Name of Teacher/Teacher Team: Ormond/Kapolka

Content Area: Biology

Grade Level: 10
Academic Year: 2015-2016
Type of SLO: Class-level
Course-level
Targeted
Tiered
Student Population:
Kapolka: 63 students are enrolled in my Biology sections. 8 of my students have Individualized
Education Plans (IEPs), with accommodations ranging from completing assessments in alternate locations
with extended time, to shortened assessments completed with aids. Several students require frequent
check-ins to ensure that they remain on task, and modifications may be made to lessons to chunk
information for students who exhibit difficulties retaining content knowledge. Student with IEPs have
been selected for accommodation due to diagnosed learning disabilities and the recommendations of
learning specialists.
Ormond: There are 75 students enrolled in my Biology classes. I have 8 students with Individualized
Education Plans (IEPs). Accommodations include taking assessments in alternate locations, extended time
on assessments, use of 1 notecard, retake upon failing at student request, and reading test to them at
student request.
These students were selected because they comprise all students taking Biology and we want to meet the
needs of ALL of our learners.
Learning Standards:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines
the structure of proteins which carry out the essential functions of life through systems of
specialized cells.
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in
producing and maintaining complex organisms.
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored
chemical energy.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the
bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are
formed resulting in a net transfer of energy.
HS-LS2-1. Use mathematical and/or computational representations to support explanations of
factors that affect carrying capacity of ecosystems at different scales
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence
about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and
flow of energy in aerobic and anaerobic conditions.

HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of
energy among organisms in an ecosystem.
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the
cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems
maintain relatively consistent numbers and types of organisms in stable conditions, but changing
conditions may result in a new ecosystem.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on
the environment and biodiversity.
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species chances
to survive and reproduce.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding
the instructions for characteristic traits passed from parents to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may
result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during
replication, and/or (3) mutations caused by environmental factors
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of
expressed traits in a population
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may
result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during
replication, and/or (3) mutations caused by environmental factors.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are
supported by multiple lines of empirical evidence.
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily
results from four factors: (1) the potential for a species to increase in number, (2) the heritable
genetic variation of individuals in a species due to mutation and sexual reproduction, (3)
competition for limited resources, and (4) the proliferation of those organisms that are better able
to survive and reproduce in the environment .
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with
an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to
adaptation of populations.
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may
result in: (1) increases in the number of individuals of some species, (2) the emergence of new
species over time, and (3) the extinction of other species.
Big Ideas: There are five big ideas in studying biology, the study of life. The NGSS standards we use to
base our curriculum on describe the big ideas as follows:
Big Idea 1: Structure and Function. High school students are able to investigate explanations for the
structure and function of cells as the basic units of life, the hierarchical systems of organisms, and the role
of specialized cells for maintenance and growth. Students demonstrate understanding of how systems of
cells function together to support the life processes. With a solid foundation of this understanding,
students should be able to answer the question: How do the structure of organisms enable lifes
functions?
Big Idea 2: Inheritance and Variation of Traits. High school students demonstrate understanding of the
relationship of DNA and chromosomes in the processes of cellular division that pass traits from one
generation to the next. Students can determine why individuals of the same species vary in how they look,
function, and behave. Students can develop conceptual models for the role of DNA in the unity of life on
Earth and use statistical models to explain the importance of variation within populations for the survival

and evolution of species. Ethical issues related to genetic modification of organisms and the nature of
science can be described. Students can explain the mechanisms of genetic inheritance and describe the
environmental and genetic causes of gene mutation and the alteration of gene expression. Students should
be able to answer the question: How are the characteristics from one generation related to the previous
generation?
Big Idea 3: Matter and Energy in Ecosystems. High school students can construct explanations for the
role of energy in the cycling of matter in organisms and ecosystems. They can apply mathematical
concepts to develop evidence to support explanations of the interactions of photosynthesis and cellular
respiration and develop models to communicate these explanations. They can relate the nature of science
to how explanations may change in light of new evidence and the implications for our understanding of
the tentative nature of science. Students understand organisms interactions with each other and their
physical environment, how organisms obtain resources, change the environment, and how these changes
affect both organisms and ecosystems. This helps students answer the questions: How do organisms
obtain and use energy they need to live and grow? How do matter and energy move through ecosystems?
Big Idea 4: Interdependent Relationships in Ecosystems. This topic builds on the other topics as high
school students demonstrate an ability to investigate the role of biodiversity in ecosystems and the role of
animal behavior on survival of individuals and species. Students have increased understanding of
interactions among organisms and how those interactions influence the dynamics of ecosystems. Students
can generate mathematical comparisons, conduct investigations, use models, and apply scientific
reasoning to link evidence to explanations about interactions and changes within ecosystems. Students
should be able to answer the question: How do organisms interact with the living and non-living
environment to obtain matter and energy?
Big Idea 5: Natural Selection and Evolution. High school students can investigate patterns to find the
relationship between the environment and natural selection. Students demonstrate understanding of the
factors causing natural selection and the process of evolution of species over time. They demonstrate
understanding of how multiple lines of evidence contribute to the strength of scientific theories of natural
selection and evolution. Students can demonstrate an understanding of the processes that change the
distribution of traits in a population over time and describe extensive scientific evidence ranging from the
fossil record to genetic relationships among species that support the theory of biological evolution.
Students can use models, apply statistics, analyze data, and produce scientific communications about
evolution. These concepts help students answer the question: How can there be so many similarities
among organisms yet so many different plants, animals, and microorganisms? How does biodiversity
affect humans?
Baseline Data: We used Quarter 2 pre-test assessment to drive our instruction for Quarter 2. It is assumed
that students have some prior exposure to the concepts being covered in quarter 2. The pre-test
assessment data indicated areas of weakness that we needed to focus on, as follows:
Ormond: Average scores among my four Biology classes did not exceed 43% for questions that addressed
standards HS-LS1-5, HS-LS1-7, HS-LS2-3, and HS-LS2-5. These standards outline learning goals
regarding the movement of matter and energy through photosynthesis and cellular respiration.
Kapolka: Average scores among my four Biology classes did not exceed 40% for questions that addressed
HS-LS1-5, HS-LS1-7, HS-LS2-3, or HS-LS2-5. These standards outline learning goals regarding the
movement of matter and energy through photosynthesis and cellular respiration.
One question which exceeded 70% correct on the Quarter 2 pre-test was question 5, concerning the
organelle which is responsible for photosynthesis. Considering that organelles were a topic covered in the

previous quarter, it is not surprising that students performed better on this question than others and is a
positive indication of the retention of knowledge across units.
Assessment: Interim and final assessments given at the end of each quarter/semester in comparison to the
accompanying pre-test data. A copy of these assessments are provided as attachments to this document.
See Addendum A-C.
We are currently in the process of transitioning standardized assessments as required by the State of
Michigan. Previously, the PLAN and ACT tests served as metrics of student growth in science, but with
the change to administering the M-STEP Science test solely to juniors we lack appropriate data for this
year.
All assessments given throughout the course of study have an answer key that will be used to score
student performance. All assessments and answer keys will be uploaded to the designated Google drive
folder and are correlated to standards and benchmarks in Schoolnet as per school policy.
On a daily basis, we also assess our students mastery of learning targets through constructive response
exit tickets.
Students progress will be monitored throughout each quarter by analyzing performance results of the
individual unit tests. We will identify areas of difficulty from the unit material, re-teach those concepts at
the end of each unit in addition to school-wide reteach week, and re-assess on the material students were
expressing difficulty with. Progress for overall quarter material will be analyzed based on pre and post
test results.
Growth Targets: 80% of all students with an attendance rate of at least 75% will demonstrate an
improvement of at least 25% and pass the assessments with at least 60%.Students not meeting the 75%
attendance rate are less likely to meet our growth targets. Individual differentiated growth targets are set
relative to baseline performance data. Baseline performance data has been provided in the Google Drive
folder by hour:
https://drive.google.com/drive/folders/0B98-NhGZvp1-YU5zWDQ0MWtIdEE
Ormond: Average scores from the pre-test were as follows: 1st Hour- 43%, 3rd hour-40%, 5th hour- 29%,
and 6th hour- 25%. An improvement rate of 25% will meet our assessment goals of 60% achievement
with 1st and 3rd hours. This preliminary data does not take into account students who have attendance
rates less than 75%. However, leaving the data as is, more rigorous growth standards need to be in place
for 5th and 6th hours. A growth target of 31% improvement is set for 5th hour and 35% improvement is
set for 6th hour.
Kapolka: Average pre-test scores for my Biology hours were: 27% in 1st hour; 36% in 3rd hour; 15% in
6th hour; 25% in 7th hour. Improvement goals are an increase of 33% for 1st hour, 24% for 3rd hour, 45%
for 6th hour, and 35% for 7th hour.

Rationale:Students who are present are more likely to retain and learn, thus the reason we set a 75%
attendance rate. The Independent Contractor Agreement (ICA) of University Preparatory Academy also
sets an expectation for average student attendance (85% of students at 90% attendance) that we find
appropriate to include with our grading metric. We set proficiency at 60% because it is a common

standard of passing across educational institutions, We set a passing rate of 80% of students because we
have to account for variation and outliers.
University Prep Academy has identified three work plan goals to address the needs of our students
indicated in the School Improvement Plan. Work Plan goal #1 states We will utilize the workshop model,
with an explicit focus on writing in all content areas and grade levels, for our lessons in order to meet the
demands of the common core standards and engage our students in meaningful work. To support Goal
#1, the Biology department will conduct monthly lab reports that address our writing standards. Unit
assessments contain constructive response questions.
Preliminary assessments of students knowledge of biology prior to instruction have demonstrated large
opportunities for growth in all Big Idea topics so far encountered. For instance, students struggled
initially to explain orally or in writing how matter and energy are changed by photosynthesis and cellular
respiration, two processes that are critical to understanding how matter and energy move through
ecosystems and are used by living organisms (Big Idea 3). Performance on preliminary assessments
likewise reflected poor understanding of these concepts. Average student performance on Quarter 2
preliminary assessment was below 45% across all hours.

How do the targets connect with the school improvement plan?

SLO Approval Committee:
Camille Hibbler, Interim Principal
Jason White, Assistant Principal
Wendie Lewis, Instructional Coach

Addendum A: Q2 Pre/Post Test Sample Questions

Photosynthesis/Cellular respiration Questions:

1. Which formula below correctly identifies the inputs and outputs of photosynthesis?
a. C6H12O6 + H2O + O2 ---------> Light + CO2
b. CO2 + Light ------------> C6H12O6 + H2O + O2
c. CO2 + Light + H2O ------------> C6H12O6 + O2
d. C6H12O6 + O2 -------------> CO2 + Light + H2O
2. Which pigment absorbs the most amount of light?
a. Chlorophyll (green)
b. Xanthophyll (yellow)
c. Carotene (orange)
d. Anthocyanin (red)
3. Which of these is not required for photosynthesis to occur?
a. carbon dioxide
b. water
c. glucose
d. light energy
4. Which of the following statements is true?
a. All organisms are capable of photosynthesis.
b. Light is turned into matter during photosynthesis.
c. Non-green plants are incapable of conducting
photosynthesis.
d. Pigments are required to capture light energy for
photosynthesis.
5. In what organelle does photosynthesis occur?
a. mitochondria
b. chloroplasts
c. nucleus
d. ribosomes
6. Where does most of the physical mass of a tree come from?
a. minerals in soil
b. sunlight
c. mass in the seed
d. carbon dioxide in air

7. What determines whether our cells perform aerobic or anaerobic respiration?

a. carbon dioxide is available
b. oxygen is available
c. water is available
d. nitrogen is available
8. Which step in aerobic respiration comes first?
a. Krebs cycle
b. dark reactions
c. electron transport chain
d. glycolysis
9. Which step in aerobic respiration produces the most energy?
a. light reactions
b. Krebs cycle
c. electron transport chain
d. glycolysis
10. What will a plant growing in the dark emit into the air around it?
a. oxygen
b. carbon dioxide
c. glucose
d. light energy
11. In what kind of light will a green plant grow best?
a. green
b. red
c. blue
d. white
12. In what molecule is energy available to cells at the end of cellular respiration?
a. ATP
b. glucose
c. water
d. carbon dioxide

13. Green plants are green because green light is ______________ by the plants.
a. absorbed
b. reflected
c. transmitted
d. created

14. What cell organelle is responsible for aerobic cellular respiration?

a. chloroplast
b. mitochondria
c. nucleus
d. cell membrane
15. Through photosynthesis, light energy becomes:
a. atoms in glucose
b. oxygen
c. water
d. chemical energy

Addendum B: Quarter 1 Interim Assessment

1. Why is the Cell Theory considered a theory?
a. It is a guess, without evidence
b. It is an explanation supported by abundant evidence
c. It is a rule of the universe
d. It is a tentative explanation preceding an experiment
2. The smooth endoplasmic reticulum produces which macromolecule?
a. Carbohydrates
b. Lipids
c. Proteins
d. Nucleic Acids
3. Individual units of macromolecules are known as monomers. What do many of these
monomers bound together form?
a. dimer
b. millimer
c. polymer
d. manymer
4. If you consume foods abundant in fatty acids, what kind of macromolecule will your body
assemble from those monomers?
a. lipids
b. carbohydrates
c. proteins
d. nucleic acids
5. Which of the following is a type of protein?
a. enzyme
b. starch
c. triglyceride
d. phospholipid
6. Which of the following is a lipid?
a. sugar
b. DNA
c. fat
d. water

7. When you eat foods with complex carbohydrates, the large carbs are broken down into smaller
molecules. What are these molecules?
a. monosaccharides
b. amino acids
c. nucleic acids
d. fatty acids
8. What are the three most common elements found in carbohydrates?
a. carbon, nitrogen, oxygen
b. calcium, carbon, hydrogen
c. carbon, hydrogen, oxygen
d. hydrogen, nitrogen, oxygen
9. What is the function of nucleic acids like DNA?
a. speed up chemical reactions
b. form cell membrane
c. provide easily accessible energy
d. store genetic information
10. Which of the following is a difference between carbohydrates and lipids?
a. lipids have nitrogen, carbohydrates do not
b. carbohydrates can be a source of energy
c. lipids do not mix with water, carbohydrates do
d. large lipids are made of monomers
11. What cell organelle is found in plant cells, and not animal cells?
a. mitochondria
b. ribosomes
c. nucleus
d. cell wall
12. What cell organelle differentiates eukaryotic organisms from prokaryotic organisms?
a. nucleus
b. cell membrane
c. ribosomes
d. flagellum

13. What do mitochondria do in a cell?

a. create new proteins
b. store cell resources and waste
c. package cell products to be exported
d. transfer energy from glucose into ATP
14. If an herbicide were to be applied to a plant that prevented its chloroplasts from functioning
properly, what process would be prevented from occurring in the plant?
a. photosynthesis
b. diffusion
c. osmosis
d. protein synthesis
15. Which of the following is found within a nucleus?
a. mitochondria
b. vacuoles
c. DNA
d. lysosomes
16. A team of scientists has reported the discovery of a new species! Its cells have a cell wall,
ribosomes, flagellum, and no nucleus. What kind of life is this species?
a. bacteria
b. fungi
c. plant
d. animal
17. Which of these types of molecules is most abundant in cell membranes? (Note: all of these
can be part of the cell membrane)
a. carbohydrate
b. lipid
c. protein
d. cholesterol
18. Which of the following type of cell has a cell membrane?
a. bacteria
b. plant
c. animal
d. all of the above

19. Which of the following best describes how semi-permeable cell membranes allow materials
into a cell?
a. allows all molecules to pass through
b. allows some molecules in and out, but not all
c. allows no molecules through
d. allows some molecules in, nothing out
20. If you want to build up muscle (which requires lots of protein), what molecular monomer
should you make sure you have in your diet that would be used to directly build muscle mass?
a. amino acids
b. monosaccharides
c. fatty acids
d. triglycerides
21. Cells can be specialized for specific functions on our bodies. What kind of organelle would
be present in abundance in muscle cells that are specialized to produce high amounts of protein?
a. nucleus
b. ribosomes
c. lysosomes
d. vacuoles
22. If a bacterial toxin were to attack the structure of DNA located in a cell, which of the
following organelles of this cell would be affected?
a. mitochondria
b. nucleus
c. chloroplasts
d. all of the above
23. If you were to eat a giant salty fast food meal (your cells would be surrounded by a salty
environment), which of the following would happen?
a. water would enter your cells by osmosis
b. water would leave your cells by osmosis
c. water would enter your cells by diffusion
d. water would leave your cells by active transport
24. By what process does oxygen passively move from your bloodstream into the cells of your
body?
a. osmosis
b. diffusion

c. cellular respiration
d. photosynthesis
25. Which of the following processes require energy?
a. Diffusion
b. Osmosis
c. Facilitated Diffusion
d. Active transport
26. Which of the following organelle functions is correct?
a. mitochondria : protein synthesis
b. Golgi apparatus : transportation out of cell
c. nucleus : photosynthesis
d. rough ER : holds genetic information (DNA)
27. Which of the following organelles would you not find in an animal cell?
a. mitochondria
b. nucleus
c. cell membrane
d. cell wall
28. Which of the following is an example of a prokaryote?
a. bacterium
b. plant
c. animal
d. fungus
29. How can solutes be moved by a cell from an area of low concentration to an area of high
concentration of those solutes?
a. osmosis
b. diffusion
c. active transport
d. all of the above
30. Which of the following statements is correct about diffusion?
a. It requires the use of energy by the cell.
b. It is an active process in which molecules move from a region of lower concentration
to one
of higher concentration.
c. It is a passive process in which molecules move from a region of higher concentration
to a
region of lower concentration.

d. None of the above is correct.

Addendum C: Semester 1 Final Exam

1. Why is the Cell Theory considered a theory?
a. It is a guess, without evidence
b. It is an explanation supported by abundant evidence
c. It is a rule of the universe
d. It is a tentative explanation preceding an experiment
2. The ribosomes produce which macromolecule?
a. Carbohydrates
b. Lipids
c. Proteins
d. Nucleic Acids
3. What do many monomers bound together form?
a. dimer
b. millimer
c. polymer
d. manymer
4. If you consume foods with a lot of monosaccharides (sugars), what kind of macromolecule
will your body directly assemble from those monomers?
a. lipids
b. carbohydrates
c. proteins
d. nucleic acids
5. Which of the following is a type of lipid?
a. starch
b. protein
c. sugar
d. fat
6. Which of the following is a nucleic acid?
a. sugar
b. DNA
c. fat
d. water
7. When you eat foods high in protein content, the proteins are broken down into smaller
molecules. What are these molecules?

a. monosaccharides
b. amino acids
c. nucleic acids
d. fatty acids
8. What are the three most common elements found in carbohydrates?
a. carbon, nitrogen, oxygen
b. calcium, carbon, hydrogen
c. carbon, hydrogen, oxygen
d. hydrogen, nitrogen, oxygen
9. What is the function of nucleic acids like DNA?
a. speed up chemical reactions
b. form cell membrane
c. provide easily accessible energy
d. store genetic information
10. What cell organelle is found in plant cells, and not animal cells?
a. mitochondria
b. ribosomes
c. nucleus
d. chloroplast
11. What cell organelle is found in eukaryotic organisms and notprokaryotic organisms?
a. nucleus
b. cell membrane
c. cytoplasm
d. cell wall
12. What do mitochondria do in a cell?
a. create new proteins
b. store cell resources and waste
c. package cell products to be exported
d. transfer energy from glucose into ATP
13. If chloroplasts werent present in a plant cell, what process would not occur in the plant?
a. photosynthesis
b. diffusion
c. osmosis
d. protein synthesis

14. Which of the following is found within a nucleus?

a. mitochondria
b. vacuoles
c. DNA
d. lysosomes
15. A team of scientists has reported the discovery of a new species! Its cells have a cell wall,
ribosomes, chloroplasts, and a nucleus. What kind of life is this species?
a. bacteria
b. fungi
c. plant
d. animal
16. Which of the following type of cell has a cell membrane?
a. bacteria
b. plant
c. animal
d. all of the
17. What kind of organelle is present in plant cells that stores a large amount of water?
a. nucleus
b. ribosome
c. lysosome
d. vacuole
18. By what process do molecules passively move from one location to another?
a. active transport
b. diffusion
c. cellular respiration
d. photosynthesis

19. Which of the following processes requires energy?

a. diffusion
b. osmosis
c. passive transport
d. active transport
20. Which of the following organelles would you not find in an animal cell?
a. mitochondria
b. nucleus

c. cell membrane
d. cell wall
21. Which of the following is an example of a prokaryote?
a. bacterium
b. plant
c. animal
d. fungus
22. What is the process of water moving from an area of high concentration to an area of lower
concentration?
a. osmosis
b. diffusion
c. active transport
d. all of the above
23. Which formula below correctly identifies the inputs and outputs of photosynthesis?
a. C6H12O6 + H2O + O2 ---------> Light + CO2
b.CO2 + Light ------------> C6H12O6 + H2O + O2
c. CO2 + Light + H2O ------------> C6H12O6 + O2
d. C6H12O6 + O2 -------------> CO2 + Light + H2O
24. Which pigment is most common in plants?
a. Chlorophyll (green)
b. Xanthophyll (yellow)
c. Carotene (orange)
d. Anthocyanin (red)
25. Which of these is not a reactant of (needed for) photosynthesis?
a. carbon dioxide
b. water
c. glucose
d. light energy

26. What organelle is responsible for photosynthesis?

a. mitochondria
b. chloroplasts
c. nucleus
d. ribosomes

27. Where does most of the physical mass of a tree come from as a result of photosynthesis?
a. minerals in soil
b. decomposers in soil
c. mass in a tree seed
d. carbon dioxide in air
28. If we have oxygen in our cells, what process can they complete?
a. aerobic respiration
b. lactic acid fermentation
c. alcoholic fermentation
d. photosynthesis
29. Which step in aerobic respiration comes last?
a. Krebs cycle
b. light reactions
c. electron transport chain
d. glycolysis
30. Which step in aerobic respiration produces the most energy?
a. light reactions
b/ Krebs cycle
c. electron transport chain
d. glycolysis

31. What kind of light is worst for a green plant to grow in?
a. green
b. red
c. blue
d. white
32. What molecule is released as a waste product of cellular respiration?
a. NADPH
b. glucose
c. oxygen
d. carbon dioxide
33. Green plants are green because green light is ______________ by the plants.
a. absorbed

b. reflected
c. transmitted
d. created
34. What cell organelle is responsible for aerobic cellular respiration?
a. chloroplast
b. mitochondria
c. nucleus
d. cell membrane
35. Through photosynthesis, light energy becomes:
a. atoms in glucose
b. oxygen
c. water
d. chemical energy
36. Glycolysis is the process of breaking down glucose into two pyruvate molecules. Cells can
further breakdown pyruvate, even without oxygen, in a process called:
a. Electron transport
b. Aerobic respiration
c. Fermentation
d. Pyruvatase

37. Which of the following is not a product of anaerobic cellular respiration?

a. Glucose
b. Lactic acid
c. Ethanol
d. ATP
38. Which formula below correctly identifies the inputs and outputs of aerobic cellular
respiration?
a. C6H12O6 + H2O + O2 ---------> CO2 + ATP
b.CO2 + ATP ------------> C6H12O6 + H2O + O2
c. CO2 + H2O + ATP ------------> C6H12O6 + O2
d. C6H12O6 + O2 -------------> CO2 + H2O + ATP
39. Which of the following is required for the light reactions to occur in photosynthesis?
a. sunlight
b. water.

c. Carbon dioxide
d. Both (a) and (b)
40. Which of the following occurs during photosynthesis?
a. CO2 is used to produce water.
b. CO2 is absorbed by mitochondria.
c. CO2 and H2O are converted into carbohydrates.
d. CO2 and H2O are converted into pyruvate.