Download semester 2 final exam objectives

Genetics Test Review Chap 11, 12, 13, 14
Unit Objectives Unit 7: Genetics
1.) Students will be able to apply principles of Mendelian genetics to predict how physical traits are passed from one
generation to another.
2.) Students will be able to use real-world examples to explain the effects of non-Mendelian inheritance patterns
3.) Students will be able to relate the behavior of chromosomes to inheritance patterns
4.) Students will be able to relate the unique structure of DNA to the unique functions of DNA
1) Be able to perform monohybrid (4 box) and dihybrid (16 squares) Punnett Squares to predict the out
comes of the offspring’s genotype and phenotype probabilities.
2) Understand the basic concepts of probability and be able to predict the probability using coins, dice,
and a deck of playing cards. For example what is the probability of drawing a club out of a deck of cards.
3) Be able to solve Punnett Squares for simple dominant & recessive traits, incomplete dominance,
codominance, multiple allele traits, and sex-linked traits.
4) Know what the following terms definitions: homologous chromosome, gene, allele, trait, dominant,
recessive, incomplete dominance, codominance, polygenic traits, multiple allele traits, sex-linked
traits, phenotype, genotype, probability, homozygous, heterozygous.
5) Be familiar with the process of DNA Replication in terms of how, when, and why it happens. Also have
an understanding of the structure of DNA including the double helix, the nucleotide bases (adenine,
thymine, guanine and cytosine), the deoxyribose and the phosphate.
6) Be familiar with the process of Protein Synthesis in terms of how it happens. Be familiar with the role
of DNA, mRNA, and tRNA, the nucleolus, the ribosomes, and the amino acids. Be familiar with
what happens during transcription and translation. Have an understanding of the structure of proteins and how to read the Genetic Code wheel.
7) Know how to use and read the structure of a pedigree chart to understand the genetic relationships in
a
multi-generation family. Be able to use a pedigree to identify an autosomal dominant, autosomal
recessive, sex-linked dominant and sex-linked recessive pattern of genetic traits. Be able to use
pedigrees to predict blood types.
8) Be able to use karyotypes to identify a male or a female. Know what non-disjunction is, as well as how
and when it happens. Be able to identify non-disjunction syndromes including: Down, Klinefelters,
Turners, Patau (trisomy 13), Edwards, Super Male (XYY), Super Female (XXX). Also be familiar
with the symptoms of these non-disjunction syndromes.
9) Have familiarity with the following genetic conditions: Colorblindness, Hemophilia, Huntingtons
disease, Cystic fibrosis, Sickle Cell Disease, Marfans syndrome, Pnenylketonuria (PKU),
and Achondroplasia
10) Know what the term genetic engineering means. Be familiar with how scientists and law enforcement
use genetic (DNA) fingerprinting. Be familiar with the techniques of Polymerase Chain Reaction
(PCR) and Gel Electrophoresis.
Evolution Test Review Chap 15, 16, 17
Unit Objectives Unit 8: Evolution
1.) Students will be able to relate natural selection to the process of evolution.
2.) Students will be able to describe how different scientific fields are used to support the theory of evolution.
3.) Students will be able to create and analyze a cladogram to determine the evolutionary relationship between organisms.
1) Be familiar with how and why geologists, paleontologists, and biologists use various dating techniques
including Carbon-14, Uranium-238, Relative dating. Know these the important concepts and terms: Law of
Superposition, index fossils, and the fossil record.
2) Review the main concepts from the video guide on “How the Earth was Made.” and some of the important events that changed our earth over 4.6 billion years. Dates are not important to memorize.
3) Be familiar with the Endo symbiotic theory, and Miller and Urey’s experiments.
4) Be familiar with how to create and read a geologic time line. You should also be able to use a Geologic
Time Scale including the concepts of Eras and Periods.
5) Be familiar with Darwins ideas and hypotheses as well as understand how these terms apply to his
ideas: natural variation,
artificial selection,
natural selection (survival if the
fittest), struggle for existence,
diversity of life,
fitness,
adaptation,
descent with modification, homologous body structures.
common descent,
6) Remember that mutations are random events at are neither good nor bad. Whether they are favored
or whether they are rejected or whether they are just neutral, depends upon the conditions that an organism finds itself.”
7) Remember that while mutation is random, natural selection is not. Natural selection sorts out the winners and losers. Natural selection is the process that drives evolution.
8) Know that speciation is the way that populations of organisms evolve to become new and different
species. Be familiar with how temporal isolation, behavioral isolation, and geographic isolation influence
the process of speciation. Also understand how the gene pool of a population may change
9) Review these “patterns of evolution” and be able to describe of each and identify examples:
extinction, mass extinction, adaptive radiation, convergent evolution, coevolution, punctuated equilibrium,
gradualism
10) Know the difference between fact, hypothesis, and theory.
11) Review the Reading Guides in this unit as well as the labs and activities.
Human Anatomy & Physiology Test Review Chap 35, 36, 37, 38, 39, 40
Unit Objectives Unit 9: Human Anatomy & Physiology
Circulatory & Lymphatic
1.) Students will be able list and describe the main structures of the circulatory system including the heart, arteries,
veins, capillaries, red blood cells, white blood cells, platelets, and plasma.
2) Students will be able to describe how the circulatory system works with the digestive system to deliver nutrients
to the cells of the body.
3) Students will be able to describe how the circulatory system works with the respiratory system to transport oxygen and carbon dioxide throughout the body.
Respiratory
4.) Students will be able list and describe the main structures of the respiratory system including the lungs, trachea,
bronchi, bronchioles, alveoli, diaphragm, and epiglottis.
5) Students will be able to describe the how the oxygen and carbon dioxide are exchanged through alveoli and capillaries with the environment.
Digestive
6.) Students will be able list and describe the main structures of the digestive system including the mouth, esophagus, stomach, liver, pancreas, small intestine, large intestine, and anus.
7.) Student will be able to explain how food and water are processed and absorbed in the digestive system.
Excretory
8.) Students will be able list and describe the main structures of the excretory system including the kidneys, nephron, ureter, urinary bladder, and urethra.
9.) Student will be able to explain how the excretory system filters the blood to remove waste and return water and
important materials.
10.) Students will be able to explain how the excretory system helps maintain homeostasis in the body.
Nervous
11.) Students will be able list and describe the main structures of the nervous system including the brain, the spinal
cord, neurons (sensory, interneurons, motor), and synapses.
12.) Students will be able to contrast the somatic and the autonomic nervous systems.
13.) Student will be able to explain how the nervous system helps coordinate sensory information from the environment with actions by the body.
14.) Students will be able to explain how the nervous system helps maintain homeostasis in the body.
Endocrine
15.) Students will be able list and describe the main structures of the endocrine system including the glands (pineal,
pituitary, hypothalamus, thyroid, parathyroids, thymus, adrenals, pancreas, ovaries, testes), and hormones.
16.) Student will be able to explain how the endocrine system helps coordinate cellular activities through the use of
hormones.
17.) Students will be able to explain how the endocrine system helps maintain homeostasis in the body with respect
to metabolism and maintaining water balance.
Fetal Pig
18.) Students will take part in the dissection of a fetal pig and be able to compare and contrast the anatomy of the
fetal pig with that of humans.
19.) Students will take part in the dissection of a fetal pig and be able to compare and contrast the physiology of the
fetal pig with that of humans.