Download Engineering 2 End of Course Exam Review by CA State Standards

Engineering 2 End of Course Review by the California Biology Standards
CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES
Cell Biology
Essential Questions and Book References
1. The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the
organism’s cells. As a basis for understanding this concept:
a. Students know cells are enclosed
Chapter 4 and 5
within semipermeable membranes
1. What is the structure of the cell membrane? (60)
that regulate their interaction with
2. Why is the cell membrane selectively permeable? (60, 80-84)
their surroundings.
3. What is the function of the phospholipid bilayer? (60, 80)
4. What are the functions of the different types of proteins found in the membrane? (80)
5. What happens during diffusion? (81)
6. What is osmosis?(81-82)
7. Predict what will happen to a cell in different solutions (hypotonic solution, isotonic solution, hypertonic
solution)(82)
8. Compare facilitated diffusion and active transport (81-83)
9. Compare endocytosis and exocytosis (83)
b. Students know enzymes are
Chapter 3 and 5
proteins that catalyze biochemical
1. What type of macromolecule is an enzyme? (46-48)
reactions without altering the
2. Why are enzymes important to living things?(48, 78)
reaction equilibrium and the
3. Describe the “Induced Fit Model” used to explain how an enzyme works ?(78-79)
activities of enzymes depend on the
4. What does an enzyme do to a reaction’s activation energy?(78)
temperature, ionic conditions, and
5. Where does a substrate bind to an enzyme?(78)
the pH of the surroundings.
6. Describe how the following environmental conditions affect enzyme activity.  Temperature;  Temperature,
 pH;  pH;  substrate concentration (48 and notes)
7. What could you do to increase the rate of an enzymatic reaction? (48 and notes)
c. Students know how prokaryotic
Chapter 4 and 10
cells, eukaryotic cells (including
1. Compare and contrast prokaryotic and eukaryotic cells (58)
those from plants and animals), and
2. What is an organelle? (59)
viruses differ in complexity and
3. Compare and contrast cells an viruses (58-59, 189-193)
general structure.
4. Why are viruses considered to be “non-living”? (2-3, 189)
5. Which is the least complex and which is the most complex : (viruses, prokaryotic cells, and eukaryotic cells)
d. Students know the central dogma of
Chapter 4 and 10
molecular biology outlines the flow
1. What is the function of the nucleus and ribosomes (61-62)
of information from transcription of
2. What is the role of DNA and RNA (62)
ribonucleic acid (RNA) in the
3. What is the connection between genes and proteins? (177-187)
nucleus to translation of proteins on
4. How does the flow of genetic information work? (177)
ribosomes in the cytoplasm.
e. Students know the role of the
Chapter 4
endoplasmic reticulum and Golgi
1. What is the function of rough and smooth Endoplasmic Reticulum? (63)
apparatus in the secretion of
2. What is the function of the Golgi apparatus? (63-64)
proteins.
3. Describe the endomembrane system. (62-65)
f. Students know usable energy is
Chapter 4 and 7
captured from sunlight by
1. What is the function of the chloroplast? (66, 104-106)
chloroplasts and is stored through
2. What is the general chemical reaction for photosynthesis? (106)
the synthesis of sugar from carbon
3. Where does the energy from the sun get stored during the process of photosynthesis? (107-111)
dioxide.
4. What color light does chlorophyll absorb and which colors does it reflect (107-108)
5. Where do the light reactions, chemiosmosis, and the Calvin cycle take place? (107-112)
6. What are the products of the Calvin cycle? (112)
7. Why are the light reactions and Calvin cycle said to be interdependent? (106)
g. Students know the role of the
Chapter 4 and 6
mitochondria in making stored
1. What is the function of the mitochondria? (66, 91-92)
chemical-bond energy available to
2. What is the general chemical reaction for cellular respiration? (92)
cells by completing the breakdown
3. What is cellular respiration (a.k.a. aerobic respiration)? (94-98)
of glucose to carbon dioxide.
4. Where do glycolysis, the Krebs cycle, and chemiosmosis take place? (94-98)
5. What happens to most of the energy released from the breakdown of food? (98)
h. Students know most
Chapter 3
macromolecules (polysaccharides,
1. What are the monomer building blocks of polysaccharides (carbohydrates)? (39-40)
nucleic acids, proteins, lipids) in
2. What are the monomer building blocks of proteins? (46-48)
cells and organisms are
3. What are the monomer building blocks of nucleic acids? (49-50)
synthesized from a small collection
4. What chemical reaction links monomers together to make polymers? (38-39)
of simple precursors.
5. What chemical reaction breaks polymers apart? (38-39)
Genetics
2. Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept:
a. Students know meiosis is an early
1. What happens during the process of mitosis? (126-127)
step in sexual reproduction in which
2. What happens during the process of meiosis? (130-133)
the pairs of chromosomes separate
3. How is plant cell division different from animal cell division? (128)
and segregate randomly during cell
4. How many chromosomes does a human somatic cell have? (130)
division to produce gametes
5. How many chromosomes does a human gamete (sex cell have)? (131)
containing one chromosome of
6. What is the difference between a 2n cell and an n cell? (131)
each type.
7. Describe the key events that occur during each stage of meiosis. (132-133)
b. Students know only certain cells in
Chapter 8
a multicellular organism undergo
1. Which cells undergo mitosis and which undergo meiosis? (Ch. 8 notes)
meiosis.
2. What is oogenesis and spermatogenesis? What are the differences between the two processes? (566-568)
3. Where in the body are eggs and sperm produced? (566-567)
c. Students know how random
Chapter 9
chromosome segregation explains
1. What are the possible gametes that could be produced by an individual who is Bb? AaBb? (146-150)
the probability that a particular allele
2. What does it mean to be heterozygous or homozygous for a trait? (146)
will be in a gamete.
d. Students know new combinations of
Chapter 8
alleles may be generated in a
1. What are the different sources of genetic variation? (135-136)
zygote through the fusion of male
2. What is fertilization? (131)
and female gametes (fertilization).
e. Students know why approximately
Chapter 8
half of an individual's DNA
1. Why is it important that meiosis is a reduction division? (130-131)
sequence comes from each parent.
f. Students know the role of
Chapter 8
chromosomes in determining an
1. What is the difference between sex chromosomes and autosomes? (130-131)
individual’s sex.
2. What are the sex chromosomes for a human female? (130-131)
3. What are the sex chromosomes for a human male? (130-131)
g. Students know how to predict
Chapter 9
possible combinations of alleles in a
1. How do geneticists use Punnett Squares? (146-150)
zygote from the genetic makeup of
2. In people the allele for Dimples (D) is dominant over the allele for non dimples (d). Two heterozygous people
the parents.
are expecting a baby. What are the phenotypic and genotypic ratios for the offspring? (146-150)
3. In people the allele for Dimples (D) is dominant over the allele for non dimples (d). A homozygous dominant
mother and a homozygous recessive father are expecting a baby. What are the phenotypic and genotypic
ratios for the offspring? (146-150)
3. A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. As a
basis for understanding this concept:
a. Students know how to predict the
Chapter 9
probable outcome of phenotypes in
1. What is the difference between a genotype and a phenotype? (148)
a genetic cross from the genotypes
2. What is the difference between homozygous and heterozygous? (146)
of the parents and mode of
3. Use a Punnett square to show how two normal skin colored parents can have an albino child.
inheritance (autosomal or X-linked,
Note: N= Dominant allele for normal skin color; n = recessive allele for albinism.
dominant or recessive).
4. What are sex-linked genes? (164-165)
5. Which sex has the most number of individuals affected by sex-linked disorders? (165-166)
b. Students know the genetic basis for
Chapter 9
Mendel’s laws of segregation and
1. What is the law of segregation? (146-147)
independent assortment.
2. What are alleles? (146)
3. Describe fig 9.23 (161)
4. What is Mendel’s principle of independent assortment? (270-271)
5. By meiosis, what are the 4 unique gametes formed from the independent assortment of genes RrYy.( 271)
6. Complete a Dihybrid cross of RrYy and RrYy (148-149)
7. Use the rules of probability; determine the chance of getting RrYY from parents who are both RrYy. (151)
d. * Students know how to use data on
Chapter 9
frequency of recombination at
1. What are linked genes? (162)
meiosis to estimate genetic
2. What is a linkage map? (163)
distances between loci and to
3. What is the equation for the recombination frequency between two genes? (163)
interpret genetic maps of
chromosomes.
4. Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins
characteristic of that organism. As a basis for understanding this concept:
a. Students know the general pathway
Chapter 10
by which ribosomes synthesize
1. ID the following nucleotides as DNA, RNA or Both: adenine, guanine, uracil, thymine, cytosine (174)
proteins, using tRNAs to translate
2. What are the 3 main types of RNA? (183-184)
genetic information in mRNA.
3. What is the function of mRNA, tRNA, and rRNA? (183-184)
4. Describe the genetic flow of information. (187)
5. Describe the process of transcription? (181-182)
6. Describe the process of translation? (183-186)
b. Students know how to apply the
genetic coding rules to predict the
sequence of amino acids from a
sequence of codons in RNA.
Chapter 10
1. What is a codon? (179)
2. What is the amino acid sequence of the mRNA strand: AUGUCGCACGGUUAG (179-180)
3. What is an anticodon (184)
4. What are the tRNA anticodons of mRNA strand: AUGUCGCACGGUUAG?
5. Complete the DNA strand that coded for the following mRNA strand?
mRNA strand: AUGUCGCACGGUUAG
DNA: TAC????????????
2
c. Students know how mutations in the
DNA sequence of a gene may or
may not affect the expression of the
gene or the sequence of amino
acids in an encoded protein.
d. Students know specialization of
cells in multicellular organisms is
usually due to different patterns of
gene expression rather than to
differences of the genes
themselves.
Chapter 10
1. What is a mutation? (187-188)
2. What are two types of mutations? (188)
3. What effect does a base deletion or base insertion have on the formation of a protein? (188)
e. Students know proteins can differ
from one another in the number and
sequence of amino acids.
Chapter 10
1. What makes one protein different from another? (47)
1. If all cells in the body have the same DNA, what makes one cell like an eyeball cell different from another cell
like a kidney cell? (201)
5. The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept:
a. Students know the general
Chapter 10
structures and functions of DNA,
1. Describe the structure of DNA? (49-50, 174-176)
RNA, and protein.
2. Describe the base-pairing rules of DNA. (175)
3. If the coding strand of DNA was TACG, what would the complementary DNA strand be? (175)
4. Compare and contrast DNA and RNA? (49-50)
5. How many different amino acids are there that can be used to build a protein? (180)
b. Students know how to apply baseChapter 10
pairing rules to explain precise
1. Describe how DNA is replicated. (176)
copying of DNA during
2. Why does DNA replication only take place in the 5’ to 3’ direction?
semiconservative replication and
3. Describe the semiconservative model for how DNA is copied. (176)
transcription of information from
4. Complementary base pairing rules: What is the mRNA sequence transcribed from the following gene’s
DNA into mRNA.
DNA?(175)
DNA: TACCCGATCGTAGGGATA
mRNA: AUG???????????????
5. What is the process called for making mRNA from a gene’s DNA strand?(181)
c. Students know how genetic
Chapter 12
engineering (biotechnology) is used
1. What is recombinant DNA? (221)
to produce novel biomedical and
2. What is the function of restriction enzymes and how are they used?(224-226)
agricultural products.
3. What are some different uses of recombinant DNA technology? (220-223)
d. * Students know how basic DNA
technology (restriction digestion by
endonucleases, gel electrophoresis,
ligation, and transformation) is used
to construct recombinant DNA
molecules.
Chapter 12
1. Describe how gel electrophoresis works. (Be sure to be able to read and interpret gel results) (227-230)
2. How is a plasmid utilized in making recombinant products or gene libraries? (221, 224
Ecology
6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept:
b. Students know how to analyze
Chapter 19
changes in an ecosystem resulting
1. What is an ecosystem? (416-417)
from changes in climate, human
2. What is a food chain and a food web? (418-419)
activity, introduction of nonnative
3. See fig19.21: Predict what would happen to the population size of the mice and the hawks, if suddenly the
species, or changes in population
crickets were killed off. (418)
size.
4. What is species diversity? (407)
5. What is the difference between primary succession and secondary succession? (415-416)
6. What is the greenhouse effect? (114-115)
7. What is an introduced species? What effect could it have on an existing ecosystem? (441-442)
c. Students know how fluctuations in
Chapter 18
population size in an ecosystem are
1. What factors affect population size? (120-122)
determined by the relative rates of
2. What factors limit population growth? (124-127)
birth, immigration, emigration, and
3. What is the difference between the exponential growth model and the logistic growth model? (388-390)
death.
d. Students know how water, carbon
Chapter 19
and nitrogen cycle between the
1. Explain how carbon cycles between the biotic and abiotic components of the environment? (424)
abiotic resources and organic
2. Using logic: Which of the 2 following human activities would increase atmospheric carbon dioxide
matter in the ecosystem and how
concentrations, and which one would decrease atmospheric carbon dioxide concentrations?
oxygen cycles through
 Burning fossil fuels to drive cars and other human activities
photosynthesis and (cellular)
 Cutting down forests
respiration.
 Planting trees
3. Nitrogen cycle (424)
 What is nitrogen fixation?
 Which organisms perform nitrogen fixation?
e. Students know a vital part of an
Chapter 19
ecosystem is the stability of its
1. Why can’t an environment survive without producers? (418)
producers and decomposers.
2. What is the function of detritvores and decomposers in an ecosystem? (418)
f. Students know at each link in a food
Chapter 19
web some energy is stored in newly
1. Where does the energy for life processes come from? (417)
made structures but much energy is
2. How does energy flow through an ecosystem? (417)
dissipated into the environment as
3. How do producers and consumers interact in the environment? (417-419)
heat. This dissipation may be
4. On average, how much energy gets transferred from one trophic level to another in an ecological energy
represented in an energy pyramid.
pyramid? (420-421)
5. Why is an energy pyramid never inverted? 421)
3
Evolution
7. The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for
understanding this concept:
a. Students know why natural
Chapter 13 and 14
selection acts on the phenotype
1. What is natural selection (245)
rather than the genotype of an
2. How does natural selection act on a single gene trait? (257-260)
organism.
3. How is the peppered moth an example of natural selection acting on phenotype and only indirectly affects
genotype? (Ch. 13 notes)
4. What are the five conditions that must be met in order to reach Hardy-Weinberg equilibrium? (258-260)
b. Students know why alleles that are
Chapter 13 and 14
lethal in a homozygous individual
1. How could heterozygous individuals act as carrier for a lethal allele? (154-155)
may be carried in a heterozygote
2. Why are many African Americans carriers (heterozygous) for the sickle-cell disease? (265-266)
and thus maintained in a gene pool.
c. Students know new mutations are
Chapter 13 and 14
constantly being generated in a
1. Define evolution in genetic terms. (245)
gene pool.
2. What are the sources of genetic variation in a gene pool? (135-136, 258)
3. How do mutations create new alleles? (307)
d. Students know variation within a
Chapter 13 and 14
species increases the likelihood that
1. How does genetic variation increase the likelihood that at least some members of a species will survive under
at least some members of a species
changed environmental conditions? (248, 254-256)
will survive under changed
o What is the connection between reproduction, genes and offspring?
environmental conditions.
o What is an adaptation?
2. Why is it so difficult for endangered species to adapt to environmental challenges? (261-262)
8. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept:
a. Students know how natural
Chapter 13 and 14
selection determines the differential
1. What are the key components to evolution explained by natural selection, as first proposed by Darwin? (248,
survival of groups of organisms.
254-255)
2. What factors are involved in the formation of a new species? (273-279)
c. Students know the effects of genetic
Chapter 13 and 14
drift on the diversity of organisms in
1. What is genetic drift and the founder effect? (260-262)
a population.
o How do they both affect the genetic diversity of the population?
d. Students know reproductive or
Chapter 13 and 14
geographic isolation affects
1. How does reproductive isolation affect speciation (264, 274-276)
speciation.
o Give an example of behavioral and temporal isolation.
2. How does geographic isolation affect speciation? (274-276)
e. Students know how to analyze fossil
Chapter 13 and 14
evidence with regard to biological
1. What role have mass extinctions played in the history of life? (285)
diversity, episodic speciation, and
2. Explain the pattern known as “punctuated equilibrium” (278)
mass extinction.
3. What is the evidence of evolution (250-253)
4. How is the fossil record used as evidence for evolution? (250, 278)
Physiology
9 Human Body – general body systems
9c Students know how feedback loops
1. What is homeostasis? (474, notes for characteristics of life)
in the nervous and endocrine
system regulate conditions in the
body
10. Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response:
c. Students know how vaccination
Chapter 10 and Chapter 24
protects an individual from
1. What is a vaccine?(528, Ch. 10 notes)
infectious diseases.
2. How does a vaccination help protect individuals against infectious pathogens? (533, Ch. 10 notes)
d. Students know there are important
Chapter 10 and Chapter 24
differences between bacteria and
1. What is a virus? (189)
viruses with respect to their
2. How can bacterial infections be prevented or treated? (12, Ch. 10 notes)
requirements for growth and
3. Why can’t antibiotics be used to treat viral infections? (Ch. 10 notes, see characteristics of life)
replication, the body’s primary
4. What is the best defense against viral infections? (488)
defenses against bacterial and viral
infections, and effective treatments
of these infections.
e. Students know why an individual
Chapter 10 and Chapter 24
with a compromised immune
1. Why are immunodeficiency diseases like HIV harmful? (192-193, 540)
system (for example, a person with
2. What kind of virus is HIV? (192-193)
AIDS) may be unable to fight off
3. What kind of cells are infected by HIV virus? (193, 540)
and survive infections by
4. What happens to ones immune system when one is infected with HIV? (192-193, 540)
microorganisms that are usually
benign.
Investigation and Experimentation
1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understand ing this concept
and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:
f. Distinguish between hypothesis and
Chapter 1
theory as scientific terms.
1. What is a hypothesis? (14)
2. Why are hypotheses important to scientific experiments? (14)
3. How does a theory develop? (18)
j. Recognize the issues of statistical
1. What is a controlled experiment? (16)
variability and the need for
2. What is the difference between a control group and the experimental group? (16, Ch. 1 notes)
controlled tests.
4