General Science

• - the basic unit of life.
• - human body over 75 trillion cells.

• - one of the type of cells.
• - has no membrane-bound structures inside the cell.
• - Ex: bacteria

• - one of two types of cell.
• - has internal membrane-bound structure inside the cell.
• - Ex: protists, fungi, plans, and animals.

including an outer membrane, organelles, and a large amount of mass called cytoplasm.

• - is the dictator of the cell
• - it determines what goes into or out of the cell.

- a gelatin-like material that fills the cell.

• - specialized parts that move around the cell and perform functions that are necessary of life.
• - Ex: cell nucleus, vacuoles, and mitochondria

• - membrane that contains the cell's hereditary information and controls the cell's growth and reproduction.
• - the most prominent organelle in the cell.
• - contain chromosomes that are made up of DNA.

• - the storage containers of the cell.
• - may store waste until it is eliminated or food unit it is needed.

- energy for the cell is produced by mitochondria through a process called respiration.

plant cells have cell walls and chloroplasts, and animal cells do not.

• - only in plant.
• - gice the cell a firmer shape and support.

• - organelles in plant cell.
• - these contain chlorophyll, which uses the process of photosynthesis to make food for the plant cells.

•                     Light
• Carbon Dioxide + Water => Glucose + Oxygen
•                  Chlorophyll

• - determines how one looks and how one functions.
• - DNA molecule consists of two long strands that form a double helix.
• - DNA has a sugar component, a phosphate component, and four different bases - adenine (A), thymine (T), cytosine (C), and guanine (G).

Thymine

Guanine

• - the instruction for the appearance and function of the new organism are contained in units called genes
• - which are parts of DNA.

• - one of two reasons for the cell division.
• - when cells are repacing themselves beucase they are old or worn-out.

Chart

• - for cell division
• - nucleus divides once
• - number of cells formed = 2
• - chromosomes in each new cell = 46

• - one of two reasons for cell division.
• - takes place with sex cell formation.
• - cells with only 23 chromosomes are formed so that when an egg and a sperm join up, they have the full set of 46 chromosomes.

Chart

• - for sex cell formation
• - nucleus divides twice
• - number of cells formed = 4
• - chromosomes in each new cell =23

• - a piece of hereditary material surrounded by a protein coating.
• - do not have a nucleus or other organelles.
• - need host in order to reproduce and function.
• - cannot generate or store energy, but take their energy from the host.
• - all viruses contain nucleic acid, either DNA or RNA (but not both), and a protein coat.

Taxonomy

• - kingdom
• - phylum/division
• - class
• - order
• - family
• - genus
• - species

• - monera
• - protista
• - fungi
• - plantae
• - animalia

• - (five kingdoms)
• - one-celled or a colony of cells, decomposes and parasites, move in water, and both producers and consumers.
• - Ex: bacteria, blue green algae

• - (five kingdoms)
• - one celled or multicelled, absorb food , move with flagella, both asexual and sexual reproduction, producers and consumers.
• - Ex: plankton, algae, amoeba, protozoans

• - (five kingdom)
• - one-celled and multicelled, decomposes, parasites, absorb food, asexual, reproduction and budding, consumers.
• - Ex: mushrooms, molds, mildew, yeast, fungi

• - (five kingdom)
• - multicelled, photosynthesis, mostly producers
• - Ex: angiosperms, gymnosperms, mosses, ferns

• - (five kingdom)
• - multicelled, parasites, prey, both asexual and sexual reproduction, consumers.
• - Ex: sponges, worms, insects, starfish, mammals, fish, amphibians, reptiles, birds, gorilla, humans.

• - kingdom -> animalia
• - phylum/division -> chordates
• - class -> mammals
• - order -> primates
• - family -> hominidae
• - genus -> homo
• - species -> sapiens
• - Scientific Names -> Homo sapiens

• - use an outside energy source, such as sunlight, to produce energy.
• - most producers have chlorophyll (plant, but not all)

- cannot make their own energy; to live, they need to eat other organisms

- scientific study of plants.

- plants transport water from the roots to the stems and to the leaves by means of tubelike structures.

- plants absorb water only through their surfaces.

- seeds store food for the growing plant; the part of the seed that stores the food.

- seeds have one cotyledon.

- seeds have two and more cotyledon.

• - plants go through their entire life cycle, for germination through seed production to death, in one growing season.
• - Ex: corn, zinnias, beans, marigolds, and mums all have to be plant each year.

• - plan have life cycle of two years.
• - Ex: onions, raspberries, hollyhocks, and carrots.

• - plant live for many years.
• - parts of the plant may die back during the winter, but the plant will grow back in the spring.

• - plant, including shrubs and trees, lose their leaves in the winter.
• - Ex: maple and oak

- plant keep their leaves or needles throughout the year, sometimes shedding only old leaves or needles that are more than two years old.

- absorbing nutrients and water, anchoring the plant into the soil, holding up the stem and leaves, and storing food.

-taproot system and a fibrous root system.

• - has one fat or sturdy root, with just a few branching roots.
• - Ex: carrots, radishes, and parsnips.

- has many branched roots.

• - main trunk of a plant
• - major functions of the stem is to move water, nutrients, and food through the plant. (using vascular system)

- move food from the roots through the stem to the leaves.

- move minerals and water.

- major job is to make food for the plant.

• - a protective layer on leaves.
• - it reduces the evaporation of the water from the plant and helps to protect the plant from disease-causing organisms.

• - a tiny opening on leaves.
• - it enable the plant to take in carbon dioxide and release oxygen into the atmosphere.

- cover the stomata openings and regulate the exchange of water vapor, oxygen, and carbon dioxide into and out of the stoma

- the main job of flowers is sexual reproduction or seed production.

• - is the female portion of the flowers
• - it includes the stigma, the surface that captures and holds pollen, and style, the area between the stigma and the ovaries.

• - is the make portion of the flower.
• - it includes the filament that holds the anther.

- where the pollen is formed and released.

- plants respond either positively or negatively to various stimuli (gravity, light, or touch).

- plants response to gravity.

- plants respond to light.

- animals are generally categorized in terms of whether or not they have backbone.

- animal that have backbone.

• - animal do not have backbone.
• - Ex: worm

• - invertebrates, like snails, have soft bodies, but have developed a hard shell for protection.
• - can live in water or on land
• - Ex: snails, clams, mussels, and squid.

• - invertebrates have tough coatings made of chitin on the outside of their bodies.
• - they also have joined legs and segmented body.
• - aka. arthopods.
• - Ex: centipedes, millipedes, insect, shrimp, lobsters, and crabs.

- animals that primarily eat plants.

- animal that feed mostly on meat.

- animal (human) eat both plants and meat.

- teeth are designed for grinding tough plant fibers.

• - if animal's body temperature follows or matches the external temperature around it.
• - Ex: fish, amphibians, and reptiles.

• - animal can control their body temperature.
• - Ex: only bird and mammals.
• - mammals use their hair, skin, or fur to adapt to temperature changes.

- the sum of all the places on Earth where life can exist.

- collection of all the living creatures and nonliving features or conditions in a particular environment.

- the study of ecosystem - the interactions between and among these living creatures and nonliving features.

• - is the variety of life forms that exist.
• - biodiversity tends to increase as one approaches the equator.
• - warmer weather tends to support biodiversity.

• - resulting from sending carbon dioxide into the atmosphere can raise temperatures and affect biodiversity.
• - the thinning of the ozone layer in the atmosphere can increase the amount of ultraviolet radiation (UV) the reaches Earth.