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Biology 11 - Exam Review - January 2015
UNIT 1- MATTER AND ENERGY (Reference: Biology 11 Textbook Chapter 1 and 2)
The Living Condition
1.
Name and describe the general processes that distinguish living from nonliving things.
2.
Explain why some nonliving things can exhibit some life characteristics but still not be
considered living organisms.
3.
Describe the early belief in spontaneous generation (abiogenesis).
4.
Explain how Redi used controlled experiments to disprove the widely accepted theory of
abiogenesis.
5.
Describe the contributions of Spallanzani and Needham to the abiogenesis controversy.
6.
Explain how Pasteur's experiments finally disproved the theory of abiogenesis of
microorganisms.
Care And Use of the Microscope
1.
Identify the structures and explain the functions of the various parts of a compound
microscope.
2.
Calculate the magnifications of the various ocular lens and objective lens combinations.
3.
Describe the following, and state how each changes as you move from low power to high
power with the compound light microscope: resolution; depth of focus; light intensity; field
of view size.
Measurement with Microscopes
1.
Convert cm to mm to μm.
2.
Estimate the size (in μm) of any organism under the microscope at different magnifications.
3.
Determine the "magnification" of a scaled diagram of a specimen, knowing the specimen's
actual size.
4.
Calculate what the scaled size of a drawing of an organism would be (in cm or mm) given its
actual size and the scaled magnification of the diagram.
5.
Calculate the actual size of an organism (in μm) given its scale size and the magnification of
the diagram.
Eukaryotic Cell Structures
1.
State the cell theory.
2.
State the differences between prokaryotic cells and eukaryotic cells, and be able to give
examples of each type.
3.
Describe in simple terms the evidence used by biologists to support the symbiotic theory of
the evolution of eukaryotic cells from prokaryotic cells.
4.
Identify and explain the functions of the three basic regions of most cells: cell membrane,
cytoplasm, nucleus.
5.
Explain why a cell can be compared to a microscopic factory.
6.
Explain why it is necessary for the nuclear and cell membranes to be porous in nature.
7.
Describe the importance of the cell membrane to the function of the cell.
8.
Explain the importance of the cell wall as found surrounding plant cells and some other types
of cells.
9.
Explain why chloroplasts are unique to green plant cells.
10.
Briefly describe the function of the following cellular structures and organelles: endoplasmic
reticulum; ribosome; Golgi body; mitochondrion; chloroplast; vacuole; lysosome; centriole;
cilia and flagella; nuclear envelope /membrane; chromatin; nucleus; nucleolus; cell wall;
cytoskeleton.
11.
12.
13.
14.
15.
16.
17.
Describe how the various organelles in a cell often work together, and give a few examples.
Define unicellular and multicellular.
Explain how unicellular organisms differ from multicellular organisms with respect to how
they perform their life processes.
Describe how cells are arranged into increasingly complex levels of cellular organization in
multicellular organisms - tissues; organs; organ systems
Explain why it is necessary for cells to have a high surface area to volume ratio.
Use changes in SA:V ratios to explain why cells must be small.
Describe the structural adaptation(s) that some cells have that increases their surface area to
volume ratio.
The Cell and Its Environment
1.
Describe the general properties of the plasma membrane.
2.
Describe the three main types of molecules that make up the plasma membrane phospholipid molecules; proteins; cholesterol - and describe their function.
3.
Explain what the “fluid mosaic model” of membrane structure means.
4.
State three factors that affect the rate of diffusion.
5.
Describe the effect that each factor has on the rate of diffusion.
6.
Explain the effect that a selectively permeable membrane has on the movement of molecules
by diffusion.
7.
Apply the concepts of diffusion and osmosis to everyday occurrences (e.g. why we gargle
with salty water when we have a sore throat, why fish preserved with salt will not spoil, or
why watering will restore a wilted plant).
8.
Differentiate between passive and non-passive transport of materials into and out of cells.
9.
Explain why diffusion and osmosis alone are not sufficient processes to transport all
materials into and out of living cells as needed.
10.
Describe how facilitated diffusion differs from regular simple diffusion.
11.
Explain the conditions under which active transport will be used to transport molecules into
or out of cells.
12.
Explain the conditions under which endocytosis (phagocytosis or pinocytosis) would be used
by a cell to bring substances into the cytoplasm from the environment.
13.
Describe how exocytosis is used to move certain substances from the cytoplasm, through the
membrane, to the outside of the cell.
Macromolecules/ Biochemical Compounds Pages 30-47 in textbook
1.
Structure (what they are made of), function/use, and examples of carbohydrates, lipids,
proteins, nucleic acids
2.
What is needed to make a compound organic
Photosynthesis and Cellular Respiration
1.
Where it occurs (organism and location in cell)
2.
Know the balanced equation for both cell respiration and photosynthesis
3.
Know the products and reactants (what goes in, what comes out) for both stages of
photosynthesis
4.
Explain why plants need photosynthesis to survive
5.
Know that ATP is the useable source of energy in a cell
6.
Explain the difference between anaerobic and aerobic respiration.
7.
Know the two types of aerobic respiration and their products
8.
Explain the common stage for both aerobic and anaerobic respiration
9.
Know the products and reactants for each stage of aerobic cell respiration and the result
being of a lot of energy
UNIT 2: BIODIVERSITY/ TAXONOMY (Reference: Biology 11 Chapter 9, 10, 11, 12)
Biological Classification - Taxonomy
1.
Explain the necessity of classification in Biology or any science.
2.
Describe the contributions of Aristotle and Linnaeus to the science of taxonomy.
3.
Define the term binomial nomenclature, and explain the rules that apply to using it.
4.
Distinguish between the terms Genus and species.
5.
List and define the seven main taxonomic groups
(Kingdom; Phylum; Class; Order; Family; Genus; species).
6.
Define phylogeny, and explain how today’s taxonomists use it.
7.
Describe how taxonomists use the following in order to determine an organism's phylogeny:
fossils; homologous structures; comparative studies of chemistry, embryos, proteins and
DNA.
8.
Name the five kingdoms of living things used today.
9.
Describe the events that changed the two-kingdom system to a three, four, then five kingdom
classification system.
10.
Describe why there is talk of moving away from a 5-Kingdom model.
11.
Differentiate between a prokaryote and a eukaryote.
12.
List the unique characteristics that identify each of the five kingdoms of living things.
13.
State the purpose of a classification key.
14.
Explain what is unique about dichotomous classification keys.
15.
Construct a key that could be used to identify 7-10 different specimens, using first a
numbered
spider key and then re-writing it into a list key format.
16.
Use a prepared dichotomous key to identify unknown organisms.
Viruses
1.
Describe the basic structure of a virus.
2.
Explain why viruses occupy an unusual position between living and non-living matter.
3.
Explain in general how viruses replicate inside a host cell.
4.
Explain the term ‘bacteriophage’.
5.
Outline the two pathways of viral replication (lytic and lysogenic cycle).
Kingdom Monera
1.
Describe the general characteristics of prokaryotic cells.
2.
Name and describe the three main groups of bacteria, as classified by shape, and how the
prefixes diplo, strepto and staphylo are used to describe colonies or groups of bacteria.
3.
Describe the general structure of a bacterial cell.
4.
Be able to name some harmful and helpful roles that bacteria play in the world around us.
Kingdom Animalia
1. General characteristics of the kingdom and examples.
2. Phylum chordata – general characteristics and examples.
3. Classes in phylum chordate – general characteristics and examples.
UNIT 3- MAINTAINING DYNAMIC EQUILIBRIUM (Ref.: Biology 11 Textbook Chapter 6,7 and 8)
Body Systems
1.
Explain what is meant by homeostasis.
2.
Identify the role of each of the body systems in the human body.
Digestive System
1.
Be able to label and describe the functions of each of the organs associated with the digestive
system
2.
Describe the mehancical and chemical digestiosn that takes place at each step of the digestive
process
3.
Know examples of enzymes that digest carbohydrates, proteins, and fats.
4.
Explain the term peristalsis, bolus, and chyme.
5.
Know the main roles of each part of the digestive system.
6.
Explain the role of the villi and how its structure aids in its function.
Circulatory System
1.
Explain the difference between closed and open circulatory systems.
2.
Give the components of blood and their function.
3.
Explain the importance of knowing your blood type, with respect to A, AB, B, and O antigen
and antibody production.
4.
Explain the structure of the different blood vessels and how this relates to their function.
5.
Identify types of blood vessels from diagrams.
6.
Label the parts of a mammalian circulatory system.
7.
Identify the roles of the chambers and valves in the heart as they relate to movement of
blood.
8.
Explain how the heartbeat is created/regulated by nerve impulses.
9.
Explain what blood pressure is, how blood pressure is measured, and high and low blood
pressure values/symptoms.
Respiratory System
1.
Explain different methods organisms use for respiration.
2.
Describe the benefits to having an enclosed respiratory system (like we have).
3.
Be able to label a diagram and explain the role of the different parts of the respiratory
system.
4.
Explain the process of ventilation, as it relates to the diaphragm and intercostal muscles.
5.
Explain the role of the alveoli and how its structure aids in its function.
6.
Know a disorder of the respiratory system.
It is important to go over all tests, quizzes, assignments, unit vocabulary, and handouts for
your exam. Be sure to study any diagrams we have studied, such as a microscope, cell, bacteria,
bacteriophage, heart, digestive system, respiratory system, etc.