The Interior — ScienceGrades 6–8

Unit 14 · Ecosystems and Heredity

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Drawn scene: a rocky lakeshore with a flowering plant and waves, with a pea-plant trellis in the foreground corner
14Unit

Ecosystems and Heredity

Life Science

A silver carp leaps out of the Illinois River and lands in a boat. A pea plant grows wrinkled seeds even though both its parents grew round ones. A bacterium shrugs off a drug that would have killed its great-grandparents. These three scenes look unrelated. They are not. Each one is about the same thing: living things, the instructions inside them, and the pressure of the world around them.

This unit moves from the outside in. First, ecosystems: what limits a population, how energy and matter move through a food web, and what happens when a drought, a fire or an invader shakes things up. Next, heredity: how DNA, genes and chromosomes carry instructions from parents to offspring, and why offspring are never exact copies.

By the end you will be able to read a food web and predict what happens when one species vanishes. You will be able to draw a Punnett square and explain why a trait can hide for a generation. You will also be able to explain how an invader like the silver carp changes an Illinois river.

How we figured it out
1665

Robert Hooke looks at thin slices of cork through a microscope and names the tiny boxes he sees cells.

1669

Nicolas Steno states that in undisturbed rock layers, deeper layers are older, the law of superposition.

1866

Gregor Mendel publishes the results of eight years of pea crosses; almost no one notices.

1900

Three biologists independently rediscover Mendel's ratios and his forgotten paper.

1953

The double-helix structure of DNA is worked out, using X-ray images made by Rosalind Franklin's lab.

1962

Rachel Carson publishes Silent Spring, showing how pesticides move up through food webs.

1970s

Silver and bighead carp are brought to southern U.S. fish farms; floods let them escape into the Mississippi.

2003

The Human Genome Project announces the essentially complete sequence of human DNA.

Chapter

Ecosystems and Populations

Ecosystems
Big questionWhat decides how many living things a place can hold, and what happens when something new arrives?
The story

The Fish That Jumped Into the Boat

On the Illinois River, a motor's hum can fill the air with flying fish.

Maya's uncle eases the boat away from the ramp near Havana, Illinois. The Illinois River is wide and brown here. He pushes the throttle. The motor hums. Then the water in front of them explodes. Silver fish, some as long as her arm, leap out of the river. They fly higher than her head. One slams into the side of the boat. Another lands, flopping, at her feet.

Her uncle cuts the motor and laughs, but he is not happy. "Silver carp," he says. "They jump when a motor scares them. Twenty years ago you never saw one here." He holds the fish up. It has a low, forward-set eye and a big silver body. It did not come from Illinois. It did not come from anywhere in North America.

Silver carp and their cousins, bighead carp, were brought to the southern United States in the 1970s. Fish farms wanted them to eat algae and clean their ponds. Floods let some escape into the Mississippi River. From there they swam north, up the Illinois River, toward Chicago and Lake Michigan. They eat tiny floating plankton, the same food that young native fish need.

Today biologists net, count and track these carp all along the river. Electric barriers near Romeoville, in the Chicago Sanitary and Ship Canal, are meant to keep them out of the Great Lakes. Restaurants are learning to cook them. Illinois even gave the fish a new market name, copi, to get more people to eat them.

Maya looks at the fish at her feet. It is just a fish, doing what fish do: eating and making more fish. So why is it a problem? Her uncle points at the water. "Everything down there is connected," he says. "Change one thing, and you change the whole river."

Talk about itThe carp is only eating plankton. Why might that hurt bass, bluegill and other native fish that do not eat plankton at all?
Section 1

What Limits a Population

30.1

Counting a Population

Main ideaA population is all the members of one species in one place, and it can only grow as far as its resources allow.

Picture a pond in a Chicago park in early summer. Frogs call from the edges. If you counted every bullfrog in that pond, you would have measured a : all the individuals of one species living in one place at one time. The pond also has a population of bluegill, a population of cattails and a population of mosquitoes. Together, all of them and the water, mud and sunlight make an ecosystem.

No population can grow forever. Each frog needs food, water, space and a place to lay eggs. These are . When resources are plentiful, a population grows fast. A pair of frogs can produce thousands of eggs. When the pond gets crowded, food runs short and growth slows. Some frogs starve, and fewer eggs hatch.

Scientists call the largest population a place can support over time its . The resource that runs out first sets that limit. Ecologists call it a . For pond frogs it might be insects to eat. For prairie plants it might be water in a dry August. For nesting birds it might be tree holes. Find the limiting factor, and you can often predict how a population will change.

Words to know
population
all the individuals of one species living in one place at one time
resources
the things living things need to survive, such as food, water, space and shelter
carrying capacity
the largest population that a place can support over time
limiting factor
the resource or condition that runs out first and stops a population from growing
Check yourself

1. Which of these is a population?

2. A pond has plenty of insects, water and space, but only three logs where frogs can hide. What is the limiting factor?

3. What most likely happens to a deer population that has reached carrying capacity?

30.2

Competition and Predation

Main ideaLiving things compete for the same resources, and predators and prey keep each other's numbers in check.

Two oak seedlings sprout side by side in a forest preserve. Both need light, water and soil minerals. There is not enough for both to grow tall. This is : two or more living things trying to use the same limited resource. The seedling that grows a little faster shades the other. The slower one dies. Competition happens within a species and between species.

Now watch a red-tailed hawk drop onto a field mouse. The hawk is a , an animal that hunts and eats other animals. The mouse is its . Predation is not cruelty; it is how the hawk gets energy. It also shapes the mouse population. When mice are plentiful, hawks raise more chicks. When hawks are plentiful, mice become scarce, and then some hawks go hungry.

Ecologists have tracked predators and prey for decades. The numbers often rise and fall in linked waves. Prey numbers climb first. Predator numbers climb a little later. Then prey numbers crash, and predators follow. The pattern is evidence that the two populations control each other. Remove the predator, and prey can boom until they eat their food supply bare.

Words to know
competition
when two or more living things try to use the same limited resource
predator
an animal that hunts and eats other animals
prey
an animal that is hunted and eaten by a predator
Check yourself

1. Two squirrels chase each other away from the same pile of acorns. This is an example of:

2. If hunters removed every coyote from a county, what would you predict for the rabbit population at first?

3. In records of predators and prey, predator numbers usually rise:

30.3

Partners and Parasites

Main ideaSpecies can help each other, use each other, or harm each other, and each kind of relationship shapes an ecosystem.

A bumblebee lands on a purple coneflower in an Illinois prairie. The bee drinks sugary nectar. Pollen sticks to its fuzzy body and rides to the next flower, letting the plant make seeds. Both partners gain. Ecologists call this . Clownfish and sea anemones, and the bacteria in your own gut that help you digest food, are also mutualists.

Not every close relationship is fair. A tick clings to a deer and drinks its blood. The tick gains; the deer loses blood and may get sick. This is . A parasite lives on or in another organism, called the host, and harms it, usually without killing it right away. Tapeworms, fleas and the fungus that causes athlete’s foot are parasites.

Sometimes one partner gains and the other is not affected much. A barnacle riding on a whale gets a free trip to food-rich water; the whale barely notices. Scientists call that commensalism. Together, mutualism, parasitism, competition and predation are the threads that tie an ecosystem together. Pull one thread, and others move.

Words to know
mutualism
a relationship between two species in which both gain something
parasitism
a relationship in which one organism lives on or in another and harms it
host
the organism that a parasite lives on or in
Check yourself

1. A bee gets nectar and a flower gets pollinated. This relationship is:

2. Which is the best example of a parasite?

3. Which statement about commensalism is correct?

Section 2

Energy and Matter on the Move

30.4

Sunlight Into Sugar

Main ideaPlants, algae and some bacteria use light energy to build sugar from carbon dioxide and water, and that sugar feeds almost every living thing.

Put a leaf under the site’s microscope and you will see tiny green dots packed inside the cells. These are chloroplasts. Inside them, happens. The plant takes in carbon dioxide from the air through tiny pores and water from the soil through its roots. Using the energy of sunlight, it links those simple molecules into sugar. Oxygen is released as a leftover.

That sugar is stored chemical energy. The plant uses some of it to grow. The rest is stored in leaves, stems, roots and seeds. When a rabbit eats clover, it takes in that stored energy. When a fox eats the rabbit, the energy moves again. Nearly all the energy in an ecosystem entered it as sunlight caught by a , an organism that makes its own food.

You can test this. Put a water plant like elodea in a jar of water in bright light. Bubbles rise from the leaves. In the dark, the bubbling stops. The bubbles are oxygen, released only when light drives photosynthesis. In the 1770s, Jan Ingenhousz did a version of this experiment and showed that green plants give off oxygen only in light.

Photosynthesis also explains the air you breathe. About 21 percent of the air is oxygen, almost all of it made by producers over billions of years. Carbon dioxide is far rarer, about 0.04 percent, yet every gram of sugar in every plant was built from it.

Words to know
photosynthesis
the process in which plants, algae and some bacteria use light energy to make sugar from carbon dioxide and water
producer
an organism that makes its own food, usually by photosynthesis
chloroplast
the green part of a plant cell where photosynthesis happens
Check yourself

1. Which ingredients does a plant use to make sugar in photosynthesis?

2. An elodea plant in a jar stops bubbling when the lamp is turned off. What does this show?

3. Where did the energy in a fox's meal originally come from?

30.5

Food Webs and the Ten Percent Rule

Main ideaEnergy flows one way through a food web, and only a small share passes from each level to the next.

A food chain is a simple line: grass to grasshopper to sparrow to hawk. Real ecosystems are messier. The sparrow also eats seeds. The hawk also eats snakes. A is a diagram of many linked chains that shows who eats whom in a whole community. Arrows point in the direction the energy moves, from the eaten to the eater.

Every organism in a web sits at a level. Producers are the first level. Animals that eat producers are herbivores, the second level. Animals that eat herbivores are the third, and so on. An organism that eats other organisms is a . Some consumers, like raccoons and people, eat at several levels.

Energy is lost at every step. A grasshopper uses most of the energy from the grass it eats just to move, breathe and stay alive. That energy leaves as heat. Only about 10 percent gets stored in the grasshopper’s body where a sparrow can get it. The same thing happens at each level. This is why a prairie can feed millions of insects, thousands of birds and only a few dozen hawks.

The pattern is called an energy pyramid. It explains something you can see everywhere: big predators are rare. It also explains why a food web rarely has more than four or five levels. By the fifth level there is almost no energy left to pass along.

Words to know
food web
a diagram of linked food chains that shows who eats whom in a community
consumer
an organism that gets energy by eating other organisms
energy pyramid
a diagram showing that each feeding level holds only about a tenth of the energy of the level below it
Check yourself

1. In a food web, which way do the arrows point?

2. About how much of the energy in grass ends up stored in the grasshoppers that eat it?

3. Why are top predators like hawks so rare compared with insects?

30.6

Decomposers Close the Loop

Main ideaEnergy flows through an ecosystem and is lost as heat, but matter cycles, and decomposers are what keep it cycling.

Turn over a rotting log in a forest preserve. The wood is soft and crumbling. Threads of white fungus run through it. Beetles, worms and millions of bacteria are at work. These are : organisms that break dead material into simple substances. Without them, every fallen leaf and dead animal would pile up forever, and the minerals locked inside would never get back to the soil.

This points to a big difference between energy and matter. Energy moves one way. It enters as sunlight, passes up the food web, and leaves as heat. It is not recycled. Matter is different. The carbon atom in a leaf becomes part of a caterpillar, then a bird, then a decomposer, then carbon dioxide in the air, then a new leaf. Atoms are used over and over. This is of matter.

The carbon cycle is the easiest to see. Plants pull carbon dioxide from the air. Animals eat plants and breathe out carbon dioxide. Decomposers release it as they rot dead things. Nitrogen and water cycle too. Rain falls, plants drink it, animals drink it, and it evaporates back to the sky. The same water has been through countless living things.

Illinois farmers rely on these cycles. Rich prairie soil formed over thousands of years as decomposers broke down dead grasses and roots. That dark soil holds nutrients that corn and soybeans now use. Take away the decomposers, and the soil would stop being renewed.

Words to know
decomposer
an organism, such as a fungus or bacterium, that breaks dead material into simple substances
cycling
the movement of matter, such as carbon or water, around and around through an ecosystem
Check yourself

1. Which is the best example of a decomposer?

2. Which statement is true?

3. If all decomposers in a forest vanished, what would happen over many years?

Section 3

Biodiversity and Disruption

30.7

Why Variety Matters

Main ideaBiodiversity, the variety of living things in a place, makes an ecosystem stronger and gives people services they cannot easily replace.

Walk a restored prairie at the Midewin National Tallgrass Prairie southwest of Chicago. In one square meter you may find a dozen kinds of grass and flower. Beneath them are insects, spiders, fungi and bacteria by the thousands. This variety is : the number of different species in a place and the variety within each species.

Why care about variety? Think of a bank with many kinds of savings. If one loses value, others still hold. A prairie with thirty plant species can survive a dry summer better than a field of one crop. Some species will do poorly, but others will thrive and hold the soil. A monoculture, a field of just one kind, has no backup plan.

Ecosystems also do work for people for free. Wetlands soak up floodwater. Forests filter drinking water and hold hillsides in place. Bees and other insects pollinate the apple and pumpkin crops of Illinois. Decomposers build soil. Scientists call these . When biodiversity falls, these services get weaker, and replacing them with machines is costly or impossible.

Words to know
biodiversity
the variety of living things in a place, counted as species and as differences within species
ecosystem services
useful things an ecosystem does for people, like cleaning water, pollinating crops and building soil
monoculture
a field or area with only one kind of plant growing in it
Check yourself

1. Biodiversity means:

2. Which is an ecosystem service?

3. Why might a prairie with many species survive drought better than a single-crop field?

30.8

When an Invader Arrives

Main ideaA species carried to a new place can spread fast if nothing there eats it or competes with it, and it can push out native species.

Silver carp are not native to the Illinois River. Back home in Asia, their eggs and young are eaten by many predators, and diseases keep their numbers down. In the Mississippi basin, few of those checks exist. A single female can release hundreds of thousands of eggs. With little to stop them, the carp population exploded. A species that spreads in a new place and causes harm is an .

The carp cause harm in a quiet way. They filter plankton, the tiny floating organisms at the base of the river’s food web. Nearly every native fish eats plankton when it is young. When carp take that food, fewer young bass, crappie and bluegill survive. This is competition on a huge scale. In some stretches of the Illinois River, biologists have found that carp make up a large share of all the fish by weight.

Illinois is not alone. Zebra mussels arrived in the Great Lakes in ship ballast water in the 1980s and now coat pipes and rocks. Emerald ash borer beetles have killed millions of ash trees across the state. Garlic mustard shades out spring wildflowers in forest preserves. In each case the invader lacked the predators, parasites and competitors that limited it at home.

Fighting invaders takes many tools. For the carp, crews use nets, electric barriers in the canal, and a push to turn the fish into food. None of these will remove every carp. The goal is to keep the population low enough that native fish can recover and to keep the carp out of Lake Michigan.

Words to know
invasive species
a species that spreads in a place where it did not live before and harms the ecosystem there
plankton
tiny organisms that drift in water and feed young fish and many other animals
native species
a species that has lived in a place for a very long time and fits its ecosystem
Check yourself

1. Why do invasive species often grow so fast in a new place?

2. How do silver carp harm native fish in the Illinois River?

3. Which is an example of an invasive species in Illinois?

30.9

Drought, Fire and Recovery

Main ideaDisturbances like drought and fire can knock an ecosystem down, and its resilience decides how well it bounces back.

In the summer of 2012, much of Illinois went weeks without real rain. Corn leaves curled. Ponds shrank to mud. Fish died in shallow water that got too warm and held too little oxygen. A is any event that changes an ecosystem quickly. Drought, flood, fire, storms and the arrival of an invader are all disturbances.

Fire sounds like pure destruction, but on a prairie it is an old friend. Before farms, lightning and Native American land managers set fires that swept the tallgrass every few years. Prairie plants grow from deep roots and buds below the soil, so they survive. Fire clears dead stems and kills young trees that would shade out the grass. Today, land managers at forest preserves set careful controlled burns for the same reason.

is an ecosystem’s ability to recover after a disturbance. A prairie with many species and deep roots is resilient to fire and drought. A lawn of one grass type is not. Resilience has limits. If fires come too often, or a drought lasts years, or an invader never leaves, an ecosystem can tip into a different state and stay there. A shallow lake choked with algae may not turn clear again on its own.

Scientists measure resilience by tracking a place over time. They count species before and after a disturbance and record how long recovery takes. That evidence helps decide where to protect land, where to burn, and when to step in.

Words to know
disturbance
an event like drought, fire or flood that changes an ecosystem quickly
resilience
the ability of an ecosystem to recover after a disturbance
controlled burn
a fire that land managers set on purpose, under safe conditions, to help a prairie or forest
Check yourself

1. Which is a disturbance to an ecosystem?

2. Why does a prairie survive fire so well?

3. Which ecosystem is probably the most resilient to a dry summer?

Section 4

Protecting an Ecosystem

30.10

Define the Problem

Main ideaBefore designing a fix, engineers and ecologists state exactly what must be protected, what limits the solution, and how success will be measured.

Suppose your class is asked to help a small creek in your town. Fish have disappeared. Where do you start? Engineers begin by defining the problem. What exactly went wrong? Perhaps a new parking lot sends muddy water into the creek after every storm. Mud buries the gravel where fish lay eggs. Now the problem is clear: too much sediment reaching the creek.

Next come the : what a good solution must do. It must cut the mud reaching the creek. It must not flood the parking lot. Then come the : the limits. There is a budget. The lot must stay open. The fix must be built by spring. A solution that fails a constraint is not a real option, no matter how clever.

Finally, decide how you will know it worked. Ecologists set a measurable goal, like the amount of mud in a water sample or the number of fish counted next summer. Without a measurement, you can only guess. Defining the problem well is often half the job.

Words to know
criteria
the things a solution must do to count as a success
constraints
the limits on a solution, such as cost, time, space or safety
sediment
mud, sand and silt carried by water and dropped where the water slows
Check yourself

1. What is the first step in designing a solution to an ecosystem problem?

2. "The fix must cost less than 5,000 dollars" is an example of a:

3. Why should a plan include a measurable goal?

30.11

Compare, Test and Choose

Main ideaGood ecosystem solutions come from comparing several ideas against the criteria, testing them on a small scale, and weighing trade-offs.

With the muddy creek problem defined, the class brainstorms. One group wants a strip of native plants between the lot and the creek. Roots slow the water and trap mud. Another group wants a small basin that catches storm water. A third wants to replace part of the lot with pavement that lets rain soak through. None of these is obviously best. Each must be scored against the criteria and constraints.

Engineers then on a small scale. The class builds three tray models with a sloped surface, sprinkles water from a can, and measures how much soil washes into a cup at the bottom. The plant strip cuts the mud by about half. The basin catches nearly all of it but overflows in a heavy pour. The porous pavement works but costs the most.

Every choice has a : something you give up to get something else. The basin takes space. The plant strip needs years to grow. Porous pavement needs cleaning. Sometimes the best answer combines ideas. The class might pick a plant strip plus a small basin and plan to measure creek clarity every month to see if fish come back.

This is how real projects go. When Illinois planned electric barriers against the carp, engineers compared a barrier with dams, locks and nets, weighed cost and shipping traffic, and then monitored the results for years. Protecting an ecosystem is not one decision. It is a cycle of trying, measuring and improving.

Words to know
test
to try a solution in a controlled way and measure how well it works
trade-off
something you give up in order to gain something else
model
a small or simplified version of something used to test ideas
Check yourself

1. Why do engineers test ideas with small models first?

2. A catch basin stops nearly all mud but takes up parking spaces. The lost spaces are a:

3. After a solution is built, what should happen next?

Chapter review

Ecosystems and Populations

0 / 8

1. All the largemouth bass in Lake Springfield are best called a:

2. A meadow has plenty of grass and water but very few places for rabbits to hide from hawks. The limiting factor for rabbits is most likely:

3. Which relationship helps both species?

4. In photosynthesis, a plant releases:

5. A food web has 10,000 energy units in its plants. About how many units reach the animals that eat the herbivores?

6. Which statement about energy and matter in an ecosystem is correct?

7. Silver carp harm the Illinois River mainly because they:

8. A prairie recovers thickly after a controlled burn. This shows the prairie has high:

Chapter

Heredity and Genes

Heredity
Big questionHow do instructions for building a living thing pass from parents to offspring, and why are offspring never exact copies?
The story

The Monk Who Counted Peas

In a monastery garden, one patient man found the rules of heredity in thousands of pea plants.

In 1856, in the town of Brno in what is now the Czech Republic, a monk named Gregor Mendel walked out to a small garden beside the monastery wall. He had been a physics student. He liked numbers. He had a question that farmers had asked for centuries: why does a child look like its parents, and why does it sometimes not?

Mendel chose the garden pea. Peas are easy to grow, and each flower usually fertilizes itself, so a plant's offspring stay true year after year. He picked traits that came in two clear forms with nothing in between: round or wrinkled seeds, yellow or green seeds, tall or short stems, purple or white flowers. Then he did something almost no one had done before. He counted.

He crossed a true-breeding round-seeded plant with a true-breeding wrinkled one, brushing pollen from one flower onto another by hand. Every seed in the next generation was round. The wrinkled form had vanished. Then he let those plants fertilize themselves. Wrinkled seeds came back: 1,850 of them among 5,474 round ones. Almost exactly one in four.

He tried yellow and green, tall and short, one trait after another. The same pattern appeared every time: the hidden form disappeared for one generation, then returned in about one quarter of the next. Over eight years he grew and counted about 28,000 plants. In 1866 he published his results, and hardly anyone read them.

Mendel died in 1884, still mostly unknown as a scientist. In 1900, three biologists working separately found the same three-to-one ratio and then found Mendel's paper. The rules he uncovered in that garden are now the foundation of genetics. He had never seen a chromosome or a gene. He had only counted, carefully, and trusted the numbers.

Talk about itMendel's wrinkled trait vanished for one generation and then came back in one quarter of the plants. What might that tell you about how the instructions for a trait are stored and passed on?
Section 1

Instructions Inside Every Cell

31.1

Chromosomes and DNA

Main ideaEvery cell carries its instructions as DNA, packed into chromosomes, and each species has its own set.

Look at a dividing onion root cell under the site’s microscope at high power. Inside the nucleus, dark threads appear, line up and pull apart. These threads are . Each one is a tightly coiled strand of , a long molecule shaped like a twisted ladder. The rungs of the ladder are pairs of four chemical bases, usually written A, T, C and G. The order of those letters is the instruction.

Your body cells each hold 46 chromosomes, in 23 pairs. One chromosome of each pair came from your mother and one from your father. Dogs have 78. Fruit flies have 8. The pea plants Mendel grew have 14. The number does not measure how complex an organism is; it is just how that species packages its DNA.

The instructions are astonishingly long. All the DNA in one human cell holds about 3 billion base pairs. Stretched out, it would be about 2 meters long, yet it fits inside a nucleus far too small to see without a microscope. When a cell divides, it copies every chromosome first, so each new cell gets a full set.

Words to know
chromosome
a tightly coiled strand of DNA inside a cell's nucleus that carries many genes
DNA
the long twisted-ladder molecule whose sequence of bases holds the instructions for a living thing
nucleus
the part of a cell that holds the chromosomes
Check yourself

1. Chromosomes are made of:

2. How many chromosomes are in a normal human body cell?

3. What carries the actual instruction in DNA?

31.2

Genes Build Proteins

Main ideaA gene is a stretch of DNA that tells a cell how to build one protein, and proteins do the work that gives an organism its traits.

A chromosome is like a long book. A is one recipe in that book: a stretch of DNA that carries the instructions for building one . Proteins are the working molecules of a cell. Some are building blocks, like the collagen in your skin and the keratin in your hair. Some are tools, like the enzymes that break down your lunch. Some carry signals, like insulin.

Here is how the recipe becomes a trait. A cell reads a gene and links together a chain of small units called amino acids in the order the gene spells out. The chain folds into a protein with a specific shape. That shape decides what the protein can do. A pea plant with a working gene for a starch-building enzyme makes round seeds. If that enzyme does not form correctly, the seed dries out wrinkled. Mendel’s round and wrinkled traits come down to one protein.

Humans have roughly 20,000 protein-coding genes. Your eye color, your blood type, whether you can digest milk as an adult, and how your body handles some medicines all trace back to which versions of certain genes you carry and which proteins they build. Many traits, like height, depend on hundreds of genes working together plus food and environment.

Words to know
gene
a stretch of DNA that carries the instructions for building one protein
protein
a working molecule built by a cell from a gene's instructions; proteins build structures and do jobs in the body
trait
a feature of an organism, like seed shape or eye color
enzyme
a protein that speeds up a chemical reaction in a living thing
Check yourself

1. A gene is best described as:

2. Which of these is a protein?

3. Why does a change in a gene often change a trait?

31.3

Dominant and Recessive

Main ideaEach organism carries two copies of most genes, and a dominant version can hide a recessive one for a generation.

Mendel’s peas carried a secret he could not see. Each plant has two copies of the gene for seed shape, one on each chromosome of a pair. Different versions of a gene are called . Call the round allele R and the wrinkled allele r. A plant with two R alleles, RR, makes round seeds. A plant with rr makes wrinkled seeds. A plant with Rr makes round seeds too, because one working enzyme gene is enough.

The allele that shows even when only one copy is present is . The one that hides is . When Mendel crossed RR with rr, every offspring got one R and one r. All were Rr, and all were round. The wrinkled allele had not vanished. It was riding along, hidden.

When Rr plants fertilized themselves, each parent passed on either R or r, at random. The offspring could be RR, Rr, rR or rr, each equally likely. Three of those four combinations contain at least one R and look round. One is rr and looks wrinkled. Three to one. Mendel’s ratio was not magic. It was two alleles per plant, one passed on by each parent, sorted by chance.

Words to know
allele
one version of a gene; for example, the round allele or the wrinkled allele for seed shape
dominant
an allele that shows its trait even when only one copy is present
recessive
an allele whose trait shows only when both copies are that allele
Check yourself

1. A pea plant with alleles Rr makes round seeds. This shows that the round allele is:

2. What must a plant's alleles be if it makes wrinkled seeds?

3. Why did the wrinkled trait disappear in Mendel's first generation and return in the second?

Section 2

Passing Genes On

31.4

Two Ways to Reproduce

Main ideaAsexual reproduction copies one parent exactly, while sexual reproduction mixes genes from two parents and creates variation.

Snap a stem off a spider plant, put it in water, and roots grow. The new plant is a copy of the old one, with identical DNA. This is : one parent, no mixing, offspring that are clones. Bacteria split in two this way. So do hydras, some lizards and many plants. It is fast, and it works well when conditions are stable.

Most animals and plants also reproduce sexually. In , each parent makes special cells, egg or sperm in animals, that carry only one chromosome from each pair. In humans that is 23. When egg and sperm join, the offspring gets 46: half from each parent. Which chromosome of each pair ends up in a given egg or sperm is random, so every child of the same parents gets a different mix.

That mixing creates , differences among individuals. Two siblings share parents but not the same combination of alleles. Variation is why a family’s children look alike but never identical, unless they are identical twins from one fertilized egg. It also matters for survival. If a new disease strikes, a population with variation is more likely to include some individuals that resist it.

Words to know
asexual reproduction
reproduction from one parent that makes offspring with the same DNA as the parent
sexual reproduction
reproduction in which two parents each give half the chromosomes, making offspring with a new mix
variation
differences among individuals of the same species
Check yourself

1. Which is an example of asexual reproduction?

2. A human egg cell carries how many chromosomes?

3. What is the main advantage of sexual reproduction for a population?

31.5

The Punnett Square

Main ideaA Punnett square lists every possible combination of alleles from two parents and shows how likely each one is.

Around 1905, an English geneticist named Reginald Punnett drew a simple grid to keep track of Mendel’s crosses. It is still used today. Write one parent’s two alleles across the top and the other parent’s two alleles down the side. Fill each box with one allele from the top and one from the side. The four boxes show every possible offspring.

Try a cross of two Rr plants. Across the top: R, r. Down the side: R, r. The boxes read RR, Rr, Rr, rr. Three boxes hold at least one R, so three quarters of the offspring are expected to be round. One box is rr, so one quarter are expected to be wrinkled. That is Mendel’s three-to-one ratio drawn as a picture.

Now try Rr crossed with rr. The boxes read Rr, Rr, rr, rr. Half round, half wrinkled. The does not tell you what any single seed will be. It tells you the chances. An organism with two identical alleles, like RR or rr, is . One with two different alleles, like Rr, is . A heterozygous plant looks like a homozygous dominant one, but it carries the hidden allele.

Words to know
Punnett square
a grid that shows all possible allele combinations from two parents and their chances
homozygous
having two identical alleles for a gene, such as RR or rr
heterozygous
having two different alleles for a gene, such as Rr
Check yourself

1. In a Punnett square for Rr crossed with Rr, how many of the four boxes show the recessive trait?

2. A plant with alleles Rr is called:

3. Cross an Rr plant with an rr plant. What fraction of offspring is expected to be wrinkled?

31.6

Chance, Not Certainty

Main ideaGenetic ratios are probabilities; they describe many offspring on average, not what any single one must be.

Flip a coin four times. You expect two heads, but you might get four, or none. Each flip is separate. Alleles work the same way. A Punnett square for Rr times Rr predicts one wrinkled seed in four. A single pod with six seeds might hold zero wrinkled seeds, or three. Only when you count thousands, as Mendel did, does the count settle close to the prediction.

This is why Mendel’s numbers were 5,474 to 1,850, not exactly 5,475 to 1,825. tells you the chance of each outcome, not the result of any one event. A couple who each carry one allele for a recessive condition has a one-in-four chance with each child. Having one child with the condition does not lower the chance for the next. Each fertilization is a new coin flip.

Understanding chance protects you from a common mistake. People sometimes say a trait "skipped a generation." It did not skip anything. A recessive allele was carried, hidden, by heterozygous parents. When two carriers happened to pass it on together, the trait appeared. Chance decided when, not any plan.

Words to know
probability
the chance that something will happen, often written as a fraction or percent
carrier
a heterozygous individual who carries a recessive allele without showing its trait
Check yourself

1. Two carrier parents have a child with a recessive condition. The chance for their next child is:

2. Why did Mendel need thousands of plants to see the three-to-one pattern clearly?

3. A trait seems to "skip a generation." What really happened?

Section 3

Changes in the Code

31.7

What a Mutation Is

Main ideaA mutation is a change in the DNA sequence, and it can come from copying mistakes or from damage by chemicals or radiation.

Every time a cell divides, it copies about 3 billion base pairs. The copying machinery is remarkably accurate, and repair enzymes fix most slips, but a few errors get through. A single base may be swapped for another, dropped or added. Any change in the DNA sequence is a . Ultraviolet light from the sun, some chemicals in tobacco smoke, and radiation can also damage DNA and cause mutations.

Where a mutation happens matters. A mutation in a skin cell affects only that cell and the cells that grow from it. It cannot be passed to children. A mutation in an egg or sperm cell can be passed on, and then every cell of the offspring will carry it. Mendel’s wrinkled allele began, long ago, as a mutation in one pea plant that got passed down.

Most mutations change one letter among billions. Many land in stretches of DNA that do not code for any protein, so nothing happens. Others change one amino acid in a protein. Sometimes that makes no difference to the protein’s shape. Sometimes it ruins it. Sometimes, rarely, it makes the protein work better in a new way. Mutations are the ultimate source of every new allele.

Words to know
mutation
a change in the sequence of bases in DNA
radiation
energy such as ultraviolet light or X-rays that can damage DNA
sequence
the order of the bases along a strand of DNA
Check yourself

1. A mutation is:

2. Which mutation could be passed on to a person's children?

3. What happens to most single-letter mutations?

31.8

Harmful, Helpful, Neutral

Main ideaWhether a mutation is harmful, helpful or neutral depends on what it does to a protein and on the environment the organism lives in.

Consider one famous mutation. A single base change in the gene for hemoglobin, the protein that carries oxygen in red blood cells, swaps one amino acid. With two copies of this allele, a person’s red blood cells can bend into a stiff sickle shape, block small blood vessels and cause pain and organ damage. This is sickle cell disease. In that form, the mutation is clearly .

Yet the same allele is common in parts of Africa, India and the Mediterranean where malaria is widespread. People with one sickle allele and one normal allele are mostly healthy, and they are much less likely to die of severe malaria. In a place with malaria, carrying one copy is . In a place without it, the allele gives no benefit. Helpful and harmful are not fixed labels. They depend on the environment.

Another example is closer to lunch. Most mammals stop making lactase, the enzyme that digests milk sugar, after infancy. Thousands of years ago, mutations arose in some human populations that keep the lactase gene switched on into adulthood. Where people herded cattle and drank milk, this allele spread. Where they did not, it stayed rare.

Most mutations are : they change nothing you can measure. Your DNA differs from a classmate’s at millions of positions, and nearly all of those differences have no effect at all. Neutral changes still matter to scientists. They pile up at a steady pace and can be used, like a clock, to estimate how long ago two populations or two species separated.

Words to know
harmful
a mutation that makes an organism less likely to survive or reproduce in its environment
helpful
a mutation that makes an organism more likely to survive or reproduce in its environment
neutral
a mutation that has no measurable effect on the organism
hemoglobin
the protein in red blood cells that carries oxygen
Check yourself

1. Why is the sickle cell allele common in regions with malaria?

2. The same allele can be helpful in one place and useless in another. This shows that:

3. Most differences between your DNA and a classmate's are:

Section 4

People Change Genes

31.9

Selective Breeding

Main ideaFor thousands of years people have chosen which plants and animals reproduce, and that choice slowly reshapes a species.

Drive through Illinois in August and you see corn to the horizon. Its ancestor was a wild grass from Mexico called teosinte, with tiny ears of a few hard kernels. Over thousands of years, farmers saved seed from the plants with the biggest, softest kernels and planted those. Generation by generation, the ears grew. This is : humans choosing which individuals reproduce based on the traits they want.

Selective breeding does not create new alleles. It works on the variation that mutation and sexual reproduction already provide. A farmer cannot choose a trait that no plant in the field shows. But by breeding only the plants that lean the right way, the farmer makes the wanted alleles more common. Every dog breed, from Chihuahua to Great Dane, came from wolves this way. Cabbage, broccoli, kale and Brussels sprouts were all bred from one wild mustard plant.

There are trade-offs. Breeding for one trait can drag others along. Some dog breeds bred for a flat face struggle to breathe. Crop varieties bred for yield can lose disease resistance, which is why seed banks store older varieties. Illinois is home to a long-running corn experiment at the University of Illinois that has selected corn for high and low oil content every year since 1896, and the two lines still keep moving apart.

Words to know
selective breeding
choosing which plants or animals reproduce so that wanted traits become more common
teosinte
the wild grass from Mexico that farmers bred into corn
breed
a group within a species, like a dog breed, shaped by selective breeding
Check yourself

1. Selective breeding works by:

2. Corn was bred from:

3. Which is a trade-off of selective breeding?

31.10

Genetic Engineering

Main ideaGenetic engineering moves or edits genes directly, which is faster and more precise than breeding and raises new questions.

Before the 1980s, people with diabetes relied on insulin taken from the pancreases of pigs and cattle. Then scientists cut the human insulin gene out of human DNA and pasted it into bacteria. The bacteria read the gene and built human insulin. It was approved for patients in 1982, and most insulin is made this way today. This is : changing an organism’s DNA directly, often by adding a gene from another species.

Farmers use it too. Much of the corn grown in Illinois carries a gene from a soil bacterium that makes a protein toxic to certain caterpillars but not to people. Other crops carry genes that let them survive a weed killer. Newer tools such as CRISPR let scientists edit a gene in place, changing a few letters rather than adding a whole gene from elsewhere.

Genetic engineering is far faster than breeding and can move genes between species that could never breed. That power brings questions. Could an engineered gene spread to wild relatives? Are edited foods safe to eat? Who should own a gene? Scientists test engineered crops for years before approval, and the evidence so far shows approved foods are as safe as conventional ones, but debate about rules, labels and uses continues.

Compare the two methods with a pea plant. A breeder wanting a disease-resistant pea searches thousands of plants for one that resists, then crosses for years. An engineer finds the resistance gene, perhaps in a wild pea, and inserts it in one season. Both rely on the same fact: a gene is a recipe, and a cell will follow a recipe it is given.

Words to know
genetic engineering
changing an organism's DNA directly, often by adding or editing a gene
insulin
a protein hormone that controls blood sugar; people with diabetes may need to take it
CRISPR
a tool that lets scientists edit a gene in place inside a living cell
Check yourself

1. How is most human insulin for patients made today?

2. What can genetic engineering do that selective breeding cannot?

3. Which statement about engineered crops is accurate?

31.11

Reading the Whole Book

Main ideaThe Human Genome Project read the entire sequence of human DNA, giving scientists a map for finding genes linked to health and disease.

In 1990 scientists in the United States and several other countries set out to read every base of human DNA, all 3 billion letters. The effort, called the Human Genome Project, took thirteen years and thousands of researchers. In 2003 they announced the sequence was essentially complete. A is an organism’s entire set of DNA. Reading it is like getting the whole cookbook instead of one recipe.

The map surprised people. Humans have roughly 20,000 protein-coding genes, far fewer than many had guessed, and about the same number as a mouse. Only a small fraction of the genome codes for proteins. Much of the rest controls when and where genes are switched on. Two unrelated people share about 99.9 percent of their sequence.

Since then, the cost of reading a genome has dropped from billions of dollars to a few hundred, and reading takes days instead of years. Doctors can now find the exact mutation behind some rare diseases in a child. Researchers compare genomes across species to trace how genes changed over time. The same map also raises questions about privacy and who may see your genetic information, questions that laws are still catching up with.

Words to know
genome
the complete set of DNA in an organism
Human Genome Project
the international effort, 1990 to 2003, to read the full sequence of human DNA
Check yourself

1. A genome is:

2. About how many protein-coding genes do humans have?

3. Which is a result of the Human Genome Project?

Chapter review

Heredity and Genes

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1. The order of bases in DNA:

2. Two Rr pea plants are crossed. What fraction of offspring is expected to make wrinkled seeds?

3. A plant with alleles Rr has round seeds. Which term describes it?

4. Which reproduction creates the most variation among offspring?

5. Which mutation can be inherited?

6. One sickle cell allele helps people survive malaria. This shows that a mutation's effect:

7. Selective breeding and genetic engineering are alike because both:

8. The Human Genome Project found that humans have about:

Unit wrap-up

Ecosystems and Heredity

Twelve words, twelve meanings

0 / 12

Tap a word, then tap its meaning. A right pair locks in green.

Words
Meanings
Unit test

Fifteen questions across the unit

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1. A pond has plenty of water and sunlight, but the insects that frogs eat are scarce. The limiting factor for the frog population is:

2. A tick drinks a deer's blood and makes it weaker. This relationship is:

3. Energy enters most ecosystems as:

4. If a prairie's plants hold 10,000 energy units, about how many reach the hawks two levels up from the herbivores?

5. Which best explains why matter does not run out in an ecosystem?

6. Silver carp spread quickly in the Illinois River mainly because:

7. A gene is:

8. Two Rr pea plants are crossed. What share of offspring is expected to show the recessive wrinkled trait?

9. Which statement about sexual reproduction is true?

10. A mutation in which cell could be passed to the next generation?

11. Why is the sickle cell allele common where malaria is widespread?

12. Which order of first appearance matches the fossil record from bottom to top?

13. Two pea plants that each carry one tall allele (T) and one short allele (t) are crossed. What fraction of offspring are expected to be short?

14. Bacteria that survive a course of antibiotics are the ones that:

15. Silver carp eat plankton that young native fish also need. This relationship is best described as:

Spiral review

Five questions from earlier units

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1. (Unit 13) Van Helmont's willow gained about 164 pounds in five years. Where did most of that mass come from?

2. (Unit 12) Why are the biggest telescopes built with mirrors rather than lenses?

3. (Unit 11) Where did the energy that powers your muscles come from?

4. (Unit 10) Which of these is a mixture?

5. (Unit 13) A salmon lays thousands of eggs and gives no care. An emperor penguin lays one egg and guards it for months. What is true?

Write it

Silver carp have spread through the Illinois River and threaten Lake Michigan. Make a claim: should Illinois keep spending on electric barriers, netting and marketing the fish as food, or accept the carp as a permanent part of the river? Support it with evidence from this unit about limiting factors, food webs, biodiversity and how populations change, and explain your reasoning.

  • State your claim in one clear sentence at the start.
  • Use at least three pieces of evidence: for example, what carp eat, how the 10 percent rule affects native fish, and why the carp population grew so fast here.
  • Explain your reasoning: connect each piece of evidence to your claim with a because.
  • Think about what happens to other species in the food web over the next ten years if the carp keep spreading.
  • Give the other side a fair hearing: what is the strongest argument against your claim, and why does your claim still hold?
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