Download Unit 2 Review

Biology Unit 2 Study Guide
As you go through this study guide you will notice that many of the
paragraphs are written in different colors.
The words in GREEN at the beginning of each section are vocabulary
words that you should be familiar with based on our study of the topic.
The paragraphs that appear in BLACK represent the states TEK’s
(standards) that tell us what the state expects you to know as we cover
each unit in biology.
The paragraphs that appear in RED are a brief explanation of what the
TEK is expecting, in other words what you have hopefully learned as we
investigated each of the topics.
Lastly we see some paragraphs, statements or questions that are written
in BLUE. These are questions or statements that you should be aware
of or be able to answer to be prepared for the test we are about to take.
Biodiversity:
Ancestry, gradualism, punctuated equilibrium, relative dating, speciation,
adaptation, biodiversity, biological fitness, Charles Darwin, generation, natural
selection, overpopulation, population, resources, species.
B.7A: Analyze and evaluate how evidence of common ancestry among groups is
provided by the fossil record, biogeography, and homologies, including anatomical,
molecular, and developmental.
The study of the similarities of species in the fossil record reflects that organisms
have a common ancestry. Evidence of evolution also includes the study of
biogeography (geographic isolation and continental drift) and homologies
(anatomical, genetic, and developmental).
ü Be able to determine how anatomical homologies are similar in related
organisms.
ü Be able to explain how have organisms evolved due to geographic isolation?
ü Be able to use a cladogram to trace and organism’s history back to a
common ancestor.
B.7B: Analyze and evaluate scientific explanations concerning any data of sudden
appearance and sequential nature (the order in which they appear in the fossil
record) of groups in the fossil record.
The fossil record reflects that over geologic time, species have stayed the same
(stasis), changed suddenly (punctuated equilibrium), or changed gradually and
sequentially.
ü Be able to describe the difference between gradualism and punctuated
equilibrium.
ü Given a cladogram containing organisms, determine the trait that causes
that each organism to separate from the previous one.
B.7C: Analyze and evaluate how natural selection produces change in populations,
not individuals.
The principles of Natural Selection state that overpopulation results in competition
and struggle for existence; populations have variation; and populations have an
unequal ability of individuals to survive and reproduce. Only the best-fit individuals
survive and get to pass on their traits to their offspring.
Natural selection takes many generations, and changes do not happen to
individuals since an individual organism does not have the ability to change its
traits in its lifespan; they happen to populations. The overall population can
change (evolve) based on the traits of different groups within the population.
ü Be able to explain why natural selection does not affect individual
organisms?
ü Be able to determine how natural selection produces a change in a
population.
ü Be able to describe how the finches on the Galapagos Island originated from
a common ancestor.
B.7D: Analyze and evaluate how the elements of natural selection, including
inherited variation, the potential of a population to produce more offspring than
can survive, and a finite supply of environmental resources, result in organisms
more adapted to the environment being able to reproduce faster than those less
adapted to the environment.
Reproductive success occurs differently among organisms as the frequency of
traits changes due to a variation within a population as some variations (the ones
more adapted to the environment) will leave more offspring than others; also as
more individuals are produced than the environment can support.
ü Be able to describe how the elements of natural selection result in
reproductive success of different populations of organisms?
ü Be able to describe how limited resources can affect the reproductive
success of a species.
ü Be able to show how inherited variations in a population can affect the
reproductive success of a species.
B.7E: Analyze and evaluate the relationship of natural selection to adaptation and
to the development of diversity in and among species.
Species are defined as a population that produces viable, fertile offspring
(interbreed in nature). When interbreeding can no longer naturally occur,
speciation occurs. Organisms over time (many generations) accumulate mutations
for better survival and adaptations over time can result in the formation of new
species.
ü How does natural selection and adaptation relate to diversity of species?
ü Outline some of the changes that occurred in the original species.
Classification:
Autotroph, binomial nomenclature, cladistics, cladogram, class, dichotomous key,
Domain Archaea, Domain Bacteria, Domain Eukarya, family, genus, heterotroph,,
Kingdom Archaebacteria, Kingdom Animalia, Kingdom Eubactieria, Kingdom Fungi,
Kingdom Plantae, Kingdom Protista, motile, order, phylogeny, sessile, species,
taxonomy, unicellular.
B.8A: Define taxonomy and recognize the importance of a standardized taxonomic
system to the scientific community
Taxonomic classification is a systematic process of science that organizes living
organisms by different levels of organization according to their structure, function,
and genetic relationships. It consists of globally recognized systems of
classification for all living organisms.
ü What is taxonomy? Why is it necessary for the scientific community?
ü Be able to explain why it is important that scientists all over the world use
the same name for each organism’s species.
ü Why is a taxonomic system needed?
B.8B: Categorize organisms using a hierarchical classification system based on
similarities and differences shared among groups
A cladogram is a dichotomous tree diagramming the phylogenetic relationship of
organisms using the cladistics classification system. It can be used to compare
homologies of species and gene sequences and reflect a common ancestry based
on similarities.
ü Which tools can be used to organize organisms into a classification system?
How are these beneficial to scientists studying evolution from a common
ancestor?
ü If given a group of organisms such as (wolf, dog, cat, mountain lion, and
bear), be able to determine which organisms are more closely related by
examining their similarities and differences.
ü Be able to construct a dichotomous key, or cladogram, using at least seven
organisms of your choice
ü How are the relationships between different species illustrated on a
cladogram?
B.8C: Compare characteristics of taxonomic groups, including archaea, bacteria,
protists, fungi, plants, and animals
All living organisms are organized into three Domains according to how they
reproduce, obtain nutrients, and whether they are unicellular or multicellular:
Bacteria, Archae, and Eukarya. Kingdom Bacteria is part of the Domain Bacteria.
Kingdom Archae is part of the Domain Archae. Kingdoms Protista, Plantae, Fungi,
and Animalia are part of Domain Eukarya.
ü What are the characteristics of the main classification Domains and
Kingdoms?
ü Be able to differentiate between archaebacteria and eubacteria.
ü If you were given the traits of an imaginary creature, would you be able to
determine which Kingdom it belongs in and explain why.
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