Download Daphne High School ACOS General Biology Project This sheet must

Daphne High School
ACOS General Biology Project
This sheet must remain in the front of your project binder.
In effort to help you succeed in passing the Alabama High School Graduation Exam (AHSGE),
you will be completing this project. The science portion of the AHSGE has 90 multiple choice
questions. Your completed project will be an effective tool to use as a study guide when
preparing to take the AHSGE. If done properly this project will be a concise summery of what
you learn throughout the Biology course. You will do these during class. If you miss class you
will be required to do them at home as makeup work.
The Assignment:
You will use one sheet of blank white paper for each identified objective.
There are a total of 54 objective items. Label each page of the project with the number of the
objective in the upper right hand corner corresponding to the number of the objective. Across the
top of each page you will write the words of the objective and enhance the sentence in some way,
such as bright color, highlight, or underline. In the main part of the page describe the objective
using words, drawings, graphs, and or charts, be brief but concise and descriptive. Define all
underlined words. Use no more than one page per objective. Keep all project items in a 1 inch 3
ring binder that will be held in the classroom. The binders may be checked out to take home if
requested. This project binder will be graded four (4) times throughout the course.
Grading:
Detail
25
Penmanship, presentation
20
Organization
10
Effort
30
Correctness
15
(Extra credit may be given for knowing concepts.)
Objectives 1-25 (25 total) will be due on ___________________ for a project grade
Objectives 26-54 (29 total) will be due on __________________ for a project grade
Students will:
1.Select appropriate laboratory glassware, balances, time measuring equipment, and optical
instruments to conduct an experiment. (use lab ware identification sheets)
2. Describing the steps of the scientific method (Ch 1 section 3)
3. Comparing controls, dependent variables, and independent variables (page 16)
4. Identifying safe laboratory procedures when handling chemicals and using Bunsen burners and
laboratory glassware(page 1024-1027)
5. Using appropriate SI units for measuring length, volume, and mass (Page 50 Table 1)
6. Describe cell processes necessary for achieving homeostasis, including active and passive
transport, osmosis, diffusion, exocytosis, and endocytosis. (Ch 4 section 1, fig. 2 page 76)
7. Identifying functions of carbohydrates, lipids, proteins, and nucleic acids in cellular activities
(page 60-63, 80 & 81)
8. Comparing the reaction of plant and animal cells in isotonic, hypotonic, and hypertonic
solutions (Page 77 Table 1)
9. Explaining how surface area, cell size, temperature, light, and pH affect cellular activities (Ch.
3 sect. 2, P. 55 Table 2)
10. Applying the concept of fluid pressure to biological systems Examples: blood pressure,
turgor pressure, bends, strokes (P.66, P. 882 Look at the central vacuole p. 884)
11.Identify reactants and products associated with photosynthesis and cellular respiration and the
purposes of these two processes. (P. 97 & 104)
12.
Describe similarities and differences of cell organelles, using diagrams and tables. (Ch 3
sect. 3 Organelle Table)
13. Identifying scientists who contributed to the cell theory
Examples:
Hooke, Schleiden, Schwann, Virchow, van Leeuwenhoek (Ch 3 Sect. 1)
14. Distinguishing between prokaryotic and eukaryotic cells (Ch 3 section 2)
15. Identifying various technologies used to observe cells Examples: light microscope, scanning
electron microscope, transmission electron microscope (ch 3 sect. 1)
16.Identify cells, tissues, organs, organ systems, organisms, populations, communities, and
ecosystems as levels of organization in the biosphere. P. 419 & 340)
17. Recognizing that cells differentiate to perform specific functions
Examples: ciliated cells to produce movement, nerve cells to conduct electrical charges (p 419 & 59)
18. Describe the roles of mitotic and meiotic divisions during reproduction, growth, and repair of
cells. (Ch 7 Sect. 1, P 144 figure 2; Ch 6 Sect. 2, page 130 & 131, figure 8)
19. Comparing sperm and egg formation in terms of ploidy
Example: ploidy—haploid, diploid (P. 148 fig. 3)
20. Comparing sexual and asexual reproduction (Ch 7 p.150)
21. Apply Mendel’s law to determine phenotypic and genotypic probabilities of offspring. (Ch 8
sect. 3)
22. Defining important genetic terms, including dihybrid cross, monohybrid cross, phenotype,
genotype, homozygous, heterozygous, dominant trait, recessive trait,
incomplete dominance, codominance, and allele (Ch 8)
23. Interpreting inheritance patterns shown in graphs and charts (p 175 fig. 12)
24. Calculating genotypic and phenotypic percentages and ratios using a Punnett square (Ch 8
sect. 3)
25. Identify the structure and function of DNA, RNA, and protein. (Ch 9 & 10)
26. Explaining relationships among DNA, genes, and chromosomes (P 208, fig. 1)
27. Listing significant contributions of biotechnology to society, including agricultural and
medical practices
Examples:
DNA fingerprinting, insulin, growth hormone (Ch 11 Sect.1, p 229 fig. 2, p
986, 234, &240)
28. Relating normal patterns of genetic inheritance to genetic variation
Example:
crossing-over (p. 144)
29. Relating ways chance, mutagens, and genetic engineering increase diversity
Examples:
insertion, deletion, translocation, inversion, recombinant DNA (P 219 fig. 8)
30. Relating genetic disorders and disease to patterns of genetic inheritance
Examples:
hemophilia, sickle cell anemia, Down’s syndrome, Tay-Sachs disease, cystic
fibrosis, color blindness, phenylketonuria (PKU) (p 181 Table 2)
31. Differentiate between the previous five-kingdom and current six-kingdom classification
systems. (Ch 19)
32. Sequencing taxa from most inclusive to least inclusive in the classification of living things (P 302 Fig.
2)
33. Identifying organisms using a dichotomous key (P. 314 Practice lab)
34. Identifying ways in which organisms from the Monera, Protista, and Fungi kingdoms are beneficial
and harmful
Examples:
beneficial—decomposers, harmful—diseases ( Ch 20, 21 & 22)
35. Justifying the grouping of viruses in a category separate from living things (Ch 20 Sect. 1)
36. Writing scientific names accurately by using binomial nomenclature (Ch 14 sect. 1)
37. Distinguish between monocots and dicots, angiosperms and gymnosperms, and vascular and
nonvascular plants. (Ch 23 Sec. 2)
38. Describing the histology of roots, stems, leaves, and flowers (Ch 25 Sect. 1)
39. Recognizing chemical and physical adaptations of plants
Examples: chemical—foul odor, bitter taste, toxicity; physical—spines, needles, broad leaves
40. Classify animals according to type of skeletal structure, method of fertilization and
reproduction, body symmetry, body coverings, and locomotion.
Examples:
skeletal structure—vertebrates, invertebrates;
fertilization—external, internal;
reproduction—sexual, asexual;
body symmetry—bilateral, radial, asymmetrical; (P. 598)
body coverings—feathers, scales, fur;
locomotion—cilia, flagella, pseudopodia
41. Describe protective adaptations of animals, including mimicry, camouflage, beak type, migration,
and hibernation. (Class Notes)
42. Identifying ways in which the theory of evolution explains the nature and diversity of organisms
(Ch 13)
43. Describing natural selection, survival of the fittest, geographic isolation, and fossil record (Ch
13)
44. Trace the flow of energy as it decreases through the trophic levels from producers to the
quaternary level in food chains, food webs, and energy pyramids. (Ch 16, P. 346 fig. 7, P 347 fig. 8,
p. 348 fig. 9)
45. Describing the interdependence of biotic and abiotic factors in an ecosystem
Examples:
effects of humidity on stomata size, effects of dissolved oxygen on fish
respiration (Class Notes)
46. Contrasting autotrophs and heterotrophs (P. 94 & 95)
47. Describing the niche of decomposers (Class Notes)
48. Using the ten percent law to explain the decreasing availability of energy through the trophic
levels (P 348, Class Notes)
49. Trace biogeochemical cycles through the environment, including water, carbon, oxygen, and
nitrogen. (Ch 16 sect. 3, Fig. 12,13,14)
50. Relating natural disasters, climate changes, nonnative species, and human activity to the
dynamic equilibrium of ecosystems
Examples:
natural disasters—habitat destruction resulting from tornadoes;
climate changes—changes in migratory patterns of birds;
nonnative species—exponential growth of kudzu and Zebra mussels due to
absence of natural controls;
human activity—habitat destruction resulting in reduction of biodiversity,
conservation resulting in preservation of biodiversity
51. Describing the process of ecological succession (P. 343, primary & secondary)
52. Identify biomes based on environmental factors and native organisms.
Example: tundra—permafrost, low humidity, lichens, polar bears (Ch 17 sect. 3)
53. Identify density-dependent and density-independent limiting factors that affect populations in an
ecosystem.
Examples: density-dependent—disease, predator-prey relationships, availability of
food and
water; density-independent—natural disasters, climate (Ch 15 sect. 1)
54. Discriminating among symbiotic relationships, including mutualism, commensalism, and
parasitism (P. 265, P. 364 Use examples)