JUST MEMORIZING A LOT OF FACTS.

WHAT DOE THAT LOOK LIKE?

WELL, PROBABLY A LOT LIKE YOUR CLASSROOM.

THE MORE HANDS-ON STUDENT CENTERED WORK.

LEARNING BY DOING SCIENCE INSTEAD OF JUST SIMPLY HEARING ABOUT IT AND HOW THIS IS IMPACTING YOU NOW.

WHILE THIS DOESN'T IMPACT THE FORMAT OF THE CURRENT TEST.

YOUR CLASSES MAY HAVE SHIFTED TO THE NEW STANDARDS AND THIS WILL HAVE PREPARED YOU TO BE SUCCESSFUL ON THE EXAM.

THE NEW SCIENCE STANDARDS ARE CALLED NGSS.

THAT'S NEXT GENERATION SCIENCE STANDARDS.

IT HAS 3 PARTS.

THE FIRST ONE ARE THE PRACTICES, WHICH IS WHAT STUDENTS DO.

THE SECOND PART ARE CALLED THE CORE IDEAS.

THAT'S WHAT STUDENTS KNOW AND THEN THE THIRD PART TAKES THOSE TWO AND IS CALLED CROSSCUTTING AND THAT'S HOW STUDENTS THINK AND MAKE CONNECTIONS AND THAT KIND OF REVOLVES AROUND SOMETHING CALLED A PHENOMENA.

THERE ARE MAJOR THEMES IN BIOLOGY.

SO THE LIVING ENVIRONMENT CAN BE BROKEN DOWN TO FIVE OF THESE MAJOR THEMES.

YOUR FIRST IS STRUCTURE AND FUNCTION OF CELLS.

YOUR SECOND IS INTERACTIONS BETWEEN ORGANISMS.

YOUR THIRD IS MAINTAINING HOMEOSTASIS.

THAT'S THE HUMAN BODY.

YOUR FOURTH IS REPRODUCTION AND GENETICS AND THEN YOUR FIFTH IS EVOLUTION.

SO LET'S GO THROUGH SOME OF THESE QUESTIONS.

THE FIRST IS OF STRUCTURE AND FUNCTION OF CELLS, YOUR PART A REVIEW.

SO THIS IS A MULTIPLE CHOICE QUESTION.

THE DIAGRAM BELOW SHOWS A RELATIVE CONCENTRATION OF MOLECULES INSIDE AND OUTSIDE A CELL.

SO THEY SHOW YOU A CELL AND THEY SHOW YOU VARIOUS MOLECULES THAT ARE BOTH OUTSIDE THE CELL AND INSIDE THE CELL.

YOU HAVE PROTEIN, WHICH IS A DIAMOND.

YOU HAVE OXYGEN WHICH IS A FILLED IN RECTANGLE.

YOU HAVE GLUCOSE WHICH IS A STAR AND THEN YOU HAVE CARBON DIOXIDE WHICH IS A FILLED IN OVAL AND THE QUESTION READS.

WHICH STATEMENT BEST DESCRIBES THE GENERAL DIRECTION OF DIFFUSION ACROSS THE MEMBRANE OF THE CELL?

SO, KEY IDEAS FIRST OF ALL THEY'RE SAYING RELATIVE CONCENTRATION.

SO YOU NEED TO KNOW HOW MUCH IS INSIDE THE CELL AND OUTSIDE THE CELL.

SO YOU JUST COUNT THEM.

THEY ALSO SAY DIRECTION OF DIFFUSION.

DIFFUSION MEANS GOING FROM A HIGH CONCENTRATION TO A LOW CONCENTRATION.

THINK OF IT LIKE ROLLING DOWN A HILL.

SO YOU'RE ALWAYS GOING FROM HIGH TO LOW.

IT DOESN'T MATTER IF YOU'RE GOING FROM INSIDE THE CELL OR OUTSIDE THE CELL.

YOU'RE JUST ALWAYS GOING FROM A HIGH TO A LOW.

SO LET'S GO THROUGH THE CHOICES AND SEE WHICH ONE IS GOING TO WORK.

YOUR FIRST CHOICE READS GLUCOSE WILL DIFFUSE INTO THE CELL.

NOW WHERE'S GLUCOSE, SO YOU GOT YOUR STARS.

YOU HAVE 4 STARS INSIDE THE CELL AND 1 STAR OUTSIDE THE CELL.

HIGH CONCENTRATION INSIDE THE CELL.

LOW CONCENTRATION OUTSIDE THE CELL.

IT WILL DIFFUSE OUT THIS CHOICE SAYS GLUCOSE WILL DIFFUSE INTO.

NOPE, THAT'S NOT RIGHT.

CHOICE 2, PROTEIN WILL DIFFUSE OUT OF THE CELL.

SO MY PROTEIN IS MY DIAMOND THE DIAMOND.

WELL YOU GOT A BUNCH OF DIAMONDS OUTSIDE, HIGH CONCENTRATION.

ONE DIAMOND INSIDE LOW CONCENTRATION, HIGH TO LOW.

IT WILL GO INSIDE.

THIS CHOICE SAYS IT'S GOING OUT OF THE CELL, SO THAT'S WRONG.

CHOICE 3 CARBON DIOXIDE WILL DIFFUSE OUT OF THE CELL.

SO CARBON DIOXIDE IS MY OVALS.

THERE'S A BUNCH OF THEM ON THE INSIDE OF THE CELL.

THERE'S ONLY ONE OUTSIDE THE CELL.

HIGH TO LOW.

IT WOULD DIFFUSE OUT OF THE CELL.

SO LET'S SKIP THAT ONE.

CHOICE 4 OXYGEN WILL DIFFUSE INTO THE CELL.

SO WHERE'S MY OXYGEN?

THOSE ARE MY SQUARES.

SO I HAVE SOME SQUARES ON THE OUTSIDE.

I HAVE MORE SQUARES ON THE INSIDE.

SO, THEY WILL BE DIFFUSING OUT.

THIS IS SAYING DIFFUSING IN.

SO THAT'S NOT RIGHT.

SO, WE'RE GOING TO CROSS THAT ONE OUT.

SO, OUR CHOICE 3.

CARBON DIOXIDE WILL DIFFUSE OUT OF THE CELL AND THAT'S YOUR CORRECT ANSWER.

ANOTHER STRUCTURE AND FUNCTION OF CELLS OF PART A REVIEW.

SO, ANOTHER MULTIPLE-CHOICE QUESTION.

THIS CASE, A CELL WITH RECEPTORS FOR TWO DIFFERENT HORMONES IS REPRESENTED BELOW.

SO, WE GOT CELL.

WE GOT SOME RECEPTORS.

WE GOT A HORMONE A WHICH IS OUR CIRCLE AND A HORMONE B WHICH IS A SQUARE.

WHICH CHEMICAL WOULD MOST LIKELY INTERFERE WITH THE ACTIVITY OF HORMONE A BUT NOT HORMONE B.

SO, HORMONE A IS A CIRCLE.

SO, WHICH ONE OF THESE RECEPTORS IS GOING TO BE CIRCULAR IN FASHION.

WELL THAT ONE IS A CIRCLE.

SO, HORMONE A WOULD FIT INTO A CIRCLE.

SO THE QUESTION IS ASKING YOU WHICH ONE IS GOING TO FIT.

SO, THE FIRST ONE IS THE ONLY ONE THAT'S CIRCULAR.

THE REST OF YOUR CHOICES.

CHOICE 2, 3, AND 4 ARE ALL SQUARE-ISH AND IS ASKING YOU WHICH ONE IS GOING TO INTERFERE WITH THE ACTIVITY OF HORMONE A.

WELL SINCE HORMONE A IS A CIRCLE IT'S THE ONE THAT IS CIRCULAR.

IT'S GOING TO WANT TO INTERFERE WITH THAT SHAPE.

SO IT HAS TO BE CHOICE 1.

ALRIGHT ANOTHER STRUCTURE AND FUNCTION OF CELLS.

A PART-B2 REVIEW NOW.

SO BASE YOUR ANSWERS TO THESE QUESTIONS ON THE DIAGRAMS BELOW AND ON YOUR KNOWLEDGE OF BIOLOGY.

THE DIAGRAMS REPRESENT 2 DIFFERENT CELLS AND SOME OF THEIR PARTS.

THE DIAGRAMS ARE NOT DRAWN TO SCALE.

SO WHEN YOU HAVE A QUESTION INVOLVING 2 CELLS LIKE THIS YOU NEED TO KNOW THE ORGANELLES IN THE CELLS AND HOW TO RECOGNIZE THEM.

SO LET'S GO THROUGH THE ORGANELLES FIRST.

THE NUCLEUS.

THE NUCLEUS IS ALWAYS DRAWN AS A CIRCLE WITH LIKE ANOTHER CIRCLE INSIDE OF IT.

SO THAT'S YOUR NUCLEUS.

THEY BOTH HAVE A NUCLEUS.

YOUR CHLOROPLAST IS A DARK OVAL AND SINCE CELL A IS NOT ONLY RECTANGULAR BUT HAS CHLOROPLAST.

THAT MEANS CELL A IS MOST LIKELY A PLANT CELL.

WHICH ALSO MEANS THAT CELL B IS PROBABLY AN ANIMAL CELL.

THEY BOTH HAVE VACUOLES.

THE VACUOLE IS USUALLY A BLOB.

PLANT CELLS, LIKE CELL A WOULD HAVE A LARGER VACUOLE AND CELL B WHICH IS ANIMAL CELL WOULD HAVE SMALLER VACUOLES.

YOUR RIBOSOMES.

RIBOSOMES ARE ALWAYS DRAWN AS DOTS.

SO IN CELL A, THE RIBOSOMES ARE JUST KIND OF ALL OVER THE PLACE.

IN CELL B THE RIBOSOMES ARE ATTACHED.

DOESN'T MATTER IT'S STILL A DOT.

SO ANYTIME YOU SEE A DOT, YOU'RE GOING TO THINK RIBOSOME.

CELL B HAS A MITOCHONDRIA WHICH IS A LITTLE OVAL WITH A SQUIGGLY.

TECHNICALLY CELL A WOULD HAVE MITOCHONDRIA BUT IT'S NOT SHOWN HERE.

SO LET'S LOOK AT OUR QUESTIONS.

QUESTION 1.

IDENTIFY AN ORGANELLE IN CELL A THAT IS THE SITE OF AUTOTROPHIC NUTRITION.

THAT LITTLE BRACKET WITH A 1 IN IT MEANS IT WORTH 1 POINT.

ALRIGHT, AUTOTROPHIC NUTRITION.

SO AUTO MEANS SELF, NUTRITION MEANS FOOD.

SO MAKE FOOD FOR ONE SELF.

THAT'S PHOTOSYNTHESIS.

SO WHICH ONE OF THESE ORGANELLES WOULD DO PHOTOSYNTHESIS?

SHOULD HAVE LEARNED THAT IN CLASS.

SO CHLOROPLAST IS RESPONSIBLE FOR AUTOTROPHIC NUTRITION.

OTHERWISE KNOWN AS PHOTOSYNTHESIS.

QUESTION 2 IDENTIFY THE ORGANELLE LABELED X IN CELL B. ALRIGHT, WELL ACTUALLY ALREADY LABELED IT.

SO X IS POINTING TO ONE OF THOSE CIRCLES.

WE JUST SAID ANYTIME YOU SEE THOSE LITTLE CIRCLES, THOSE LITTLE DOTS.

THAT'S YOUR RIBOSOME.

SO THAT ORGANELLE THAT'S LABELED X IS YOUR RIBOSOME.

ANOTHER STRUCTURE AND FUNCTION OF CELLS.

A PART C REVIEW.

SO PART C REVIEWS ARE GOING TO BE LONGER.

THEY ARE GOING TO USUALLY HAVE BULLETS AND WHEN YOU ANSWER YOUR QUESTION, ANSWER IN BULLETS.

SO THERE'S TWO OF THEM YOU DRAW A BULLET FOR EACH OF YOUR ANSWERS AND THEN WRITE IT NEXT TO IT.

THIS CASE DESCRIBE HOW TWO OF THE CELL STRUCTURES LISTED BELOW, INTERACT TO HELP MAINTAIN A BALANCED INTERNAL ENVIRONMENT IN A CELL.

THAT'S ANOTHER WAY OF SAYING HOMEOSTASIS.

SO YOU HAVE MITOCHONDRIA, YOUR RIBOSOME, THE CELL MEMBRANE, THE NUCLEUS AND THE VACUOLE.

IN YOUR ANSWER, BE SURE TO, SO FIRST BULLET SAYS SELECT TWO OF THESE STRUCTURES, WRITE THEIR NAMES AND STATE ONE FUNCTION OF EACH.

THAT BRACKET MEANS YOU HAVE 2 POINTS.

SO AGAIN THEY'RE ASKING YOU TO INTERACT.

THEY'RE TELLING YOU TO SELECT 2 OF THESE STRUCTURES AND TO WRITE THEIR NAMES AND TO STATE A FUNCTION.

THE SECOND BULLET STATES DESCRIBE HOW EACH STRUCTURE YOU SELECTED CONTRIBUTES TO THE FUNCTIONING OF THE OTHER.

SO AGAIN, CONTRIBUTES TO THE FUNCTION.

SO AGAIN JUST MAKE SURE YOU UNDERSTAND WHAT IT IS THEY'RE ASKING.

WE CAN'T ANSWER THIS QUESTION HOWEVER WITHOUT KNOWING WHICH EACH OF THESE ORGANELLES DO.

SO LET'S GO OVER THE ORGANELLES FIRST.

FIRST THE MITOCHONDRIA.

SO MITOCHONDRIA PERFORMS CELL RESPIRATION.

IT IS YOUR POWERHOUSE.

IT PROVIDES CELL ENERGY OTHERWISE KNOWN AS ATP.

YOUR RIBOSOME.

YOUR RIBOSOME DOES PROTEIN SYNTHESIS.

WHICH IS ANOTHER OF SAYING MAKING PROTEINS.

YOUR CELL MEMBRANE IS GOING TO PROTECT AND REGULATE WHAT GOES IN AND OUT OF YOUR CELL.

YOUR NUCLEUS IS THE CONTROL CENTER OF THE CELL AND IT'S GOING TO CONTAIN GENETIC MATERIAL.

WHICH IS DNA AND THEN YOUR VACUOLE IS GOING TO STORE WATER AND IT'S GOING TO STORE WASTE.

SO NOW WE KNOW WHAT THE ORGANELLES DO.

NOW WE HAVE TO SEE HOW THEY INTERACT WITH ONE ANOTHER.

SO, DIFFERENT WAYS WE CAN SAY THIS LET'S TAKE THE MITOCHONDRIA AND THE RIBOSOME.

WE CAN SAY THE MITOCHONDRIA PROVIDES ATP OR ENERGY FOR THE RIBOSOME SO IT CAN MAKE ITS PROTEINS.

THAT'S ONE WAY OF DOING IT.

WE CAN ALSO TAKE MAYBE THE CELL MEMBRANE AND THE VACUOLE.

SO, WE COULD SAY THE CELL MEMBRANE ALLOWS THE CELL TO TAKE IN FOOD WHICH IS THEN STORED IN THE VACUOLE.

SO THAT'S ANOTHER POSSIBILITY.

MY FAVORITE IS THE RIBOSOME AND THE NUCLEUS BECAUSE HAS THAT GENETIC MATERIAL, HAS THAT DNA AND DNA HAS THE INSTRUCTIONS TO MAKE PROTEINS.

SO YOU COULD SAY THE NUCLEUS PROVIDES THE GENETIC INSTRUCTIONS FOR THE RIBOSOME TO ASSEMBLE PROTEINS.

THOSE ARE JUST SOME EXAMPLES, LOTS OF VARIETY HERE.

ALRIGHT LET'S GO INTO INTERACTIONS BETWEEN ORGANISMS SO IT'S ANOTHER PART A REVIEW.

WHICH MEANS ANOTHER MULTIPLE CHOICE QUESTION.

THE HEMLOCK WOOLY ADELGID IS AN INVASIVE INSECT SPECIES THAT IS DESTROYING NATIVE HEMLOCK TREES IN NEW YORK STATE.

THESE INSECTS CAN UPSET NATURAL ECOSYSTEMS BECAUSE THEY.

LET'S GO OVER SOME KEY IDEAS.

INVASIVE INSECT SPECIES.

IF YOU'RE INVASIVE THAT'S NO GOOD.

THEY'RE GOING TO DISRUPT NATIVE SPECIES IN THE AREA SO THAT'S NOT A GOOD THING AND THEY TELL YOU THAT'S NOT A GOOD THING.

THEY SAY UPSET.

SO WHATEVER ANSWER WE'RE LOOKING FOR WE'RE LOOKING FOR AN ANSWER THAT IS BAD.

IT'S SOMETHING THAT'S HAPPENING THAT IS BAD.

SO GO THROUGH OUR CHOICES.

CHOICE 1, PROVIDE FOOD FOR NATIVE BIRD SPECIES.

YOU PROVIDE FOOD TO ANYONE THEY'RE GOING TO BE HAPPY ABOUT IT.

SO THAT'S NOT A BAD THING THAT'S A GOOD THING.

WE DON'T WANT GOOD THINGS, SO LET'S CROSS THAT OUT.

CHOICE 2 CAN CARRY DISEASES THAT CAN BE SPREAD TO PETS.

WELL THIS IS ABOUT TREES THIS IS NOT ABOUT YOUR PETS.

IT HOPEFULLY DOES NOT SPREAD TO YOUR PETS, SO WE'RE GOING TO CROSS THAT ONE OUT.

CHOICE 3 INCREASE BIODIVERSITY IN NEW YORK STATE FORESTS.

BIODIVERSITY IS A GOOD THING, SO IF YOU'RE INCREASING BIODIVERSITY THAT'S GOOD.

WE DON'T WANT GOOD WE WANT BAD.

SO LET'S CROSS THAT OUT.

CHOICE 4, DISRUPT HABITATS THAT NATIVE SPECIES DEPEND UPON.

OH, THAT WORD DISRUPT.

SO, DISRUPT IS A BAD THING.

WE'RE LOOKING FOR A BAD THING.

SO IT IS CHOICE 4 WHICH IS SAYING DISRUPT HABITATS THAT NATIVE SPECIES DEPEND UPON.

ANOTHER INTERACTION BETWEEN ORGANISMS.

A PART B REVIEW.

OH, THIS TIME WE HAVE A FOOD WEB.

WE HAVE TO KNOW HOW TO READ FOOD WEBS.

WHICH STATEMENT IS CORRECT, BASED ON THE INFORMATION IN THE DIAGRAM?

SO, WE'RE GOING TO EXPLAIN THIS FOOD WEB BY GOING THROUGH EACH OF THE CHOICES.

CHOICE 1, SALMON ARE PREDATORS OF SEA LAMPREYS.

WHERE IS MY SALMON?

OKAY, THERE IS MY SALMON.

WHERE ARE MY SEA LAMPREYS.

SO THE ARROW POINTS TO THE SEA LAMPREYS AND THE ARROW ALWAYS POINTS TO WHERE THE ENERGY IS GOING AND THE ENERGY IS GOING TO THE GUY WHO IS EATING IT.

SO THE SEA LAMPREYS ARE EATING THE SALMON.

THEY ARE THE PREDATORS OF THE SALMON.

THIS CHOICE IS SAYING THAT THE SALMON ARE THE PREDATORS OF THE SEA LAMPREYS.

SO THEY REVERSED IT, WHICH MEANS THEY ARE WRONG.

LOOK AT CHOICE 2, PLANKTON.

ALRIGHT, PLANKTON THERE'S THAT PLANKTON.

DECOMPOSE SALMON AND SCULPINS.

WELL, ANYTHING THAT DECOMPOSES IS GOING TO BREAK DOWN DEAD ORGANISMS INTO THEIR NUTRIENTS AND PLANKTON DON'T DO THAT.

DECOMPOSERS DO THAT AND DECOMPOSERS ARE USUALLY BACTERIA OR FUNGI.

SO, THIS ONE WHERE IT SAYS THE PLANKTON ARE DECOMPOSING SALMON OF SCULPINS.

NO, THOSE ARROWS ARE TELLING ME THAT THE SCULPINS AND SALMON ARE EATING THE PLANKTON.

THAT THERE IS NO DECOMPOSITION HAPPENING HERE.

SO, THAT CHOICE IS WRONG.

CHOICE 3, CORMORANTS AND SEA LAMPREYS COMPETE FOR BACTERIA.

WELL, THOSE ARE MY BACTERIA.

YOU COULD SEE ALL THE ARROWS GOING TOWARDS THAT BACTERIA BECAUSE THE BACTERIA ARE DOING YOUR DECOMPOSITION.

THERE'S NO COMPETITION FOR THEM.

THERE'S NOTHING GOING ON THERE.

SO, WE'RE GOING TO CROSS THAT ONE OUT.

WHICH MEANS, OUR ONLY CHOICE ARE CHOICE 4 THE LAKE TROUT AND SALMON COMPETE FOR SCULPINS.

THERE ARE MY SCULPINS, THE ARROWS ARE POINTED TO THE LAKE TROUT AND THE SALMON.

THE LAKE TROUT ARE EATING SCULPINS, THE SALMON ARE EATING SCULPINS.

THEY ARE COMPETING.

SO, CHOICE 4 IS CORRECT.

LAKE TROUT AND SALMON COMPETE FOR SCULPINS.

LET'S DO ANOTHER INTERACTION BETWEEN ORGANISMS ANOTHER PART B REVIEW.

CORALS ARE A GROUP OF ORGANISM THAT LIVE IN SHALLOW, WARM WATERS OF THE WORLD'S OCEANS.

CORAL REEFS ARE COMPOSED OF A HARD MATERIAL THAT IS PRODUCED BY THESE SMALL CORAL ANIMALS AND IS THEN COLONIZED BY PHOTOSYNTHETIC ORGANISMS CALLED ZOOXANTHELLAE.

THESE PLANT-LIKE ORGANISMS GENERATE SUGARS THAT ARE USED BY THEIR ANIMAL PARTNERS FOR FOOD AND ARE NEEDED FOR THE SURVIVAL OF THE CORAL.

STATE ONE POSSIBLE REASON THAT CORAL REEFS EXIST ONLY IN SHALLOW WATERS.

LET'S LOOK AT THE CLUES THEY GIVE US.

SHALLOW WATER, YOU EVER BEEN IN SHALLOW WATER YOU CAN USUALLY SEE THROUGH IT AND THAT'S BECAUSE LIGHT IS PENETRATING THROUGH YOUR SHALLOW WATER.

THE DEEPER YOU GO THE DARKER IT GETS.

SO, SHALLOW WATER MEANS THERE'S LIGHT PENETRATING THROUGH.

THEY KIND OF GIVE YOU A CLUE TO THAT.

THEY SAY COLONIZE BY PHOTOSYNTHETIC ORGANISMS.

IF YOU'RE DOING PHOTOSYNTHESIS THAT MEANS YOU NEED LIGHT AND THEN THEY TELL YOU THAT THIS IS NEEDED FOR THE SURVIVAL OF THE CORAL.

SO, LET'S PUT THESE IDEAS TOGETHER.

WE COULD SAY THE CORAL NEEDS PHOTOSYNTHETIC ORGANISMS TO MAKE SUGAR FOR THEM.

THAT'S WHAT PHOTOSYNTHESIS DOES.

THE PHOTOSYNTHETIC ORGANISMS NEED SUNLIGHT TO SURVIVE AND MAKE THESE SUGARS.

REMEMBER THOSE SUGARS ARE GLUCOSE.

LET'S MOVE ON TO MAINTAINING HOMEOSTASIS.

A PART A REVIEW, USUALLY THIS IS GOING TO BE ABOUT THE HUMAN BODY SYSTEMS.

SO, SOME BODY CELLS ARE SHOWN IN THE DIAGRAMS BELOW.

THEY ARE SHOWING YOU CELLS FROM SKIN, BLOOD CELLS, CELLS FROM THE LINING OF A BLADDER, AND CELLS FROM THE LINING OF A TRACHEA.

SO, THE QUESTION READS, THESE GROUPS OF CELLS REPRESENT DIFFERENT.

THIS IS LEVELS OF ORGANIZATION, SO YOU HAVE TO KNOW HOW TO GO FROM YOUR SIMPLEST TO YOUR MOST COMPLEX.

SO, YOU ARE GOING TO START REALLY REALLY SIMPLE WITH ORGANELLES.

WHICH MAKE UP CELLS, WHICH MAKE UP TISSUES, WHICH ARE GOING TO MAKE UP YOUR ORGANS, YOUR ORGAN SYSTEMS AND THEN YOUR ORGANISM.

THAT'S REALLY WHAT IT'S ASKING YOU.

SO YOUR FIRST CHOICE, TISSUES IN WHICH SIMILAR CELLS FUNCTION TOGETHER.

WELL, THE CELLS IN THE SKIN LOOK VERY SIMILAR.

SO, THE BLOOD CELLS AND THE BLADDER AND THE TRACHEA SO THAT'S A POSSIBILITY SO LET'S SKIP THAT ONE.

CHOICE 2 ORGANS THAT HELP TO CARRY OUT A SPECIFIC LIFE ACTIVITY.

OH, THESE AREN'T ORGANS BECAUSE BLOOD CELLS ARE NOT AN ORGAN.

THAT WOULD BE A HEART, A HEART IS AN ORGAN AND YOUR LUNG IS AN ORGAN AND YOUR BRAIN IS AN ORGAN.

BUT THESE ARE JUST CELLS SO, CHOICE 2 BECAUSE IT SAYS ORGANS, THAT'S NOT CORRECT.

CHOICE 3 SYSTEMS RESPONSIBLE FOR SPECIFIC, LIFE ACTIVITY.

AN ORGAN SYSTEM IS EVEN BIGGER THAN THE ORGAN.

SO NOW YOU'RE TALKING ABOUT THE CARDIOVASCULAR SYSTEM OR YOUR RESPIRATORY SYSTEM.

SO THESE AREN'T SYSTEMS AND THEN CHOICE 4, ORGANELLES THAT CARRY OUT DIFFERENT FUNCTIONS.

WELL, WE JUST DID OUR ORGANELLES AND THAT'S YOUR MITOCHONDRIA AND YOUR RIBOSOME.

THAT'S NOT THEM THESE ARE CELLS.

SO, IT CAN'T BE ORGANELLES.

SO, IT HAS TO BE YOUR CHOICE 1, THE TISSUES IN WHICH SIMILAR CELLS FUNCTION TOGETHER.

ANOTHER MAINTAINING HOMEOSTASIS PART A REVIEW.

WHICH DIAGRAM BEST REPRESENTS THE LEVELS OF ORGANIZATION IN THE HUMAN BODY?

SAME DEAL, SAME IDEA.

YOU HAVE TO KNOW IT GOES FROM YOUR CELLS TO YOUR TISSUES, TO YOUR ORGANS, TO YOUR ORGAN SYSTEMS, TO YOUR ORGANISM.

SO, FROM ALL THESE CHOICES.

YOU'RE GOING TO GO FROM SIMPLEST.

SO, SIMPLEST WILL BE IN THE MIDDLE.

SO, THE SIMPLEST WOULD HAVE TO BE YOUR CELL.

SO, CHOICE 1 AND CHOICE 3 HAVE ORGAN SYSTEMS AND ORGANS.

SO, THAT'S NO GOOD.

SO, WE GO DOWN TO CHOICE 2 AND 4 THEY BOTH HAVE CELLS THAT'S GOOD.

BUT NOW YOU HAVE TO THINK OF YOUR ORGANIZATION.

IT GOES FROM CELLS TO TISSUES.

CHOICE 4 GOES FROM CELLS TO ORGANS, NO GOOD.

SO AUTOMATICALLY THAT'S OFF AND THE ONLY CHOICE YOU HAVE LEFT IS CHOICE 2.

CELLS TO TISSUES TO ORGANS TO ORGAN SYSTEMS.

ANOTHER MAINTAINING HOMEOSTASIS PART A REVIEW.

SO, A MULTIPLE-CHOICE QUESTION.

THE DIAGRAM BELOW REPRESENTS LEVELS OF GLUCOSE AND INSULIN FOUND WITHIN THE BLOOD STREAM OF A HEALTHY PERSON THROUGHOUT THE COURSE OF A DAY AND THE QUESTION READS THE INCREASE OF INSULIN LEVELS FOLLOWING AN INCREASE IN GLUCOSE LEVELS IN THE BLOOD CAN BEST BE DESCRIBED OR EXPLAINED BY.

SO, ANYTIME YOU SEE GLUCOSE OR INSULIN THEY'RE TALKING ABOUT THE ENDOCRINE SYSTEM.

TALKING ABOUT HORMONES AND HOW THEY'RE CONTROLLED.

SO, WHEN YOU SEE THE ENDOCRINE SYSTEM AND HORMONE CONTROL ALWAYS THINK FEEDBACK.

SO, CERTAIN TERMS YOU SHOULD REMEMBER.

ENDOCRINE SYSTEM, FEEDBACK.

SO, LET'S LOOK AT THE CHOICES AND SEE IF WE CAN FIND A GOOD ONE.

SO, CHOICE 1 SAYS INSULIN BEING RELEASED INTO THE BLOOD TO DIGEST GLUCOSE.

SO THE QUESTION WAS ASKING ABOUT INCREASING INSULIN LEVELS FOLLOWED BY AN INCREASE IN GLUCOSE LEVELS AND HOW THAT CAN BE DESCRIBED.

INSULIN DECREASES GLUCOSE.

HOW, WELL IT'S NOT BY DIGESTING GLUCOSE.

DIGESTING MEANS IT'S EATING IT.

IT'S A HORMONE, IT'S NOT GOING TO EAT IT.

SO, BECAUSE THEY SAID THAT.

THAT IS WRONG.

A FEEDBACK MECHANISM.

SO, CHOICE 2 SAYS FEEDBACK THAT REGULATES BLOOD GLUCOSE LEVELS.

THAT'S A STRONG POSSIBILITY BECAUSE NOW THEY'RE TALKING ABOUT THE ENDOCRINE SYSTEM.

SO, WE'RE GOING TO SKIP.

CHOICE 3 AN EXCESS OF GLUCOSE-STIMULATING GUARD CELLS.

GUARD CELLS ARE PLANTS, THIS IS NOT A PLANT SO THEY JUST KIND OF THREW THAT IN THERE.

WE'RE GOING TO CROSS THAT OUT.

DON'T LET THEM TRICK YOU.

CHOICE 4 A RESPONSE OF THE IMMUNE SYSTEM TO LOWER EXCESS BLOOD GLUCOSE LEVELS.

WELL, THEY WERE NICE ENOUGH TO SAY IMMUNE SYSTEM SO NOW THE HUMAN BODY.

BUT THIS ISN'T THE IMMUNE SYSTEM.

THIS IS THE ENDOCRINE SYSTEM.

SO LET'S CROSS THAT ONE OUT.

WHEN YOU THINK OF THE ENDOCRINE SYSTEM, THINK FEEDBACK BECAUSE EVERYTHING WITH THE ENDOCRINE SYSTEM IS A FEEDBACK IN OR A FEEDBACK LOOP.

THAT'S HOW THE ENDOCRINE SYSTEM WORKS.

WHICH MEANS CHOICE 2, A FEEDBACK MECHANISM THAT REGULATES BLOOD GLUCOSE LEVELS IS THE CORRECT ONE.

GOING WITH ANOTHER MAINTAINING HOMEOSTASIS PART A REVIEW.

SO, ANOTHER MULTIPLE-CHOICE QUESTION.

STUDENTS DID AN EXPERIMENT COMPARING THE ACTIVITY OF FOUR DIFFERENT ENZYMES.

A, B, C AND D. THE RESULTS ARE REPRESENTED IN THE DIAGRAM BELOW.

SO, YOU HAVE THE RELATIVE RATE OF ENZYME ACTIVITY.

YOU HAVE A, B, C, AND D AND THEN YOU HAVE THE PH GOING FROM ONE TO 14.

THE QUESTION READS, A VALID CONCLUSION BASED ON THE INFORMATION IN THE GRAPH.

SO, LET'S GO THROUGH THE CHOICES AGAIN.

CHOICE ONE, THE PH OF SOME ENZYMES CHANGES AS THE TEMPERATURE CHANGES.

WELL, LOOK AT YOUR GRAPH, THERE'S NOTHING TO DO WITH TEMPERATURE CHANGE, THIS HAS TO DO WITH PH.

SO, LET'S CROSS THAT ONE OUT.

CHOICE TWO ENZYMES CHANGE COLOR IN PROPORTION TO THE RATE OF ACTIVITY.

AGAIN, THERE'S NO COLOR HERE SO WE'RE NOT GOING TO CHOOSE THAT ONE.

CHOICE THREE A DIFFERENCE IN THE PH OF AN ENVIRONMENT CHANGES ENZYME ACTIVITY.

OKAY, THAT SOUNDS ACTUALLY PRETTY GOOD BECAUSE IF YOU LOOK AT ENZYME A IT PEAKS WHEN IT'S AN ACID AND CHOICE D IT PEAKS WHEN IT'S A BASE.

SO, THEY HAVE DIFFERENCES IN THEIR ENZYME ACTIVITY, DEPENDING UPON THE PH.

THAT'S A POSSIBILITY.

SO, LET'S SKIP THAT.

CHOICE FOUR ENZYME ACTIVITY CAUSES ACID TO CHANGE INTO BASES OVERTIME.

OH, I DON'T EVEN KNOW WHERE THEY'RE GOING WITH THAT ONE SO LET'S CROSS THAT ONE OUT.

SO, IT HAS TO BE CHOICE THREE.

A DIFFERENCE IN THE PH OF AN ENVIRONMENT CHANGES ENZYME ACTIVITY.

NOW, THE APPLICATION OF THESE NEW SCIENCE STANDARDS.

SO, THE LAST QUESTION HAD TO DO WITH ENZYME FUNCTION.

THE FUNCTION OF A PROTEIN LIKE AN ENZYME IS DETERMINED BY STRUCTURE, WHICH IS DETERMINED BY THE DNA SEQUENCE OF THE GENE THAT HAS INSTRUCTIONS FOR THE CELL TO MAKE THE PROTEIN.

WE HAD SAID THAT, THAT DNA HAS INSTRUCTIONS TO MAKE PROTEINS.

SO, A NICE LITTLE FUN PHENOMENA THAT CAN HELP UNDERSTAND HOW ENZYMES WORK WITH THIS QUESTION.

WHY CAN I USE CANNED PINEAPPLE BUT NOT FRESH PINEAPPLE TO MAKE JELL-O?

SO, THIS PHENOMENA HAS TO DO WITH THE FUNCTION OF THE PROTEIN AS WELL AS ITS STRUCTURE.

SO, IF YOU EVER READ THE BACK OF JELL-O, IT'S GOING TO SAY NOTE, DO NOT USE FRESH OR FROZEN PINEAPPLE, KIWI, GINGER ROOT AND SO ON AND THE REASON IS IF YOU DO YOUR GELATIN WILL NOT SET.

YOU'RE NOT GOING TO MAKE JELL-O, YOU'RE GOING TO MAKE MUSH AND THAT IS IF YOU USE FRESH AND THE REASON FOR THAT IS BECAUSE THE PINEAPPLE AND THE KIWI AND THE GINGER ROOT ALL HAVE AN ENZYME THAT BREAKS DOWN THE PROTEIN COLLAGEN AND THAT'S WHAT MAKES JELL-O, JELL-O.

IF YOU USE FRESH IT WILL NEVER SET.

IT BREAKS IT DOWN.

WHAT YOU COULD DO IS BREAK DOWN THAT ENZYME AND HOW YOU COULD BREAK DOWN ENZYMES IS YOU COULD BOIL IT.

SO, IF YOU WANT TO TRY THIS.

TRY IT WITH A FRESH PINEAPPLE AND THEN TRY BOILING YOUR FRESH PINEAPPLE.

LET'S SEE WHAT HAPPENS.

NOW LET'S TRY ANOTHER MAINTAINING HOMEOSTASIS.

A PART B TWO REVIEW SOMETIMES ARE GOING TO HAVE LONGER READINGS.

SO, THIS ONE IS MEASLES ELIMINATED.

MEASLES IS A HIGHLY CONTAGIOUS, VIRAL DISEASE.

INFECTED PEOPLE FIRST EXPERIENCE A FEVER, COLD-LIKE SYMPTOMS AND A RASH.

SEVERAL COMPLICATIONS CAN DEVELOP SUCH AS EAR INFECTIONS, DIARRHEA, PNEUMONIA, ENCEPHALITIS WHICH IS THE SWELLING OF THE BRAIN AND DEATH.

PRIOR THE WIDESPREAD USE OF THE MEASLES VACCINE IN 1960S.

IT IS ESTIMATED THAT THREE TO FOUR MILLION PEOPLE WERE INFECTED EVERY YEAR.

TH CENTERS FOR DISEASE CONTROL AND PREVENTION DECLARED MEASLES ELIMINATED IN THE UNITED STATES IN THE YEAR 2000.

THIS WAS ACCOMPLISHED IN PART, DUE TO A HIGHLY EFFECTIVE VACCINATION PROGRAM.

HOWEVER, SINCE 2016, THE DISEASE HAS MADE A COMEBACK AND THERE HAS BEEN AN INCREASE IN MEASLES CASES IN RECENT YEARS.

THIS HAS TO DO WITH A GRAPH.

SO WHEN THEY HAVE A GRAPH FOR YOU THEY'RE GOING TO GIVE YOU THE INFORMATION YOU NEED TO ACTUALLY MAKE IT.

SO THEY GIVE YOU THE YEAR, THEY GIVE YOU THE NUMBER OF CASES.

THEY'RE ALSO GOING TO GIVE YOU INSTRUCTIONS.

SO USING INFORMATION IN THE DATA TABLE, CONSTRUCT A LINE GRAPH ON THE GRID BELOW, FOLLOWING THE DIRECTIONS BELOW.

IT'S EITHER GOING TO BE A LINE GRAPH OR A BAR GRAPH.

MARK AN APPROPRIATE SCALE, WITHOUT ANY BREAKS IN THE DATA, ON EACH LABEL AXIS.

SO 1 POINT BECAUSE THAT BRACKET MEANS ONE POINT THERE.

SO MAKE SURE THAT IS AN APPROPRIATE SCALE, SO DON'T GO SKIPPING YOUR NUMBERS AROUND, MAKE SURE IT'S CONSECUTIVE.

PLOT THE DATA ON THE GRID.

CONNECT THE POINTS AND SURROUND EACH POINT WITH A SMALL CIRCLE.

AND THEY SHOW YOU HOW TO DO IT.

SO MAKE SURE YOU'RE GOING TO MAKE A GRAPH THE WAY THEY WANT IT.

HERE'S MY GRAPH.

THEY EVEN SHOW YOU THAT THE X-AXIS IS GOING TO BE YEARS, THE Y-AXIS IS GOING TO BE NUMBER OF CASES.

WE NEED TO FIRST PUT OUR YEARS DOWN, SO WE START AT 2010.

NOTICE THAT THE FIRST LINE DOESN'T HAVE TO BE 0.

YOU CAN START AT 2010, WHICH IS FINE.

JUST MAKE SURE YOU NUMBER CONSECUTIVELY.

ON THE Y-AXIS, WE HAVE TO GO AS LOW AS 55 AND AS HIGH AS 667.

YOU HAVE TO MAKE SURE IT FITS.

IN THIS CASE IF WE COUNT BY HUNDREDS IT FITS.

ALSO MAKE SURE THAT THERE'S SPACING.

SO NOTICE BETWEEN 100 AND 200, TWO SPACES ARE SKIPPED.

BETWEEN 200 AND 300, TWO SPACES ARE SKIPPED.

MAKE SURE YOU'RE CONSISTENT AND ALL OF THIS CAN BE DONE IN PENCIL.

THIS DOES NOT HAVE TO BE DONE IN PEN AND ONCE YOU DRAW YOURSELF A GRAPH, MAKE SURE YOU PUT A DOT, A CIRCLE AND CONNECT YOUR LINES.

AND YOUR GRAPH SHOULD LOOK SOMETHING LIKE THAT.

GOING AGAIN TO THE QUESTION, SO YOU HAVE MULTIPLE CHOICE QUESTION WITH THIS.

THE REASON FOR THE DRAMATIC DECLINE IN THE NUMBER OF MEASLES CASES IN THE 1960'S TO 2010 IN THE UNITED STATES WAS BECAUSE OF THE VACCINE.

SO NOW THEY'RE ASKING ABOUT VACCINES.

SO VACCINES ARE DEAD OR WEAK VERSIONS OF THE PATHOGEN.

THE PATHOGEN IS ANYTHING THAT MAKES YOU SICK.

SO IN THIS CASE OUR PATHOGEN IS A VIRUS.

SO LET'S GO THROUGH THESE CHOICES.

CHOICE ONE, CONTAINED PATHOGENS TO FIGHT AGAINST THIS HIGHLY CONTAGIOUS VIRUS.

SO THAT'S LIKE THEY'RE SAYING THEY GIVE YOU A DISEASE TO FIGHT A DISEASE.

THAT'S NOT WHAT A VACCINE IS SO LET'S CROSS THAT OUT.

CHOICE 2, PREVENTED THE DEVELOPMENT OF SERIOUS COMPLICATIONS AFTER INFECTION.

THAT'S KIND OF TRUE BUT THAT'S NOT REALLY WHAT THEY'RE GETTING AT.

THEY'RE TRYING TO TELL YOU WHAT A VACCINE IS AND THAT'S NOT WHAT A VACCINE IS.

THAT'S WHAT A VACCINE WILL EVENTUALLY DO.

SO LET'S CROSS THAT ONE OUT.

CHOICE 3, EXPOSED MANY PEOPLE TO A WEAKENED FORM OF THE MEASLES VIRUS, MAKING THEM IMMUNE.

THAT'S ACTUALLY WHAT A VACCINE IS.

SO I'M GOING TO SKIP THAT.

CHOICE 4, CONTAINED AN ANTIBIOTIC THAT KILLED THE MEASLES VIRUS, PREVENTING IT'S SPREAD.

WELL ANTIBIOTICS ARE FOR BACTERIA SO THAT'S NOT WHAT A VACCINE IS, SO LET'S CROSS THAT ONE OUT.

WHICH MEANS CHOICE 3 IS RIGHT.

EXPOSED MANY PEOPLE TO A WEAKENED FORM OF THE MEASLES VIRUS, MAKING THEM IMMUNE.

LET'S MOVE ON TO REPRODUCTION AND GENETICS, A PART A REVIEW.

SO THIS IS A MULTIPLE CHOICE QUESTION.

WHICH STATEMENT BEST EXPRESSES THE RELATIONSHIP BETWEEN THE THREE STRUCTURES REPRESENTED BELOW?

SO YOU GOT A PROTEIN MOLECULE, YOU GOT A CELL, YOU GOT DNA.

AS SOON AS YOU SEE ANYTHING WITH PROTEIN AND DNA, REMEMBER DNA HAS THE INSTRUCTIONS TO MAKE PROTEINS.

YOU'VE SEEN THAT SEVERAL TIMES NOW.

SO MY CHOICES.

CHOICE ONE, DNA IS PRODUCED FROM PROTEIN ABSORBED BY THE CELL.

NO- DNA HAS THE INSTRUCTIONS TO MAKE PROTEINS.

DNA IS NOT PRODUCED FROM PROTEINS, SO LET'S CROSS THAT ONE OUT BECAUSE THAT'S NOT A GOOD RELATIONSHIP THEY'RE TALKING ABOUT.

CHOICE 2, PROTEIN IS COMPOSED OF DNA, OH NO.

AS SOON AS YOU SEE PROTEIN IS COMPOSED OF DNA THAT IS PRODUCED IN THE CELL.

ONE IS NOT MADE OF THE OTHER.

ONE HAS THE INSTRUCTIONS TO MAKE THE OTHER.

SO PROTEINS COMPOSE-NO CROSS THAT ONE OUT.

CHOICE 3, DNA CONTROLS THE PRODUCTION, OH THERE YOU GO, DNA CONTROLS THE PRODUCTION OF PROTEIN IN THE CELL.

AS THAT'S PROBABLY THE ANSWER, LET'S SKIP THAT ONE.

CHOICE 4, CELLS MAKE DNA BY DIGESTING PROTEIN.

NO YOU'RE NOT EATING ANYTHING HERE, SO LET'S CROSS THAT ONE OUT.

SO IT'S CHOICE 3.

DNA CONTROLS THE PRODUCTION OF A PROTEIN IN THE CELL.

GOING AGAIN, REPRODUCTION AND GENETICS, ANOTHER PART A REVIEW.

GENES ARE INHERITED BUT THEIR EXPRESSIONS CAN BE MODIFIED BY THE ENVIRONMENT.

THIS STATEMENT EXPLAINS WHY.

ALRIGHT SO WE'RE TALKING ABOUT MODIFIED BY THE ENVIRONMENT.

SO IT HAS TO DO SOMETHING WITH THE ENVIRONMENT AND WE'RE TALKING ABOUT HOW THE GENES ARE GOING TO BE EXPRESSED.

SO YOUR FIRST CHOICE SAYS, SOME ANIMALS HAVE DARK FUR ONLY WHEN TEMPERATURE IS WITHIN A CERTAIN RANGE.

ALRIGHT TEMPERATURE IS DEFINITELY ENVIRONMENT.

HAVING DARK FUR ONLY WHEN THERE'S A CERTAIN TEMPERATURE SOUNDS LIKE AN EXPRESSION SO WE'RE GOING TO SKIP THAT ONE.

CHOICE TWO, OFFSPRING PRODUCED BY MEANS OF SEXUAL REPRODUCTION LOOK EXACTLY LIKE THEIR PARENTS.

WELL THAT HAS NOTHING TO DO WITH THE ENVIRONMENT OR EXPRESSION OF A GENE SO LET'S CROSS THAT ONE OUT.

CHOICE 3, IDENTICAL TWINS WHO GROW UP IN DIFFERENT HOMES HAVE THE SAME CHARACTERISTICS.

AGAIN THAT HAS NOTHING TO DO WITH BEING MODIFIED BY THE ENVIRONMENT OR CHANGING EXPRESSIONS, SO LET'S CROSS THAT ONE OUT.

AND CHOICE 4, ANIMALS CAN BE CLONES BUT PLANTS CANNOT.

WELL THAT HAS NOTHING TO DO WITH THIS QUESTION AND THAT'S ACTUALLY WRONG BECAUSE PLANTS CAN BE CLONED.

SO CROSS THAT ONE OUT.

SO THAT MEANS CHOICE ONE, SOME ANIMALS HAVE DARK FUR ONLY WHEN THE TEMPERATURE IS WITHIN A CERTAIN RANGE IS CORRECT.

SO THIS QUESTION HAS TO DO WITH GENE CONTROL AND THIS IS SOMETHING YOU CAN SEE IN THE PIGMENTATION OF HIMALAYAN RABBITS.

SO THE TEMPERATURE REGULATION OF GENE EXPRESSION PRODUCES RABBITS WITH DISTINCTIVE COAT COLORING.

SO THESE ARE TWO HIMALAYAN RABBITS, ONE IN THE WINTER AND ONE IN THE SUMMER.

IN THE WARM, CENTRAL PARTS OF THE RABBITS BODY, THE GENE IS INACTIVE, AND NO PIGMENTS ARE PRODUCED, CAUSING THE FUR COLOR TO BE WHITE.

SO IN THE SUMMERTIME, BECAUSE THE GENES ARE NOT TURNED ON, THE RABBIT IS COMPLETELY WHITE, BUT IN THE WINTER TIME WHEN THE TEMPERATURE CHANGES, THE COLDER PARTS OF THE BODY, THE GENE IS ACTIVATED AND THE DARK PIGMENTS ARE PRODUCED.

SO SAME RABBIT IN THE WINTER TIME, THOSE GENES ARE TURNED ON AND NOW HIS EARS, HIS NOSE, HIS TAIL AND HIS FEET ALL TURN BLACK.

SAME EXACT RABBIT, CONTROLLED BY TEMPERATURE.

LET'S GO ON TO REPRODUCTION AND GENETICS PART B REVIEW.

SO THIS IS NOW MORE GENETICS.

BASE YOUR ANSWERS TO THE QUESTION ON THE PORTION OF THE MRNA CODON CHART AND INFORMATION.

ALRIGHT DO YOU SEE ANYTHING TO DO WITH MRNA CODON CHARTS, YOU SHOULD'VE LEARNED HOW TO READ THESE.

SO IN THIS CASE, THREE LETTERS MEANS A SINGLE AMINO ACID.

THEY TELL YOU THAT SERIES I REPRESENTS THREE MRNA CODONS, AND THEN SERIES II INCLUDES A MUTATION OF SERIES I.

SO SERIES I HAS AGAUCGAGU.

SERIES II HAS ACAUCGAGU.

THEY ALL MATCH EXCEPT FOR THAT SECOND LETTER.

SO SERIES I HAS AGA, SERIES II HAD ACA.

SO WE CAN NOW LOOK TO SEE HOW THAT MIGHT CHANGE USING OUR CODON CHART.

SO LET'S LOOK AT THE AMINO ACID SEQUENCE THAT RESULTS FROM THIS, AND THEN WE'LL COMPARE THEM.

SO THERE'S AGA UNDERLINED IT SAYS IT CORRESPONDS TO ARG WHICH IS ARGININE, WHICH IS AMINO ACID, ALRIGHT SO THAT'S MY AGA AND THEN THERE IS A MUTATION SO THAT'S ACA.

SO ACA CORRESPONDS TO THR, WHICH IS THREONINE.

SO NOW MY AMINO ACIDS HAVE CHANGED SO WE NEED TO FIND AN ANSWER THAT SAYS THAT.

SO CHOICE ONE, THE AMINO ACID SEQUENCE WOULD BE SHORTER.

NO THEY'RE ALL THE SAME LENGTH, THEY DIDN'T GET SHORTER, SO WE'RE GOING TO CROSS THAT ONE OUT.

CHOICE 2, ONE AMINO ACID IN THE SEQUENCE WOULD CHANGE, OH WE SAW THAT.

ONE IS ARGININE AND THE OTHER IS THREONINE, SO LET'S SKIP THAT ONE.

CHOICE 3, THE AMINO ACID SEQUENCE WOULD REMAIN UNCHANGED.

THAT'S NOT TRUE WE JUST SAW IT CHANGE SO LET'S CROSS THAT ONE OUT.

CHOICE 4, MORE THAN ONE AMINO ACID IN THE SEQUENCE WOULD CHANGE.

NO, WE JUST SAW ONE CHANGE SO LET'S CROSS THAT ONE OUT.

SO THE ANSWER MUST BE ONE AMINO ACID IN THE SEQUENCE WOULD CHANGE.

ALRIGHT LET'S GO ON TO EVOLUTION.

SO PART B-2 REVIEW.

ICE FISH EVOLUTION.

OVER THE LAST 50 MILLION YEARS, ICEFISH EVOLVED MANY ADAPTATIONS THAT CONTRIBUTED TO THEIR SUCCESS IN SURVIVING THE DECREASED WATER TEMPERATURES OF THE OCEAN SURROUNDING ANTARCTICA.

FOR EXAMPLE, THEY HAVE THE ABILITY TO PRODUCE AN ANTIFREEZE PROTEIN THAT PREVENTS THEIR BLOOD FROM FREEZING IN WATER THAT ARE NOW BELOW THE NORMAL FREEZING POINT OF FRESH WATER.

SCIENTISTS HAVE ANALYZED THE ICEFISH DNA AND DOCUMENTED GENETIC CHANGES THAT GAVE RISE TO THE ANTIFREEZE GENE.

THEIR FINDINGS ARE REPRESENTED IN THE DIAGRAM BELOW.

SO YOU HAVE THE DIGESTIVE ENZYME GENE A PROCESS X AND THEN THE ANTIFREEZE PROTEIN GENE.

SO THEY'RE TELLING YOU THE ICEFISH EVOLVED MANY ADAPTATIONS SO THESE THINGS HAPPEN AND THEY DIDN'T HAVE CONTROL OVER IT AND IT GAVE THEM THE ABILITY TO PRODUCE AN ANTIFREEZE PROTEIN.

AND THIS HAS TO DO WITH PROCESS X.

SO IN EVOLUTION, THINK THAT ANYTHING THAT'S GOING TO CAUSE A CHANGE IS MOST LIKELY A MUTATION.

IT IS A DRIVING FORCE BEHIND EVOLUTION.

SO THE QUESTION ACTUALLY ASKS YOU, PROCESS X IS REFERRED TO.

WE JUST SAID IT, IF YOU SEE EVOLUTION, THEN THE ONLY THING THAT'S REALLY GOING TO CHANGE YOUR GENES AND ALLOW YOU TO HAVE NEW ADAPTATIONS IS MUTATION.

WHICH MEANS THAT YOUR MITOSIS, YOUR DIFFERENTIATION AND YOUR MIOSIS ARE ALL WRONG AND YOUR MUTATION IS CORRECT.

GOING AGAIN WE HAVE ICE FISH EVOLUTION.

EXPLAIN HOW THE PROCESS OF NATURAL SELECTION CAN ACCOUNT FOR THE INCREASE IN FREQUENCY OF THE ANTIFREEZE PROTEIN GENE IN THE ICEFISH POPULATION.

AGAIN ONE POINT BECAUSE OF THE BRACKET.

SO NOW WE'RE SEEING EXPLAIN; WE'RE TRYING TO EXPLAIN THE INCREASE IN FREQUENCY, FREQUENCY, THINK OF NUMBERS, JUST INCREASE IN NUMBER.

SO WHAT IS CAUSING THE INCREASE OF THE ANTIFREEZE PROTEIN?

AND IT'S USING NATURAL SELECTION.

SO NATURE IS SELECTING, AND IT WILL SELECT WHOEVER CAN SURVIVE THE BEST.

AND YOU'RE SURVIVING DECREASING WATER TEMPERATURES.

THAT'S WHAT WE'RE LOOKING AT.

THINGS YOU CAN SAY; AN ICEFISH DEVELOPED A RANDOM MUTATION OF THE ANTIFREEZE GENE AT SOME POINT IN THE PAST.

YOU DON'T JUST GET THIS, IT HAPPENS RANDOMLY.

NOW THAT THE WATER TEMPERATURE IS DECREASING, THIS GENE HELPS THE FISH SURVIVE AND REPRODUCE- AND YOU PASS THAT GENE ONTO YOUR OFFSPRING.

SO THAT'S YOUR EVOLUTION PART.

OVER TIME THE FISH WITH THE ANTIFREEZE GENE WILL SURVIVE MORE THAN THE FISH WITHOUT THE GENE.

AND THAT'S YOUR NATURAL SELECTION.

NATURE IS SELECTING THAT LUCKY FISH THAT GOT THAT MUTATION THAT ALLOWED IT TO SURVIVE IN THESE COLD WATERS.

LET'S DO ANOTHER EVOLUTION.

A PART C REVIEW SO THIS IS GOING TO BE A LONGER RESPONSE.

A HAWK HAS A GENETIC TRAIT THAT GIVES IT MUCH BETTER EYESIGHT THAN OTHER HAWKS OF THE SAME SPECIES IN THE SAME AREA.

EXPLAIN HOW THIS COULD LEAD TO EVOLUTIONARY CHANGE WITHIN THIS SPECIES OF HAWK OVER A LONG PERIOD OF TIME.

ALRIGHT SO THIS BIRD NOW HAS BETTER EYESIGHT THAN OTHERS SO IF YOU HAVE BETTER EYESIGHT, YOU MOST LIKELY CAN SEE YOUR PREY BETTER THAN OTHERS AS WELL.

SO IN THIS QUESTION IT'S ASKING YOU FOR BULLETS.

SO AGAIN IF YOU HAVE 4 BULLETS, DRAW A BULLET, WRITE YOUR ANSWER, DRAW A BULLET, WRITE YOUR ANSWER.

IF YOU'RE NOT SURE OF AN ANSWER, DRAW THE BULLET, SKIP SOME SPACES AND THEN COME BACK TO IT.

DON'T EVER LEAVE BLANKS ON THE REGENTS.

SO THE FIRST ONE SAYS, COMPETITION WITHIN THE HAWK POPULATION, ONE POINT.

SECOND BULLET, SURVIVAL OF VARIOUS INDIVIDUALS IN THE POPULATION, ONE POINT.

THIRD BULLET, HOW FREQUENCY OF THE BETTER-EYESIGHT TRAIT WOULD BE EXPECTED TO CHANGE OVER TIME WITHIN THE POPULATION, AGAIN A POINT.

AND THE LAST BULLET, WHAT WOULD MOST LIKELY HAPPEN TO THE HAWKS HAVING THE BETTER-EYESIGHT TRAIT IF THEY ALSO HAD UNUSUALLY WEAK WING MUSCLES.

OH THAT'S A LITTLE TWIST.

ALRIGHT SO LET'S GO THROUGH THESE.

FIRST ONE, COMPETITION WITHIN THE HAWK POPULATION, WELL ONE THING YOU CAN SAY IS SINCE THE HAWKS ARE IN THE SAME POPULATION, A POPULATION IS THE SAME SPECIES IN AN AREA, THEY'RE PROBABLY GOING TO FIGHT OVER THE SAME FOOD.

THEY'RE GOING TO COMPETE OVER THE SAME THINGS.

THEN THEY ASK YOU - SO THAT'S YOUR FIRST BULLET.

SECOND BULLET, SURVIVAL OF VARIOUS INDIVIDUALS IN THE POPULATION, THIS HAS TO DO WITH SOME HAWKS HAVING BETTER EYESIGHT THAN OTHERS.

SO IF SOME HAVE BETTER EYESIGHT THAN OTHERS, THEY PROBABLY CAN GET THEIR FOOD BETTER THAN OTHERS, THEY CAN SEE IT BETTER.

SO SOMETHING YOU CAN SAY IS THE HAWK WITH BETTER EYESIGHT WILL HAVE A BETTER CHANCE OF SURVIVING AND PASSING ON THEIR GENES TO OTHER HAWKS, WELL HAVING THEIR GENES PASSED ON THAN THE HAWKS THAT DON'T HAVE THE BETTER EYESIGHT.

SO IF YOU CAN'T SEE YOUR FOOD YOU CAN'T CATCH YOUR FOOD, IF YOU CAN SEE YOUR FOOD, YOU'RE BETTER OFF TO SURVIVE.

THIRD BULLET, HOW FREQUENCY OF THE BETTER-EYESIGHT TRAIT WOULD BE EXPECTED TO CHANGE OVER TIME WITHIN THE POPULATION, WELL IF YOU CAN SEE BETTER, MOST LIKELY YOU'LL BE ABLE TO SURVIVE BETTER, AND PASS THOSE TRAITS ONTO YOUR CHILDREN.

SO WE'D EXPECT THE FREQUENCY OF THE BETTER EYESIGHT TO INCREASE OVER TIME.

THEN THE 4TH BULLET THEY PUT LIKE A LITTLE TWIST.

WHAT WOULD MOST LIKELY HAPPEN TO THE HAWKS HAVING THE BETTER-EYESIGHT TRAIT IF THEY ALSO HAD UNUSUALLY WEAK WING MUSCLES.

SO YOU CAN SEE YOUR FOOD BUT YOU CAN'T CATCH YOUR FOOD, SO IF YOU CAN'T CATCH YOUR FOOD, THAT BETTER TRAIT IS NO LONGER BETTER.

SO WE CAN SAY, IF THE HAWKS ALSO HAD UNUSUALLY WEAK WING MUSCLES, THEY WOULD MOST LIKELY DECREASE IN NUMBERS OVER TIME.

BECAUSE THEY CAN'T CATCH THEIR FOOD ANYMORE.

NOW WE'RE GOING TO MOVE ON TO PART D. PHYSIO LAB SKILLS AND CONCEPTS.

AND THESE HAVE TO DO WITH THE 4 STATE LABS.

SO THROUGHOUT THE YEAR YOU HAVE USED MANY SCIENCE PRACTICES TO LEARN BIOLOGY SUCH AS, ASKING QUESTIONS, DESIGNING INVESTIGATIONS, MAKING AND USING MODELS.

SO THE PART D IS GOING TO ASSESS YOUR UNDERSTANDING OF SKILLS AND KNOWLEDGE BASED ON THESE PRACTICES.

SO THESE ARE YOUR NGSS, YOUR PRACTICES, YOUR CORE IDEAS, AND YOUR CROSSCUTTING CONCEPTS.

THE 4 STATE LABS.

THE QUESTIONS IN PART D ARE BASED ON THESE FOUR "STATE LABS'' SO LET'S JUST GO OVER THEM QUICKLY.

FIRST WE HAVE YOUR RELATIONSHIPS AND BIODIVERSITY, THAT'S COMPARING THREE PLANTS, THAT'S YOUR X, Y, AND Z, FOR EVOLUTIONARY CONNECTIONS TO YOUR BOTANIS-CURIOUS.

THAT'S WHEN YOU WERE COMPARING LEAVES AND SEEDS AND THEN LOOKING UNDERNEATH THE MICROSCOPE.

MAKING CONNECTIONS WAS THE LAB WITH THE CLOTHESPIN THAT YOU HAD TO SQUEEZE YOUR CLOTHESPIN AND YOU HAD TO SEE IF RESTING EXERCISE INCREASES YOUR CLOTHESPIN SQUEEZING.

YOU HAD YOUR BEAKS OF FINCHES WHERE YOU WERE COMPETING FOR SEEDS WITH DIFFERENT TOOLS FOR NATURAL SELECTION.

SO IF YOU WERE UNLUCKY YOU HAD THE CHOPSTICKS AND YOU HAD TO MOVE THOSE SEEDS OR MAYBE YOU HAD A CLOTHESPIN OR MAYBE YOU HAD A SPOON OR WRENCH AND YOU HAD TO MOVE THOSE SEEDS AND THEN YOU HAD DIFFUSION THROUGH A MEMBRANE WHICH IS THE MOVEMENT OF STARCH AND GLUCOSE, REMEMBER THOSE DIALYSIS TUBES, AND ALSO YOU LOOKED AT RED ONION CELLS IN SALTWATER.

LET'S LOOK AT SOME QUESTIONS DEALING WITH THESE LABS.

SO PART D LAB QUESTIONS.

THE FOUR CELLS REPRESENTED IN THE DIAGRAM WERE EACH INJECTED WITH FRAGMENTS THAT WERE PREPARED FROM DNA SAMPLES USING IDENTICAL TECHNIQUES.

SOON AS YOU SEE A PICTURE LIKE THIS, YOU SHOULD IMMEDIATELY THINK, GEL ELECTROPHORESIS.

SO THIS QUESTION HAS TO DO WITH THE RELATIONSHIPS IN THE BIODIVERSITY LAB.

FIRST QUESTION.

THE ARROW REPRESENTS THE DIRECTION OF THE MOVEMENT OF THE DNA FRAGMENTS.

WHAT IS RESPONSIBLE FOR THE MOVEMENT OF THE DNA IN THIS PROCESS?

SO THIS IS GEL ELECTROPHORESIS, AND YOU'RE LOOKING AT THAT ARROW GOING FROM A NEGATIVE TO A POSITIVE, AND IN GEL ELECTROPHORESIS, THE ELECTRO PART IS DEALING WITH ELECTRICITY.

SO WHAT IS CAUSING THIS MOVE FROM THE NEGATIVE TO THE POSITIVE, IT'S ELECTRICITY.

AND IF YOU REMEMBER THE SMALL PIECES MOVE FASTER SO THEY'RE GOING TO GO TO THE BOTTOM FIRST, THE LARGE PIECES GET STUCK AND THEY'RE GONNA GET STUCK ON THE TOP.

SECOND QUESTION, THE FOUR SAMPLES OF DNA WERE TAKEN FROM FOUR DIFFERENT INDIVIDUALS.

EXPLAIN HOW THIS IS EVIDENT FROM THE RESULTS SHOWN IN THE DIAGRAM.

SO IN THIS DIAGRAM YOU HAVE ALL THESE RECTANGLES AND THEY'RE ALL IN DIFFERENT PLACES SO IF YOU SEE, THIS IS CALLED A BANDING PATTERN.

THE PATTERN IS DIFFERENT, THEY ARE LOCATED IN DIFFERENT PLACES, IT MEANS IT CAME FROM DIFFERENT INDIVIDUALS.

SO SOMETHING YOU CAN SAY IS THE BANDS FOR EACH SAMPLE END UP IN DIFFERENT PLACES IN THE GEL BECAUSE THEY CAME FROM 4 DIFFERENT PEOPLE.

LET'S MOVE ON TO PART D LAB QUESTION.

THIS ONE HAS TO DO WITH MAKING CONNECTIONS.

DURING A LAB EXPERIMENT A STUDENT TOOK HIS RESTING PULSE RATE, COUNTING 23 BEATS IN 20 SECONDS.

THE STUDENT THEN EXERCISED FOR SEVERAL MINUTES.

THE STUDENT'S PULSE WAS TAKEN IMMEDIATELY AFTER THE EXERCISE, AND THEN EVERY MINUTE FOR 6 MINUTES.

THE GRAPH SHOWS CHANGES IN THE PULSE RATE AFTER THE EXERCISE WAS COMPLETED.

OK SO HERE'S YOUR GRAPH FOR EXERCISE FOR 6 MINUTES AND THE QUESTION READS, WHAT WAS THE STUDENT'S RESTING PULSE RATE IN BEATS PER MINUTE?

ONE POINT.

THIS IS A MATH QUESTION.

REMEMBER YOU HAD TO HAVE THAT CALCULATOR SO YOU'RE GOING TO HAVE TO DO SOME MATH.

SO THEY'RE ASKING YOU FOR THE RESTING PULSE RATE.

SO THEY TELL YOU WHAT THE RESTING PULSE RATE IS AND THEY TELL YOU IT'S 23 BEATS IN 20 SECONDS.

SO YOU HAVE TO THINK ABOUT HOW MANY SECONDS ARE IN ONE MINUTE BECAUSE YOU'RE DOING BEATS PER MINUTE.

THERE'S 60 SECONDS TOTAL IN ONE MINUTE.

YOU COUNTED FOR 20.

SO HOW MANY TIMES DOES 20 GO INTO 60.

WELL IT GOES 3 TIMES.

20 TIMES 3 IS 60.

YOU COUNTED FOR 23 BEATS.

SO DO THE SAME THING, 23 TIMES 3.

AND YOU GET YOUR ANSWER WHICH IS 69.

LET'S GO ALONG WITH THE SAME QUESTION.

STATE ONE BIOLOGICAL EXPLANATION FOR HOW THE PULSE RATE INCREASE BENEFITED THE STUDENT AS HE EXERCISED.

SO HOW COME YOUR HEART BEATS SO FAST WHEN YOU'RE EXERCISING.

AND THERE'S A LOT OF ANSWERS TO THIS ONE.

SO ONE THING YOU CAN SAY IS THE CO2, THE CARBON DIOXIDE LEVEL IN THE BLOOD WOULD DECREASE FASTER DUE TO A FASTER PULSE/HEART RATE.

SO AS YOUR HEART IS BEATING FASTER IT'S GETTING RID OF THAT CARBON DIOXIDE, THAT CO2 WHICH IS WHAT YOU DON'T WANT.

YOU DON'T WANT THAT CO2.

ANOTHER THING YOU CAN SAY IS THAT MORE BLOOD IS GOING TO THE LUNGS PER MINUTE FOR GAS EXCHANGE.

SO BY BEATING FASTER YOU'RE GETTING BLOOD TO GO AROUND FASTER WHICH MEANS YOU'RE GETTING MORE GAS EXCHANGE OR YOU COULD SAY MORE BLOOD IS GOING TO THE MUSCLES PER MINUTE, PROVIDING MORE GLUCOSE/OXYGEN FOR ENERGY.

SO THE WHOLE IDEA IS THAT YOU BEAT FASTER TO GET THE BLOOD CIRCULATING FASTER WHICH IS GREAT BECAUSE YOU NEED THAT OXYGEN, YOU NEED THAT GLUCOSE, AND YOU NEED TO GET RID OF THAT CO2.

SO ANY OF THOSE ANSWERS WILL WORK.

LET'S GO TO ANOTHER PART D LAB QUESTIONS.

WHEN YOU SEE THIS PICTURE, THAT MEANS IT'S A BEAKS AND FINCHES LAB.

SO INSECTS CAN GET DISEASES JUST LIKE OTHER ORGANISMS.

A DEADLY BACTERIA INFECTED THE INSECTS ON ONE GALAPAGOS ISLAND.

AMONG THE BIRDS LIVING THERE, THE FINCHES MOST LIKELY TO EXPERIENCE A DRASTIC DECREASE IN POPULATION SIZE WOULD BE...

SO WE'RE GOING TO GO THROUGH THIS WHEEL AND GO THROUGH THE QUESTIONS TO SEE HOW THIS WOULD ACTUALLY WORK.

SO ON THE OUTSIDE OF THE WHEEL YOU HAVE ALL THE VARIOUS TYPES OF BIRDS AND WE'RE GOING TO WORK OUR WAY TO THE INSIDE.

THE NEXT PART IS THE TYPE OF BEAKS THAT THEY HAVE.

SO YOU HAVE BITING TIPS, YOU HAVE EDGE CRUSHING, AND THEN YOU MOVE INTO THE INNER CIRCLE, PROBING AND GRASPING, AND ON THE VERY VERY CENTER OF THE CIRCLE YOU HAVE THE KIND OF FOOD THEY EAT.

SO YOU GOT MAINLY PLANT FOOD, MAINLY ANIMAL FOOD, AND THEN 100% ANIMAL FOOD.

ALRIGHT SO NOW LET'S LOOK AT THE QUESTION.

SO THE QUESTION WANTS TO KNOW A DEADLY BACTERIA INFECTING THE INSECTS.

SO IT'S EATING ANIMAL FOOD.

SO WHATEVER WE LOOK AT IS GOTTA BE SOMETHING THAT'S GOING TO INTERFERE WITH THEIR FOOD.

WARBLER FINCH IS THE FIRST CHOICE.

WARBLER FINCH HAS A PROBING TIP, A PROBING BILL AND EATS 100% ANIMAL FOOD.

WELL IF YOU KILL ALL THE INSECTS, HE MIGHT NOT HAVE ANY FOOD, SO LET'S SKIP THE WARBLER FINCH.

THAT MIGHT BE THE ANSWER.

NEXT ONE WE HAVE, OUR CACTUS FINCH.

ALRIGHT WHERE IS OUR CACTUS FINCH?

THERE HE IS.

SO THE CACTUS FINCH HAD EDGE CRUSHING, PROBING, OH HE EATS PLANT FOOD.

WELL YOU GOT RID OF ALL THE INSECTS BUT PLANTS ARE STILL THERE SO HE SHOULD BE FINE.

SO THE CACTUS FINCH PROBABLY WON'T BE AFFECTED.

LET'S LOOK AT THE LARGE GROUND FINCH.

THERE YOU ARE.

SO THE LARGE GROUND FINCH EDGE CRUSHING, CRUSHING BILL, MAINLY PLANT FOOD.

OH HE'S ANOTHER PLANT FOOD EATER.

SO HE WON'T BE AFFECTED, SO CROSS HIM OUT.

MEDIUM GROUND FINCH.

MEDIUM GROUND FINCH; EDGE CRUSHING, CRUSHING, ANOTHER PLANT FOOD EATER.

SO HE WON'T BE AFFECTED, IT'S OUR POOR LITTLE WARBLER FINCH.

WARBLER FINCHES WILL HAVE NO FOOD.

HE IS GOING TO BE AFFECTED MOST IF YOU GET RID OF ALL THOSE INSECTS.

NOW LET'S MOVE ON TO DIFFUSION THROUGH A MEMBRANE.

IT'S A PART D LAB QUESTION.

A RED ONION CELL HAS UNDERGONE A CHANGE, AS REPRESENTED IN THE DIAGRAM BELOW.

SO IN THIS CASE, THIS CHANGE IS MOST LIKELY DUE TO THE CELL BEING PLACED IN.... YOU DID THIS WITH A MICROSCOPE.

SO HERE'S THE CELL WALLS, THE CELL WALLS ARE NOT GOING TO CHANGE, WHAT DID CHANGE WAS THE CELL MEMBRANE.

SO YOU CAN SEE IT SHRANK, SO THAT MEANS THE WATER WAS SUCKED OUT OF YOUR PLANT CELL.

AND IF YOU REMEMBER YOU ADDED SALT WATER.

IT WAS WHEN YOU ADDED SALT WATER TO SOMETHING IT SUCKS THE WATER OUT.

THAT'S HOW COME WHEN YOU EAT SOMETHING SALTY, YOU FEEL SO DEHYDRATED, YOU FEEL SO THIRSTY.

ALL YOUR WATER HAS BEEN SUCKED OUT OF YOUR CELLS.

SO LET'S SEE WHAT ANSWER ACTUALLY WORKS FOR THIS.

SO CHOICE 1, DISTILLED WATER.

WELL DISTILLED WATER IS JUST LIKE REGULAR WATER.

THAT'S NOT GOING TO MAKE YOU SUCK THE WATER OUT, SO WE'RE GOING TO CROSS THAT ONE OUT.

LIGHT, WELL LIGHT'S NOT GOING TO DO ANYTHING TO THIS CELL, AT LEAST NOT TO THE CELL MEMBRANE, SO CROSS THAT ONE OUT.

OH SALT WATER, PROBABLY THE RIGHT ANSWER.

LET'S JUST MAKE SURE THE FOURTH ONE IS WRONG AS WELL.

4TH ONE SAYS DARKNESS, THAT'S JUST LIKE LIGHT, SO THAT'S NOT GOING TO DO ANYTHING SO YOUR SALTWATER, CHOICE 3 IS YOUR CORRECT ANSWER.

ALRIGHT LAB D ANOTHER DIFFUSION THROUGH THE MEMBRANE.

THE DIAGRAM BELOW REPRESENTS A LAB SETUP.

THIS SHOULD LOOK FAMILIAR.

WE DID THIS.

THE ARTIFICIAL CELL, DIALYSIS TUBE, CONTAINS A STARCH SOLUTION AND THE BEAKER CONTAINS A SOLUTION OF STARCH INDICATOR AND WATER.

THE SETUP IS LEFT UNDISTURBED FOR TWENTY MINUTES.

IDENTIFY ONE MOLECULE, PRESENT IN THIS SETUP, THAT WILL BE ABLE TO PASS THROUGH THE DIALYSIS TUBING.

ONE POINT.

ALRIGHT, ABLE TO PASS THROUGH THE DIALYSIS TUBING, STARCH INDICATOR, STARCH INDICATOR IS IODINE, AND WATER.

EVERYTHING CAN DIFFUSE EXCEPT STARCH.

SO THEY GAVE YOU THE STARCH SOLUTION.

YOUR ANSWER SHOULD BE EVERYTHING BUT STARCH.

SO YOU CAN SAY WATER, YOU CAN SAY STARCH INDICATOR SOLUTION, YOU CAN SAY IODINE, IF YOU REMEMBER IT'S IODINE.

ALL OF THEM DIFFUSE BUT NOT STARCH.

STARCH IS TOO BIG.

SECOND PART TO THIS QUESTION.

DESCRIBE ONE OBSERVATION THAT COULD BE MADE THAT WOULD CONFIRM THE MOLECULE YOU IDENTIFIED IN THE PREVIOUS QUESTION HAD PASSED THROUGH THE MEMBRANE.

ALRIGHT, AN OBSERVATION, SO WHAT ARE YOU SEEING THAT PROVES YOU ARE CORRECT.

WELL IT PASSES THROUGH THE MEMBRANE, EVEN IF YOU SAID STARCH IN THE LAST PART, WHICH MEANS YOU GOT THAT PART WRONG, YOU COULD STILL GET THIS PART RIGHT, SO THINGS YOU COULD SAY.

YOU COULD SAY IF THE COLOR OF THE LIQUID IN THE CELL TURNS BLUE-BLACK, SO IF YOU REMEMBER WHEN IODINE TOUCHES STARCH IT TURNS A DIFFERENT COLOR.

IF YOU CAN'T REMEMBER WHAT THE COLOR IS, WHO CARES.

YOU CAN JUST SAY THAT IT TURNS COLORS.

AND THAT IT INDICATED THAT IT PASSED THROUGH THE CELL.

LET'S SAY WATER MOVED.

IF WATER MOVED IN, YOU CAN SAY IF THE CELL WEIGHS MORE THAT MEANS WATER MOVED IN.

IF THE CELL WEIGHS LESS, YOU COULD SAY THE WATER MOVED OUT.

OR YOU COULD JUST PHYSICALLY LOOK AT IT.

IF THE CELL EXPANDS, SO IT'S FATTER, IT MEANS WATER MOVED IN.

IF THE CELL WOULD SHRINK, THAT MEANS THE WATER MOVED OUT.

SO OBSERVATIONS YOU SAW.

AND IF YOU DID SAY STARCH DIFFUSED, YOU COULD SAY, IF THE STARCH HAD PASSED THROUGH, WHICH IT WON'T BUT IF YOU SAID IT DID, THE WATER IN THE BEAKER WOULD HAVE CHANGED COLORS.

TECHNICALLY IT WOULD TURN BLUE-BLACK.

OR YOU COULD JUST SAY IT CHANGED COLORS.

SO THAT IS THE LAST OF OUR QUESTIONS FOR REGENTS REVIEW, I WISH YOU ALL LUCK ON YOUR REGENTS AND MAKE SURE YOU EAT A GOOD BREAKFAST.

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