EOC MILESTONE REVIEW THIS IS DESIGNED TO REINFORCE BASIC BIOLOGY CONCEPTS ~ IT DOES NOT REPRESENT THE EOC QUESTION FORMAT

Introduction 1. What does the term biology mean? 2. What is homeostasis and why is it important to living things?

Content Domain: Cells (SB1) 1. Define eukaryote:

List 3 examples of eukaryotes:

2. Define prokaryote: List 1 example of a prokaryote:

3. Fill in the following chart of cell organelles:

Organelle Function Prokaryotes or

Eukaryotes or Both?

Nucleus

Cytoplasm

Cell Membrane

Cell Wall

Chloroplast

Lysosome

Golgi Body/Apparatus

Endoplasmic Reticulum

Vacuole

Ribosomes

Mitochondria

4. The cell/plasma membrane is selectively permeable – what does this mean?

5. Define passive transport: Describe the 3 types of passive transport:

a. Diffusion:

b. Osmosis:

c. Facilitated diffusion:

6. Define active transport:

7. Describe the 2 types of active transport: a. Endocytosis:

b. Exocytosis:

8. What is ATP? What is it used for?

9. Match the pictures below with the correct type of solution (hypertonic, hypotonic, isotonic):

______________________ ______________________ ______________________

10. What are enzymes? How do they impact the rate of reactions?

11. Label the diagram below with the terms below: enzyme substrate active site

12. Fill in the chart for the 4 macromolecules:

Macromolecule Function Monomer Example

Carbohydrate

Lipid

Protein

Nucleic Acid

13. Fill in the following chart to compare photosynthesis and cellular respiration:

Process Organelle where it

occurs What is needed? What is produced?

Photosynthesis

Cellular Respiration

14. Write the PHOTOSYNTHESIS EQUATION:

15. Write the CELLULAR RESPIRATION EQUATION:

16. How are the PHOTOSYNTHESIS and CELLULAR RESPIRATION related to each other?

17. What is glycolysis? What is the Krebs cycle?

18. What is fermentation? Why and how does it occur?

INFORMATION ON PHOTOSYNTHESIS:

Light reactions need light to produce organic energy molecules (ATP and NADPH). They are initiated by colored pigments, mainly green colored chlorophylls. Dark reactions make use of these organic energy molecules (ATP and NADPH). This reaction cycle is also called Calvin Benison Cycle, and it occurs in the stroma. ATP provides the energy while NADPH provides the electrons required to fix the CO2 (carbon dioxide) into carbohydrates.

Content Domain: Genetics (SB2 and SB3) 1. Define mitosis:

What is produced during mitosis?

2. Is mitosis considered sexual or asexual reproduction? Why?

3. Define meiosis: What type of cells go through meiosis? How does meiosis increase genetic diversity?

4. Is meiosis considered sexual or asexual reproduction? Why?

5. Define binary fission: Is it considered sexual or asexual reproduction?

6. What is crossing-over? 7. Where is DNA located in a EUKARYOTIC cell?

Where is DNA located in a PROKARYOTIC cell? Where is RNA located in the cell?

8. Is DNA double stranded or single stranded? 9. Is RNA double stranded or single stranded?

10. DNA and RNA are made up of nucleotides. What are the 3 parts of a

nucleotide? a. _____________________________ b. _____________________________ c. _____________________________

11. Label the nucleotide below:

12. If one side of the DNA molecule reads ATGCCGT, the other side would read ______________.

13. What is made during DNA replication? Where does it happen in the cell?

14. If the original DNA strand reads ATGGTCA, the complementary mRNA strand would read

__________________. The anti codon for this strand would be ________________.

15. What is made during transcription? Where does it happen in the cell?

16. Match the 3 different types of RNA with their jobs: a. messenger RNA _______A. transfers amino acids to ribosome to make proteins b. transfer RNA _______B. assembles proteins on ribosome c. ribosomal RNA _______C. carries instructions for proteins from DNA

17. What is made during translation? Which tiny organelles are used during translation?

18. What is a mutation? List 3 causes of mutations.

a. _____________________________ b. _____________________________ c. _____________________________

19. Describe of each of the following chromosomal mutations: (p.346 in book)

a. missense:____________________________________________ b. nonsense:____________________________________________ c. insertion:____________________________________________ d. deletion:_____________________________________________ e. duplication:___________________________________________

20. What is genetics?

21. __________________ means that an organism has 2 same alleles for a trait. 22. __________________ means that an organism has 2 different alleles for a trait. 23. __________________ traits are shown using a capital letter. 24. __________________ traits are shown using a lowercase letter.

25. Define genotype: _________________________________________________

26. Define phenotype: ________________________________________________

27. Define the following laws of Mendel:

➢ Law of Segregation: ➢ Law of Independent Assortment:

28. Define incomplete dominance.

List an example of incomplete dominance.

29. Define codominance. List an example of codominance.

30. Define sex-linked trait.

List an example of a sex-linked trait.

31. Define nondisjunction. List 2 genetic disorders caused by nondisjunction:

a. extra 21 chromosome causes ______________________ b. missing X chromosome causes ______________________

32. What are GMOs?

33. What are transgenic organisms? How are they used?

Content Domain: Evolution (SB6) 1. Define evolution: 2. Define the following terms:

adaptations:

speciation:

fitness:

3. Describe Darwin’s Theory of Natural Selection:

4. Speciation is the creation of a new species. What is required for speciation to occur?

5. Define the following types of evolution (p. 439-440):

a. adaptive radiation (divergent evolution):________________________________ b. convergent evolution:______________________________________________ c. coevolution:_____________________________________________________

6. Describe the five types of evidence that are used to show evolutionary relationships:

a. fossil record: b. homologous structures: c. vestigial structures: d. analogous structures: e. comparative biochemistry (DNA and proteins):

f. comparative embryology:

7. Based on the graph above, which 2 species are the most genetically different?

D. polylepis and A. forsteri OR E .ferus and D. polylepis

8. How have antibiotics and pesticides caused rapid evolution of bacteria and insects? 9. Define and give an example of the 3 types of natural selection:

a. stabilizing: b. directional: c. disruptive:

10. Which mechanism of evolution adds new genes to the gene pool?

11. Define and give an example of the following mechanisms of evolution: a. Genetic drift:

b. Gene flow:

c. Non-random mating:

12. Contrast gradualism and punctuated equilibrium rates of evolution:

13. What is the Hardy-Weinberg theorem? Why does it prove that evolution is occurring in all species in some

form?

Content Domain: Organisms (SB4) 1. Complete the table below:

Domain Bacteria Archae Eukarya

Kingdom

Example

Cell Type

Cell Walls

Number

of Cells

Nutrition

2. Define taxonomy:

3. List the 7 levels of classification starting with Domain:

4. Are viruses living or non-living?

5. What must a virus to do copy itself?

6. Draw and label a picture of a bacteriophage virus (use your Notes: Classifying Living Things):

7. List the 6 levels of organization from smallest (organism) to largest (biosphere):

Content Domain: Ecology (SB5) 1. Define abiotic factors:

List 3 examples of abiotic factors:

2. Define biotic factors: List 3 examples of biotic factors:

3. Define the following terms: a. Population: b. Community: c. Ecosystem: d. Biome:

4. How are habitat and niche different?

5. Define competition and predation.

6. Describe each of the following symbiotic relationships: a. mutualism:___________________________________________________ b. commensalism:________________________________________________ c. parasitism:___________________________________________________

7. Complete the table below:

Organism Energy Source Example

Producer

Herbivore

Omnivore

Carnivore

Decomposer

8. What does a food chain represent? LIST a simple food chain using the following: plant, grasshopper, mouse, snake. Label the producer, primary consumer, secondary consumer, and tertiary consumer.

9. Which 2 things are missing from your food chain?

10. How is a food web different from a food chain? 11. What is the ultimate source of energy in our biosphere?

12. In an energy pyramid, list which organisms are present at each level: a. Level 1:_______________________________________________ b. Level 2:_______________________________________________ c. Level 3:_______________________________________________ d. Level 4:_______________________________________________ e. Level 5:_______________________________________________

13. How much energy is passed from one level to the next? _____% How much is lost?______%

14. List the steps of the following nutrient cycles: a. Carbon: b. Nitrogen:

c. Phosphorus:

d. Water:

15. Why are these nutrient cycles important?

16. What is ecological succession? 17. Compare and contrast primary and secondary succession.

18. What are some conditions that occur before secondary succession? 19. What is a pioneer species and how do they prepare the area for the next species to arrive?

20. What is a climax community (p.63)? 21. Define density-dependent factors.

22. List 3 density-dependent factors:

a. ___________________________ b. ___________________________ c. ___________________________

23. Define density-independent factors.

24. List 3 density-independent factors: a. ___________________________ b. ___________________________ c. ___________________________

25. Draw a sample graph for exponential growth and logistic growth in the boxes below. Label the lag phase, exponential growth phase, and carrying capacity (if they are present).

26. Differentiate between exponential growth and logistic growth.

27. What is the carrying capacity of a population?

28. Draw the age structure for a population that is in rapid growth, slow growth, and negative growth in the boxes below:

29. Complete the table below using page 200 in COACH book:

Threat Cause Possible Result

Greenhouse Effect

Acid rain

Ozone Depletion

Air Pollution

Water Pollution

Soil Degradation/Depletion

Habitat Destruction

30. Complete the table below:

Non-renewable Resource Renewable Resource

Definition:

Definition:

3 Examples:

3 Examples:

31. Complete the table below for the land biomes:

TERRESTRIAL BIOMES

Biome Name Description Geographic Location Plants/Animals

Tundra

Boreal Coniferous Forest

Temperate Deciduous Forest

Grassland

Savanna

Tropical Rain Forest

Desert

32. List 3 adaptations used by animals to catch/kill prey OR avoid being eaten:

33. List 3 adaptations used by plants to avoid being eaten or to survive weather conditions:

SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells. a. Construct an explanation of how cell structures and organelles (including nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, Golgi, endoplasmic reticulum, vacuoles, ribosomes, and mitochondria) interact as a system to maintain homeostasis. b. Develop and use models to explain the role of cellular reproduction (including binary fission, mitosis, and meiosis) in maintaining genetic continuity. c. Construct arguments supported by evidence to relate the structure of macromolecules (carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out cellular processes. d. Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive, and osmosis) in maintaining homeostasis. e. Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g., single-celled alga). SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells. a. Construct an explanation of how the structures of DNA and RNA lead to the expression of information within the cell via the processes of replication, transcription, and translation. b. Construct an argument based on evidence to support the claim that inheritable genetic variations may result from:

new genetic combinations through meiosis (crossing over, nondisjunction); non-lethal errors occurring during replication (insertions, deletions, substitutions); and/or heritable mutations caused by environmental factors (radiation, chemicals, and viruses).

c. Ask questions to gather and communicate information about the use and ethical considerations of biotechnology in forensics, medicine, and agriculture. SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations. a. Use Mendel’s laws (segregation and independent assortment) to ask questions and define problems that explain the role of meiosis in reproductive variability. b. Use mathematical models to predict and explain patterns of inheritance. (Clarification statement: Students should be able to use Punnett squares (monohybrid and dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns: dominance, codominance, incomplete dominance.) c. Construct an argument to support a claim about the relative advantages and disadvantages of sexual and asexual reproduction. SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single-celled and multi-celled organisms. a. Construct an argument supported by scientific information to explain patterns in structures and function among clades of organisms, including the origin of eukaryotes by endosymbiosis. Clades should include:

archaea bacteria eukaryotes

fungi plants animals

b. Analyze and interpret data to develop models (i.e., cladograms and phylogenetic trees) based on patterns of common ancestry and the theory of evolution to determine relationships among major groups of organisms. c. Construct an argument supported by empirical evidence to compare and contrast the characteristics of viruses and organisms. SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment. a. Plan and carry out investigations and analyze data to support explanations about factors affecting biodiversity and populations in ecosystems. b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration.

Arranging components of a food web according to energy flow. Comparing the quantity of energy in the steps of an energy pyramid. Explaining the need for cycling of major biochemical elements (C, O, N, P, and H).

c. Construct an argument to predict the impact of environmental change on the stability of an ecosystem. d. Design a solution to reduce the impact of a human activity on the environment. e. Construct explanations that predict an organism’s ability to survive within changing environmental limits (e.g., temperature, pH, drought, fire). SB6. Obtain, evaluate, and communicate information to assess the theory of evolution. a. Construct an explanation of how new understandings of Earth’s history, the emergence of new species from pre-existing species, and our understanding of genetics have influenced our understanding of biology. b. Analyze and interpret data to explain patterns in biodiversity that result from speciation. c. Construct an argument using valid and reliable sources to support the claim that evidence from comparative morphology (analogous vs. homologous structures), embryology, biochemistry (protein sequence) and genetics support the theory that all living organisms are related by way of common descent. d. Develop and use mathematical models to support explanations of how undirected genetic changes in natural selection and genetic drift have led to changes in populations of organisms. e. Develop a model to explain the role natural selection plays in causing biological resistance (e.g., pesticides, antibiotic resistance, and influenza vaccines).