Name:________________________________________________________ Multiple choice: 3 points each. Short answer: 5 points each.

Answer questions 1-5 using this food web diagram.

Section:____________

1. Humans are NOT: a. producers. b. consumers. c. predators. d. decomposers. 2. Where does corn get its energy? a. It produces energy from nothing. b. It turns sunlight into energy. c. It captures energy from sunlight. d. There is no energy in corn.

3. The amount of energy that foxes get from squirrels is LESS than the amount of energy that squirrels get from acorns and apples because: a. squirrels are small and not very nutritious. b. foxes get most of their energy from chickens. c. squirrels are also eaten by hawks. d. squirrels use some energy to live.

4. If humans wanted to eliminate the corn beetle by spraying pesticides on the corn, a. only people who ate corn would consume some pesticides. b. people who ate corn, cows, or chickens would consume some pesticides. c. the corn beetle would go extinct. d. all the humans would die, because pesticides in any amount are deadly. 5. Predict two effects that might occur if the population of humans increased and explain why.

The National Heart, Lung, and Blood Institute (NHLBI) conducted a study to determine whether women would benefit from taking a hormone supplement of estrogen and progestin (E+P). Both estrogen and progestin are found naturally in the human body. Participants took either an E+P supplement or a placebo. Use the graph to answer questions 6-10.

Disease in 10,000 Women on Estrogen Plus Progestin (E+P) supplement vs. Placebo
Deaths Endometrial Cancer Hip Fractures Colorectal Cancer Blood Clots Breast Cancer Strokes Heart Attacks
0 10 20 30 40 50 60

Cases per year

Placebo

E+P

6. According to this graph, what is the effect of E+P supplements on diabetes? a. E+P increases the risk of diabetes. b. E+P does not affect the risk of diabetes. c. E+P cures diabetes. d. The graph does not have this information.

7. Which conclusion is best supported by this graph? a. Compared to placebo, E+P supplements decrease the risk of disease. b. Estrogen and progestin are dangerous and potentially deadly. c. Compared to placebo, E+P increases risk of some diseases and decreases risk of others. d. E+P supplements can be used to cure colorectal cancer and heal hip fractures. 8. Since estrogen and progestin are natural parts of the human body, a. we should find ways to eliminate them. b. the amount or level might be important. c. they must be good for you. d. it doesnt matter how much you have.

9. The heart, lungs, and blood are components of the ____________ system. a. immune b. digestive-excretory c. endocrine d. circulatory-respiratory

10. What is a placebo, and why did the researchers give it to some participants?

Use this system diagram to answer questions 11-15.

Water (H2O) Carbon dioxide (CO2) Sunlight

stomata, chloroplasts [PROCESS] Waste: Oxygen (O2)

11. What is the name of this system, as well as the name of the process? a. Digestion b. Photosynthesis c. Evolution d. Life

Sugar (carbohydrates)
12. The organism that performs this process is a a. producer b. consumer c. decomposer d. all living things perform this process. c. growth would increase. d. all of the above. c. No, because all mutations are harmful. d. No, chloroplasts prevent reproduction.

13. If an organism had a mutation that caused it to grow more stomata and more chloroplasts, a. CO2 coming in would increase. b. oxygen going out would increase.

14. Do you think this mutation would help the organism survive and reproduce? a. Yes, because it would produce more oxygen. b.Yes, because it would increase growth.

15. How might your life change if this system suddenly stopped working all over the planet?

For the final section of this test, choose ONE of the following options. 49 points. Linguistic intelligence (word-smart): Define the following terms and use each in a sentence. (1) System (2) Feedback (3) Organism (4) Tissue (5) Evidence (6) Intestine (7) Molecule Mathematical intelligence (logic-smart): Complete an experimental design for this setup. The template is written on the board.

Naturalist intelligence (classification-smart): You know the Levels of Life, from cell to organism. Make a chart for either Levels of Language or Levels of Geography, including six levels of organization. Give the name of each level and an example (if possible). Visual intelligence (picture-smart): Genetics is an extremely important topic for life in the 21st century. What does a gene look like, and where can you find them? Draw and label a picture. Interpersonal intelligence (people-smart): We have studied many biological systems. Society is made up of systems, too. Make a system diagram to represent a social system that you are a part of. You must also explain, using systems language, one way that this system can change. Intrapersonal intelligence (self-smart): Scientific debates are based on evidence. Write a paragraph about a decision you have made using evidence. What sources did you use? How did you know they were reliable? Did you get conflicting information? How did you decide? Musical and/or Kinesthetic intelligence (music-smart/body-smart): See Mr. Leibovic. Extra credit (5 points, FOR 808 ONLY): You watched a video about Japans earthquake. Mark the portion of this map where a similar earthquake COULD occur in the United States.