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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. Would you like credit for doing the review? Copy the following statement and email it to me at [email protected] “I have read through and completed the Unit 2 Test Review and feel confident that I will do very well on my test. Please enter a 100 in the grade book for my Unit 2 Test Review”