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Mr. Jim Egenrieder's Biology Course Expanded Outline
Mr. Jim Egenrieder's Biology Class
Expanded Course Outline
Unit 1 - Science and Laboratory Basics
Lesson 1 - Define Science.
Lesson 2 - Distinguish between science and non-science.
Lesson 3 - List the steps of the scientific methods.
Lesson 4 - Describe the parts of the microscope and their function.
Lesson 5 - Distinguish between the application of different microscopes.
Lesson 6 - System International (Metric System).
Unit 2 - The Study of Life
Lesson 1 - Compare living things with non-living things.
Lesson 2 -
Unit 3 - Bio-Chemistry
Lesson 1 - Describe the atom and its parts.
Lesson 2 - Analyze
Unit 4 - Cells and Cellular Energy
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 6 - Cell Reproduction
SOLs Addressed:
 BIO 2: Causative agents of disease;
 BIO 5: Analysis of responses to the environment;
 BIO 5: Human health issues, human anatomy, body systems,and life functions;
 BIO 6: Cell division;
 BIO 6: Effects of genetic recombination and mutation; and
 BIO 8: Investigating how variation of traits, reproductive strategies and
environmental pressures impact on the survival of populations.
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Mr. Jim Egenrieder's Biology Course Expanded Outline
Lesson 1 - Analyze the reasons why cells are small.
Lesson 2 - Sequence the events of the cell cycle.
Lesson 3 - Describe the role of enzymes in the cell cycle.
Lesson 4 - Describe the phases of mitosis and chromosome development.
Lesson 5 - Distinguish between a normal cell cycle and abnormal events that result
in cancer.
Unit 7 - Genetics and Inheritance
Lesson 1 - Analyze results obtained by Gregor Mendel in his experiments with pea
plants.
Lesson 2 - Predict the possible offspring of a cross by using a Punnett square.
Lesson 3 - Analyze how the number of chromosomes is maintained during meiosis.
Lesson 4 - Infer how meiosis leads to species variation.
Unit 8 - DNA and Gene Expression
Lesson 1 - Analyze the structure of DNA.
Lesson 2 - Determine how the structure of DNA provides accruate reproduction.
Lesson 3 - Relate genotype and phenotype to nucleotide sequences in DNA.
Lesson 4 - Sequence the steps in protein synthesis.
Lesson 5 - Categorize different kinds of mutation in DNA.
Lesson 6 - Compare the effects of different kinds of mutations on cells and
organisms.
Unit 9 - Principles of Evolution
Lesson 1 - Evolution
Lesson 2 - Natural Selection
Lesson 3 - Human Evolution
Unit 10 Origin of Life
Lesson 1 - Early earth.
Lesson 2 - Life in the oceans.
Lesson 3 - Life on land.
Unit 11 - Organisms and Their Environment
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Lesson 3 Lesson 4 -
Unit 12 - Potomac Watershed Ecosystems
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 13 - Classification
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 14 - Bacteria and Viruses
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 15 - Protists
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 16 - Fungi and Plants
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 17 - Animals
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Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 18 - Lower Animals
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 19 - Arthropods
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 20 - Fishes
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 21 - Amphibians
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 22 - Reptiles
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
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Mr. Jim Egenrieder's Biology Course Expanded Outline
Unit 23 - Birds
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 24 - Mammals
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 25 - Human Body
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 26 - Nervous System and Drugs
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 27 - Endocrine System
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 28 - Circulation and Respiration
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Lesson 4 -
Unit 29 - Immune System
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 30 - Digestion and Excretion
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
Unit 31 - Reproduction and Development
Lesson 1 Lesson 2 Lesson 3 Lesson 4 -
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Return to Biology I Contents
Return to Molecular Basis of Life Contents
1. Chromosomes are made up of:
a. proteins
b. sugars
c. DNA *
d. RNA
2. The DNA message depends on the order of the:
a. nitrogenous bases *
b. acids
c. sugars
d. genes
3. DNA forms the code for the making of:
a. proteins *
b. lipids
c. fats
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d. carbohydrates
4. Substances that cause chemical changes in DNA are known as:
a. glycogens
b. mutagens *
c. chromatids
d. chromosomes
5. A gene is:
a. a complete molecule of DNA
b. a short segment of DNA *
c. made of many chromosomes
d. tiny particles first seen by Gregor Mendel
6. Watson and Crick described the DNA molecule as a:
a. straight chain
b. single strand
c. double helix *
d. branching chain
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Base your answers to questions 7, 8, and 9 on the diagram below and on your
knowledge of biology.
7. Structures 1, 2, and 3 make up a
a. nucleic acid
b. ribosome
c. nucleolus
d. nucleotide*
8. If strand 1 represents a segment of a replicating DNA molecule with bases
A-T-C-C-G-A, the complementary strand would contain the bases:
a. T-A-GG-C-T*
b. T-U-G-G-C-T
c. U-A-G-G-C-U
d. A-T-G-G-C-T
9. What are the basic structural units of a DNA molecule?
a. glucose
b. lipids
c. amino acids
d. nucleotides *
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10. A DNA nucleotide is composed of three parts. These three parts may be:
a. phosphate, adenine, and thymine
b. phosphate, deoxyribose, and thymine *
c. phosphate, glucose, and cytosine
d. adenine, thymine, and cytosine
11. Molecules which transport amino acids to ribosomes are known as:
a. protein molecules
b. RNA molecules *
c. mitochondria
d. chromosomes
12. A similarity between DNA molecules and RNA molecules is that they:
a. are built from nucleotides *
b. are double-stranded
c. contain deoxyribose sugar
d. contain uracil
13. What is the function of DNA molecules in the synthesis of proteins?
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a. They catalyze the formation of peptide bonds.
b. They determine the sequence of amino acids in a protein. *
c. They transfer amino acids from the cytoplasm to the nucleus.
d. They supply energy for protein synthesis.
14. A double-stranded DNA molecule replicates as it unwinds and "unzips" along
weak:
a. hydrogen bonds *
b. carbon bonds
c. phosphate groups
d. ribose groups
Use the strand of mRNA to answer the next two questions.
The mRNA is: CUCAAGUGCUUC
15. Which of the following would represent the strand of DNA from which the
mRNA strand was made?
a. CUCAAGUGCUUC
b. GAGUUCACGAAG
c. GAGTTCACGAAG *
d. AGACCTGTAGGA
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16. Which of the following would represent the tRNA strand?
a. CUCAAGUGCUUC
b. GAGUUCACGAAG *
c. GAGTTCACGAAG
d. AGACCTGTAGGA
17. Which of the following nitrogen bases is not found in DNA?
a. adenine
b. guanine
c. cytosine
d. uracil *
18. A human skin cell contains _____ chromosomes.
a. 92
b. 46 *
c. 100
d. 23
19. The primary goal of the type of genetic engineering shown in the diagram is to:
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a. protect human cells from viruses.
b. replace chromosomes in bacteria with human chromosomes.
c. produce chemicals not normally made by bacteri
d. correct the disorder that makes a gene faulty.
20. Which is an example of a homozygous recessive genotype?
a. RR
b. rr *
c. Rr
d. rs
21. A genotype is:
a. visual characteristics of an organism
b. genetic make-up of an organism *
c. one or more forms of a gene
d. a new type of organism
22. Asexual reproduction differs from sexual reproduction in that, in asexual
reproduction:
a. new organisms are usually genetically identical to the parent *
b. the reproductive cycle involves the production of gametes
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c. nuclei of sex cells fuse to form a zygote
d. offspring show much genetic variation
23. In most multicellular animals, meiotic cell division occurs in specialized organs
known as:
a. gonads *
b. gametes
c. kidneys
d. cytoplasmic organelles
24. In sexual reproduction, the 2n chromosome number is restored as a direct result
of:
a. fertilization *
b. gamete formation
c. cleavage
d. meiosis
25. In pea plants, the trait for smooth seeds is dominant over the trait for wrinkled
seeds. When two hybrids are crossed, which results are most probable?
a. 75% smooth and 25% wrinkled seeds *
b. 100% smooth seeds
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c. 50% smooth and 50% wrinkled seeds
d. 100% wrinkled seeds
26. In humans, black hair is dominant to blond hair. If both parents have blond
hair,
what are the chances of their child inheriting the trait for black hair?
a. None*
b. 1 in 4
c. 2 in 4
d. 3 in 4
Base your answers to questions 27 - 28 on the information and data table below
and on
your knowledge of biology.
When a culture of cells is exposed to gamma rays, chromosome damage results.
This
damage is very evident when the cells are stained and observed with a compound
light
microscope. The chromosome damage is primarily in the form of breaks and gaps,
which are commonly referred to as chromosome aberrations. Investigations have
shown
that when the amino acid cysteine is added to the cell culture prior to gamma-ray
exposure, the number of aberrations is reduce The results of one investigation are
shown in the data table below. In this investigation, each cell culture received the
same
amount of gamma-ray exposure.
Cell Culture Tube
Number
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Amount of
Cysteine Added
Average Number of Chromosome
Aberrations per Cell After Gamma-Ray
Exposure
1
0.0
1.20
2
0.7
0.65
3
1.0
0.58
4
2.6
0.40
5
5.3
0.33
6
10.5
0.25
7
15.8
0.18
27. A culture tube in which the average number of chromosome aberrations per
cell is
0.30 would most likely contain approximately how many grams of added cysteine?
a. 7.0*
b. 1.15
c. 0.3
d. 0.4
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28. Chromosome aberrations that result from gamma-ray exposure would most
likely
cause:
a. the condition known as polyploidy
b. mutations in cell*
c. an increase in the lifespan of cells
d. a reduction in cysteine synthesis
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