Download Biology End-of-Course Test Study Guide

Biology End-of-Course Test Study Guide
This study guide is based on the NC Standard Course of Study for Biology.
Goal 1: Learner will develop abilities necessary to do and understand scientific inquiry.
Hypothesis
Independent Variable vs. Dependent Variable
Control Group vs. Experimental Group
Measurement Tools
Interpreting/Analyzing Data
Interpreting/Analyzing Charts, Graphs
Observations vs. Inferences vs. Predictions
Lab Safety Hazards
Quantitative Data vs. Qualitative Data
Goal 2: Learner will develop an understanding of the physical, chemical and cellular basis of life.
Organic compound groups (know monomers, examples and functions of proteins, lipids,
carbohydrate, nucleic acids)
Know Structure/Function of Starch, Cellulose, Insulin, Glycogen, Glucose, Hemoglobin, Fats,
DNA and RNA
Iodine used for starch test
Brown Paper used for lipid test
Benedict’s Solution used for monosaccharide test
Biuret Reagent used for protein test
Enzymes (lock and key, characteristics, factors that effect enzyme function, etc.)
Cellular Organelles structure and function (nucleus, plasma membrane, cell wall, mitochondria,
vacuoles, chloroplasts and ribosomes)
Microscope technique (total magnification)
Cellular organization (cellstissuesorgansorgan systems)
Plant cells vs. Animal cells
Homeostasis (temperature, pH, water balance, etc.)
Osmosis
Diffusion
Passive vs. Active Transport
Selective Permeability of cell membrane
Cell Reactions to different solution concentrations
Acids vs. Bases
Buffers
Energy for biochemical reactions
Equation (reactants and products) for Photosynthesis
Equation (reactants and products) for Cellular Respiration
Aerobic vs. anaerobic respiration
Lactic acid fermentation
Alcoholic fermentation
Goal 3: Learner will develop an understanding of the continuity of life and the changes of
organisms over time.
Compare and contrast DNA and RNA
Base pairing rules
DNA Replication Process
Mutations
Hydrogen bonding in DNA
Protein Synthesis (transcription and translation)
Peptide Bonding
Codon Chart
Expression of genes in different cells
Cancer
Tumors
Sexual vs. Asexual Reproduction
Compare and contrast Mitosis and Meiosis
Haploid vs. Diploid Cells
Mitosis Phases/Diagrams in order (Be able to sequence the pictures.)
Sources of variation (crossing over, random assortment of chromosomes, gene mutations,
nondisjunction, fertilization)
Dominant vs. Recessive
Genotype vs. Phenotype
Mendel’s experiments and laws
Karyotyping (gender determination and chromosome abnormalities)
Homozygous vs. Heterozygous
Complete vs. Incomplete dominance
Codominance
Autosomal inheritance patterns (sickle cell, cystic fibrosis and Huntington’s disease)
Multiple alleles (blood types)
Polygenic traits (hair color, skin color, height)
Sex-linked traits (colorblindness and hemophilia)
Understand why males are more likely to express sex-linked traits
Human sex chromosomes (male and female)
Independent assortment
Test cross
Pedigrees
Punnett squares (monohybrids and dihybrids)
Human Genome project
Applications of biotechnology (DNA fingerprinting, gel electrophoresis, transgenic organisms)
Ethical issues associated with biotechnology
Theory of evolution by Natural Selection
Composition of early Earth’s atmosphere (Oparin, Miller and Urey)
Endosymbiotic Theory
Homologous vs. Analogous structures
Biochemical similarities of different species
How is common ancestry determined among species?
Fossil dating
Geographic isolation vs. Reproductive isolation
Speciation
Applications of pesticide and antibiotic resistance to natural selection
Goal 4: Learner will develop an understanding of the unity and diversity of life.
Kingdoms
Co-evolution
7 classification categories
Binomial nomenclature
Basis of classification (evolutionary phylogeny, DNA and biochemical analysis, embryology and
morphology)
Interpret Phylogenetic trees
Similarities and differences between prokaryotic and eukaryotic organisms
Similarities and differences among eukaryotic kingdoms (Animalia, Plantae, Fungi and Protista)
Dichotomous Keys
Compare and contrast nonvascular plants, gymnosperms and angiosperms
Physiological functions among annelids, insects, amphibians and mammals
Animal transport, excretion, respiration, regulation, nutrition, synthesis, reproduction, growth
and development
Structural adaptations for organisms to live on land
Viruses (HIV, Influenza, Smallpox)
Contrast viruses and bacteria
Bacteria (Streptococcus)
External effects on health and disease (Malaria, Cancer, Tobacco use, Diet/Exercise, Diabetes,
PKU/Diet)
Immune response (vaccines, active and passive immunity, T cells, B cells, antibodies/antigens)
Nutrition (obesity, poor nutrition, malnutrition and optimal health)
Animal behavior
Innate behavior (migration, estivation, hibernation, instinct, taxis)
Learned behavior (habituation, imprinting, trial and error, conditioning)
Social behavior (pheromones, courtship dances, territoriality)
Goal 5: Learner will develop an understanding of the ecological relationships among organisms.
Levels of ecological organization (organismpopulationcommunityecosystembiosphere)
Symbiotic relationships (commensalisms, mutualism, parasitism)
Predator/prey relationships
Biotic and abiotic factors
Effect of limiting factors on carrying capacity
Interpret population growth graphs
Relationship of Carbon Cycle to photosynthesis and cellular respiration
Trophic levels and energy transfer (food chains, food webs and energy pyramid)
The sequence of organisms in food chains
Human population growth (birth rate, death rate, density, population size, resources)
Human impact on ecosystems (acid rain, habitat destruction, introduction of non-native species)
Greenhouse effect (Carbon cycling, impact of human influence, volcanoes)
Deforestation
Pesticide use
Bioaccumulation research
Examples of sustainable practices/stewardship
Biology students should use their class notes, textbooks, worksheets, handouts, labs and all other
materials from this school year to prepare for the Biology End-of-Course Test.