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Biology STAAR-EOC Biology Review Activity Booklet Table of Contents STAAR-EOC Table of Contents Activity A - Biomolecules and Cellular Transport 3 Activity B - Cellular Energy 11 Activity C - Cell Structure and Virus 18 Activity D - Cell Cycle, Mitosis, Meiosis, DNA Structure and Replication 28 Activity E - Protein Synthesis and Point Mutations 40 Activity F – Genetics 50 Activity G – Taxonomy & Stability of Environment 59 Additional Notes - Things I need to remember 72 Credits 80 2 Biology Biomolecules & Cellular Transport STAAR-EOC Activity A Biomolecules & Cellular Transport Station 1 Biomolecules Content Frame & Card Sort 1. Locate the biomolecule characteristics cards and the summarizing biomolecules content frame. Examine each card and determine the correct placement of each card on the content frame. Then fill in the Biomolecules Content Frame below. Biomolecules Content Frame Macromolecule (Polymer) Contain the Elements Building Blocks Examples… (Monomer) Functions Picture CARBOHYDRATES LIPIDS PROTEINS NUCLEIC ACIDS Review 3 Biomolecules & Cellular Transport STAAR-EOC Station 2: Part 1 Analyzes of Macromolecules Locate the three structural formula cards for glucose, lipid, and protein. Use the information on the cards to answer the questions below. 1. Which elements do all biomolecules have in common? 2. Which element does protein contain that lipids and carbohydrates lack? 3. Give dietary examples for the following organic compounds: -Protein -Carbohydrates -Lipids 4. Most biomolecules are macromolecules. How do a biomolecule’s size and the number of bonds it contains affect the amount of energy that is available? Hint – Where is energy stored and how is it released? 5. Which body system breaks polymers monomers for the body to use and store? into Station 2: Part 2 Using the Biomolecule Flash Cards, match the appropriate definition with word or phrase. *Check your answers with the KEY when finished* 4 Biology Biomolecules & Cellular Transport STAAR-EOC Station 3 Analyzes of Osmosis 1. Below is a copy of the data tables sheet you will find at the station table. Copy onto it the “before” measurements from the sheet at the station. These measurements indicate the length and mass of the potato cores when freshly cut. Review 5 Biomolecules & Cellular Transport STAAR-EOC Using the forceps, remove the potato core from Beaker A (blue liquid) and pat it dry with a paper towel. With the metric ruler, measure the length of the potato core to the nearest millimeter. Record the results in the “after submersion” row of Table 1. Then use the metric balance to determine the mass of the potato core to the nearest gram. Record the results in the “after” row of Table 1. Return the potato core to the sucrose solution in Beaker A. Repeat these procedures for the potato cores in Beaker B (red liquid) and the Distilled Water beaker (clear liquid). Record the results in Tables 2 and 3, respectively. Determine the differences between the before and after measurements in each column, and record your findings in the “gain or loss” rows. 2. Using the information recorded in the data tables, draw arrows on the beakers below to illustrate what happened to the potato cores in each of the different solutions. 3. Determine which beaker contains a hypertonic solution, which contains a hypotonic solution, and which contains an isotonic solution. Label each beaker below with the name of the solution it contains. Type of Solution 6 Type of Solution Type of Solution Biology Biomolecules & Cellular Transport STAAR-EOC 4. If a fresh potato core is placed in a solution that contains more sucrose than the solution in Beaker A, predict what will happen to the potato core’s mass. Explain your answer. 5. Human body cells are constantly moving water into and out of themselves. Under what conditions can a human body cell achieve homeostasis? 6. Using the pictures below of a blood cell, answer the following questions. a. Which cell above is in a hypotonic solution? ____ b. Which cell above was placed in saltwater? _____ c. Which cell above is maintaining homeostasis? _____ Review 7 Biomolecules & Cellular Transport STAAR-EOC Station 4: Active Transport 1. Use your mobile learning device to scan the QR code below. Watch the video about Active Transport until 3:40. Then answer the following questions. a. List out the ways that Active Transport differs from Passive Transport. Passive Transport Active Transport b. Explain the process of Active transport and make sure to use the following terms: protein pump, concentration gradient, ATP, ADP, solute, solution, semi-permeable membrane c. Active transport is mainly used to bring vitamins, minerals, and ions across the cell membrane. For example, many plants use active transport to bring minerals from the soil into the roots of the plant. Circle the correct answer: The soil is LOW/HIGH in minerals and the roots are LOW/HIGH in minerals. 8 Biology Biomolecules & Cellular Transport STAAR-EOC Post Assessment: Answer the following questions over Biomolecules and Cellular Transport. Review 9 Biomolecules & Cellular Transport 10 STAAR-EOC Biology Cellular Energy STAAR-EOC Activity B Cellular Energy Station 1 Analyzes of Photosynthesis and Cellular Respiration Locate the Photosynthesis and Cellular Respiration Formula sheet and the envelope with the Photosynthesis and Cellular Respiration Formula cards. 1. Select the cards that show the reactant and product parts of the formulas for photosynthesis and cellular respiration. Place the appropriate card over the correct box on the sheet. Continue until you have covered all the boxes. 2. Write the formulas for photosynthesis and cellular respiration in the space below. Bromothymol blue is an indicator that changes from blue to yellow in the presence of an acid. When you exhale through a straw into a test tube of Bromothymol blue and water, the water will turn yellow because the carbon dioxide being exhaled combines with the water to form a weak carbonic acid. H2O + CO2 → H2CO3 (carbonic acid) Review 11 Cellular Energy STAAR-EOC In an experiment, four test tubes were filled with a mixture of Bromothymol blue and water. The first test tube contains only the liquid. An aquatic plant was added to the second test tube, and a snail to the third one. The last test tube contains both an aquatic plant and a snail. The four test tubes were placed in sunlight for 48 hours. When the test tubes were observed at the end of the 48 hours, the following changes had occurred. 12 Biology Cellular Energy STAAR-EOC 1. What cellular process took place to cause the color change from blue to yellow in Tube S-3 containing water, Bromothymol blue, and a snail? 2. Why did the other tubes containing water, Bromothymol blue, and plants not change color? Four more test tubes were set up the same as the original four. These test tubes were placed in a dark room for 48 hours. At the end of the 48 hours, the following changes were observed. The water in three of the test tubes (D-2, D-3, and D-4) turned yellow, as shown above. Review 13 Cellular Energy STAAR-EOC 3. What process caused the liquids to change from blue to yellow? 4. What reactants in the formula were responsible for the color change? Examine the two test tubes below. 5. Explain the cellular processes illustrated by these two test tubes, including energy conversions and any new molecules that result. 14 Biology Cellular Energy STAAR-EOC Station 2 Comparing Photosynthesis and Cellular Respiration Locate the Comparing Photosynthesis and Cellular Respiration Venn diagram and the envelope with the Photosynthesis and Cellular Respiration cards. Determine which cards represent facts about cellular respiration and which represent facts about photosynthesis. Some cards may represent facts common to both processes. Place the cards in the correct area of the Venn diagram and record your placements below. Review 15 Cellular Energy STAAR-EOC Station 3 Cellular Energy Concept Map Locate the Cellular Energy Concept Map and the envelope with the Cellular Energy cards. Place the cards in the correct area of the diagram and record your placements below. LIGHT ENERGY 6. Analyze the map. Explain in a series of steps the transfer of energy from sunlight to a molecule of ATP. Be sure to include the processes of photosynthesis and cell respiration. 16 Biology Cellular Energy STAAR-EOC 7. What results from the removal of a phosphate group from ATP? 8. Which organelle is used for aerobic respiration? Which organisms undergo this process? Which organelle is used for photosynthesis? Which organisms undergo this process? Post Assessment: Answer the following questions over Cellular Energy. Review 17 Cell Structure & Viruses STAAR-EOC Activity C Cell Structure & Viruses Station 1 Comparing Prokaryotic and Eukaryotic Cell Structure and Function 1. Locate the Prokaryotic and Eukaryotic Cell Comparison Table and the envelope containing the Cell Structure and Function cards. Remove the cards from the envelope and place them in the correct column on the table. Note that there are three copies of each card; this is because some cards may belong with more than one cell type. 2. When you have finished placing the cards on the table, record your placements on the table below. Prokaryotic and Eukaryotic Cell Comparison Table 18 Biology Cell Structure & Viruses STAAR-EOC Station 2: Part 1 Using the Organelle Flash Cards, match the appropriate definition with the word and picture. *Check your answers with the KEY when finished* Station 2: Part 2 Comparing Prokaryotic and Eukaryotic Cell Characteristics 1. Locate the Characteristics of Prokaryotic and Eukaryotic Cells cards and accompanying Venn diagram. Make a comparison between prokaryotic and eukaryotic cells by placing each card in the appropriate place on the Venn diagram. 2. Record your Venn diagram placements on the table below. Review 19 Cell Structure & Viruses STAAR-EOC Station 3 Determining Unknown Cells 1. Locate the envelope that contains the Unknown Cell Types cards. Determine the type of cell each card represents and record your results below by putting a “”. Prokaryotic Unknown A Bacteria Eukaryotic Protist Fungus Plant Animal B C D E F G H I J K 2. Select one of the Unknown Cell Types cards and justify how you decided to classify it as either prokaryotic or eukaryotic. Unknown___________ Prokaryotic or Eukaryotic?________________ Justify… 20 Biology Cell Structure & Viruses STAAR-EOC Station 4 Comparing Virus and Cell Structures 1. Locate the Structures of Viruses and Cells sheet at this station. Carefully examine the structures of the plant cell, animal cell, bacteriophage virus, and influenza virus. Then fill in the Comparing Virus Structures to Cell Structures Venn diagram below. 2. Scientists consider viruses to be nonliving. Based on the information you used to fill in the Venn diagram, would you support or refute this statement? Explain your position in the space below. Review 21 Cell Structure & Viruses STAAR-EOC 3. Some disinfectants, like the one pictured below, claim that they are effective at killing viruses. Does your knowledge of the structures and functions of a virus support or refute this claim? Can viruses really be “killed”? Explain your position in detail below. 22 Biology Cell Structure & Viruses STAAR-EOC Station 5 Analyzing the Lytic Cycle Locate the Lytic Infection Cycle sheet and the envelope containing the Lytic Infection cards. Place the cards in the proper sequence on the Lytic Infection Cycle sheet to represent how a virus can infect a living cell and cause the cell to replicate the virus. Draw the sequence of events below. Review 23 Cell Structure & Viruses STAAR-EOC Station 6 Analyzing the Lysogenic Cycle and HIV 1. Locate the Lysogenic Infection Cycle sheet. Not all viruses replicate through lytic infection. Some viruses replicate by another method, called lysogenic infection. a. Just like in the lytic cycle, the virus injects DNA into the host cell. However, what is different about the next step(s) of the lysogenic cycle? b. Viruses that replicate using the lysogenic cycle may not cause any damage to the cell for weeks, months, or years. Then the virus DNA begins a process of replication similar to that found in lytic infection and the virus becomes “active”. Can you think of viruses that may linger in a human for years before the person shows symptoms? If so, name the virus(s). 24 Biology Cell Structure & Viruses STAAR-EOC c. The human immunodeficiency virus (HIV) replicates by the lysogenic infection method, attacking the cells of our immune system. Why do you think a person infected with HIV has difficulty fighting pathogens, such as the common cold or pneumonia? d. Vaccines, deactivated pieces of pathogens, stimulate the immune system to defend against the actual pathogen. Vaccines are used to prevent polio, measles, chicken pox and mumps. Explain why vaccines are not effective in preventing the common cold or HIV viruses. (hint: mutations) Review 25 Cell Structure & Viruses STAAR-EOC Post Assessment: Answer the following questions on the Cell Structure and Viruses 26 Biology Cell Structure & Viruses Review STAAR-EOC 27 Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication STAAR-EOC Activity D Cell Cycle, Mitosis, Meiosis, & DNA Structure /Replication Station 1 Cell Cycle Characteristics 1. Locate the Eukaryotic Cell Cycle sheet and review the information on the sheet. Remove the Cell Cycle Characteristics cards from the envelope. Place each card on the part of the cell cycle that corresponds to the information on the card. G0 has been done for you. M Card number Stages in the Cell Cycle G1 G0 S 5 7 G2 2. What must happen to a eukaryotic cell before it can go from the G1 phase to the S phase? 3. What happens to a cell in the G0 phase? 4. What purpose do checkpoints serve in the cell cycle? 28 Biology Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication__ STAAR-EOC Station 2 Comparison of Eukaryotic Mitosis and Cytokinesis 1. Arrange the Phases of Eukaryotic Mitosis and Cytokinesis cards in the order they follow during cell division. Next, remove the Plant and Animal Cell Mitosis and Cytokinesis cards (Blue/Purple cards) from their envelope and match them to the correct stages. 2. Locate the Mitosis in an Onion Root Tip sheet. This sheet shows cells in various stages of mitosis. Count the number of cells in each phase of mitosis and enter the numbers in the table below. Use the Cell Cycle Reference sheet for assistance. Phase of Mitosis Interphase Prophase Metaphase Anaphase Telophase # of Cells in the Phase 3. Which phase showed the largest number of active cells? Explain why this phase, of all the phases, would most likely have the most abundant number of active cells. 4. Were some of the cells difficult to classify into a particular stage of mitosis? Explain why or why not. Review 29 Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication STAAR-EOC Uncontrolled Cellular Division: CANCER Use the QR code below to view the “Amoeba Sisters: Cell cycle and Cancer” 5. Explain what can happen to a cell that can cause it to become a cancer cell. 6. What is the relationship between mitosis and growth in an organism? Using the diagram below, label all the phases of the cell cycle: 30 Biology Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication__ STAAR-EOC Station 3 Mitosis and Meiosis Comparison 1. Locate the Mitosis vs. Meiosis sheet and review the comparison charts. 2. Circle the type of cell division(s) in which you would observe the following: a. two new cells are formed from the original Mitosis Meiosis b. four new cells are formed from the original Mitosis Meiosis c. cells with a reduced number of chromosomes are formed Mitosis Meiosis d. chromosome number is maintained Mitosis Meiosis e. results in forming somatic body cells Mitosis Meiosis f. results in forming gamete sex cells Mitosis Meiosis g. each parent cell divides only once Mitosis Meiosis h. each parent cell divides twice Mitosis Meiosis i. associated with growth and asexual reproduction Mitosis Meiosis j. associated with sexual reproduction Mitosis Meiosis k. daughter cells are identical to parent and each other Mitosis Meiosis l. daughter cells are different from the parent and each other Mitosis Meiosis m. begins diploid (2n) and ends haploid (1n) Mitosis Meiosis n. begins diploid (2n) and ends diploid (2n) Mitosis Meiosis o. crossing over occurs, whereby genes “switch” chromosomes Mitosis Meiosis Review 31 Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication STAAR-EOC Circle the appropriate statements below for each diagram: 2n or n 23 or 46 chromosomes Identical/Different Sexual/Asexual 32 2n or n 23 or 46 chromosomes Identical/Different Sexual/Asexual Biology Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication__ STAAR-EOC Station 4 DNA Structure 1. Locate the envelope containing the DNA Bases cards. Use the cards to complete the DNA molecule on the DNA Strands sheet. Then record the information on the sheet below. 2. What are the components of a DNA molecule? 3. Which structures make up the DNA backbone? 4. All living organisms contain hereditary material. What components of hereditary material are the same for all living organisms? Differ? Review 33 Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication STAAR-EOC 5. What type of bond holds nitrogenous bases together? Station 5 Facts about DNA 1. Take the DNA Facts cards out of the plastic bag and sort them according to whether the fact is correct or not. Record the correct facts in the space below. DNA Facts: 34 Biology Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication__ STAAR-EOC Station 6 DNA Replication Use the QR code below to view the short clip on “The Amoeba Sisters: DNA Replication” Use the DNA Replication Summary and Replication Card to answer the following: a. When would a cell need to undergo DNA replication and make a copy of its own DNA? b. When DNA replication begins, the original strands separate between the base pairs by an enzyme called . The location where this occurs along the original strand is . c. New nucleotides are added to the original parent strand by an enzyme called DNA polymerase. a. If the original strand contains adenine (A) what base pair with be added to compliment it on the new strand? b. If the original strand contains guanine (G) what base pair will be added to compliment it on the new strand? Review 35 Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication STAAR-EOC d. If DNA replication is occurring in a eukaryotic cell, in which organelle could it be observed happening? e. Explain why this statement is true: The two strands after replication are identical to the original strand prior to replication. 36 Biology Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication__ STAAR-EOC Post Assessment: Answer the following questions on the Cell Cycle and DNA replication. Review 37 Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication 38 STAAR-EOC Biology Cell Cycle, Mitosis, Meiosis, & DNA Structure/Replication__ Review STAAR-EOC 39 Protein Synthesis & Point Mutations STAAR-EOC Activity E Protein Synthesis & Point Mutations Station 1 Transcription 1. Locate the transcription information page, identify the base-pairing rules for transcription and complete the following chart. This chart will serve as a tool to help you synthesize the mRNA molecule. DNA nucleotide G C T A Complementary nucleotide in RNA 2. Notice that the process of transcription is similar to the process of DNA replication. List some similarities between transcription and DNA replication? 3. There are also a few important differences between DNA replication and transcription. Fill in the blanks in the following table to summarize these differences. 40 Biology Protein Synthesis & Point Mutations Review STAAR-EOC DNA replication Transcription The whole chromosome is replicated. ___________________is transcribed. DNA is doublestranded. DNA remains in the nucleus. mRNA is made. mRNA is _____________ -stranded, will eventually leave nucleus for translation. DNA polymerase is the enzyme which carries out DNA replication. _____ polymerase is the enzyme which carries out transcription. T = thymine is used in DNA, so A pairs with T in DNA. T = thymine is replaced by ___ = uracil in RNA, so A in DNA pairs with ___ in mRNA. 41 Protein Synthesis & Point Mutations STAAR-EOC Station 2 Translation 1. Use the mRNA codon chart shown in the translation information page to help complete the following chart. Amino acid threonine has been complete for you as an example. Amino acid Threonine (Thr) Histidine (His) Leucine (Leu) Glutamic acid (Glu) mRNA codon ACU CAU CCU CUG Anti-codon in tRNA molecule that carries this amino acid UGA GGA CUC GUG CAC 2. tRNA’s bring amino acids to which organelle in a cell to be synthesized into a protein? 3. Each codon “codes” for how many amino acids? 4. How many codons are needed for 3 amino acids? Hint – 1 codon = 3 bases 5. True or False? The order of nitrogenous bases in DNA determines the order of amino acids in proteins? 6. Explain why it makes sense to use the word translation to describe protein synthesis. 7. Explain why it would not make sense to use the word translation to describe mRNA synthesis. 42 Biology Protein Synthesis & Point Mutations STAAR-EOC Station 3 Point Mutations 1. G U Locate the colored plastic cubes and colored cube key at this station. Arrange the cubes in the order shown in the picture below. These cubes are arranged in groups of three, and each group represents a codon. G A G G C A U C C G A C U C C U G A These types of mutations are called point mutations. What effect do the point mutations have on the protein strands coded in the sequence above? Be sure to translate both mRNA molecules when answering. G 2. C A U C U G A C U C C U G Some genetic mutations are caused by changes in the bases of some codons. Examine the sequence of codon’s below. In the sequence below, uracil (U) has been replaced with cytosine (C) in one of the codons. G U Original Sequence Amino Acid Strand Mutated Sequence Amino Acid Strand Review 43 Protein Synthesis & Point Mutations STAAR-EOC 3. Locate the sequence of codons assembled for Question 1. Find the codon CUG. Add one additional uracil base to the beginning of the CUG codon. It now reads UCU—the G base shifts to the next codon, causing all the subsequent codons to shift one of their bases to the next codon as well. This type of mutation is called a frame-shift mutation. Rearrange all the plastic codons to reflect the frame-shift mutation described—that is, after you’ve added a uracil base to the beginning of the CUG codon, shift the last base of each remaining codon to the next codon, all the way to the end of the strand. 4. Write the new codon arrangement below and identify the amino acids using the mRNA Genetic Code Chart. Insertion of new base 5. What is the significance of this frame-shift mutation for the structure of the protein? 6. What other mutations could cause a frame-shift? 44 Biology Protein Synthesis & Point Mutations STAAR-EOC 7. Sickle cell anemia results from a mutation at the Number 6 codon that causes the beta globin gene to be misread, which results in the production of abnormal hemoglobin. Use the information on the genetic mutation cards and the mRNA genetic codes chart to fill in the protein strand with the mutation that could cause this kind of anemia. What type of point mutation is this? (multiple choice) A. Substitution B. Deletion C. Insertion D. Duplication E. Repeating 8. Review the Genetic Mutation cards. Which mutations are considered beneficial to humans? Why are they considered beneficial? Review 45 Protein Synthesis & Point Mutations STAAR-EOC Station 4: Protein Synthesis Simulation 1. Locate the Nucleus and Ribosome mats and the Protein Synthesis Cards. 2. You will begin in the nucleus of the cell (Nucleus Mat). Find the strip of DNA that starts with the gene for hemoglobin. Place this down on the mat in the appropriate location. 3. Find the correct RNA codons that complement the strand of DNA before leaving the nucleus as mRNA. 4. What was this process called? 5. Find the corresponding tRNA anticodons and lay them on the mat in the correct boxes. 6. Lastly, you will need to use your Codon Chart and determine the order of the amino acids that the tRNA will bring in as it matches up with each of the mRNA codons. *REMEMBER – YOU WILL LOOK AT THE CODONS (mRNA) TO DETERMINE THE RIGHT AMINO ACIDS. 7. Write your amino acid sequence: _________-___________-___________ 8. When this chain of amino acids is complete, what will your product be? ___________________ 9. What was this second part of the process called? 46 Biology Protein Synthesis & Point Mutations STAAR-EOC Gene Expression: All cells contain a set of genes, which can be thought of as a set of instructions for making each of a very large number of proteins. The creation of a protein from its gene is called gene expression. However, for a given cell not all of these instructions are actually used, and among those that are, some are used more than others or only under certain circumstances. Controlling gene expression is critical to a cell because it allows it to avoid wasting energy and raw materials in the synthesis of proteins it does not need. Thus, it allows a cell to be a more streamlined and versatile entity that can respond to changing conditions by adjusting its physiology. Why don’t cells express all their genes at one time? Adrenaline is a chemical secreted by the adrenal glands. Describe a moment when the genes for adrenaline would be “expressed”. Gene expression is a regulated process. What would be a disadvantage of secreting adrenaline all the time? Read more: http://www.biologyreference.com/CeCo/Control-of-Gene-Expression.html#ixzz3VQMjsVkS Review 47 Protein Synthesis & Point Mutations STAAR-EOC Post Assessment: Answer the following questions over Protein Synthesis. 48 Biology Protein Synthesis & Point Mutations Review STAAR-EOC 49 Genetics STAAR-EOC Activity F Genetics: Vocabulary and Practice Problems Vocabulary Word Genetics Definition Example Study of how ______ are passed from __________ to _______________. Gene Is a segment of _______ that determines a ___________. Alleles _________different _________ (possibilities) for the same ___________. Tt = Brown eyes TT = Brown eyes tt = Blue eyes 50 Biology Genetics Homologous Pairs STAAR-EOC ___________ genes – one from female parent and one from male parent that code for a particular trait. Dominant Gene Gene that __________ the other gene from “showing” – _____________________ ____ “T” Recessive Gene Gene that ________ “show” even though it is present – _____________________ _______ “t” Homozygous/P urebred Both genes of a pair are the ________. Review TT or tt 51 Genetics Heterozygous/ Hybrid STAAR-EOC One dominant and one recessive gene. Tt Genotype Combination of genes an organism has (_____________________ __________) Ex: TT, Tt, tt Phenotype _____________________ resulting from gene makeup Ex: Blonde Hair, Brown eyes, Freckles, Curly hair, Fur color PRACTICE PROBLEMS: MONOHYBRID CROSSES In pea plants, tall (T) is dominant to short (t). 1. What is the genotype for a homozygous tall plant?_____________ 2. What is the genotype for a heterozygous tall plant?____________ 52 Biology Genetics STAAR-EOC 3. What is the genotype for a short plant?______________ 4. What is the genotype for a hybrid plant? _____________ In guinea pigs black coat (B) is dominant while white coat (b) is recessive. Use a Punnett square to show all possible offspring. Give the genotypic and phenotypic ratios for problem 5. 5. Cross a homozygous black with a white parent. Genotype: Phenotype: DIHYBRID CROSSES In guinea pigs, rough coat (R) is dominant over smooth (r) and Black (B) is dominant over white (b). Give the genotypic and phenotypic ratios for the below cross. 6. Cross a male guinea pig that is heterozygous for both traits with a female white smooth coat. Gametes Review 53 Genetics STAAR-EOC Genotype: Phenotype: INCOMPLETE DOMINANCE/CODOMINANCE 7. In four o’clock flowers, red (R) is incompletely dominant over white (r) and the hybrid are pink flowered. For the following cross give the genotypic and phenotypic ratios for the F1 generation. a. Rr X RR Genotype: Phenotype: SEX – LINKED TRAITS 8. A female homozygous for normal color vision (N) marries a colorblind (n) male. What are the possible genotypic and phenotypic ratios of their offspring? Which offspring are carriers for colorblindness? Genotype: Phenotype: 54 Biology Genetics STAAR-EOC PEDIGREES • Draw a pedigree for the following couple. Dana is color blind; her husband Jeff is not. They have two boys and two girls. HINT: Colorblindness is a recessive sex-linked trait. MULTIPLE ALLELES 9. A man with type O blood marries a woman with type AB blood. What will be the possible genotypes and phenotypes of their children? A = Dominant B = Dominant Review 55 Genetics STAAR-EOC AB = Codominant o= Recessive TYPES OF MUTATIONS: Gene/Point Mutations – only affect one gene Chromosomal: affect whole chromosome At times, mutations happen during the process of meiosis. This can lead to significant changes in the offspring of an organism. Below are some common types of chromosome mutations. Determine how the genes would be affected in each situation. Deletion (Resulting Chromosome Structure) Duplication (Resulting Chromosome Structure) Inversion (Resulting Chromosome Structure) Translocation (Resulting Chromosome Structure) 56 Biology Genetics STAAR-EOC Which of the following types of Gene/Point Mutations demonstrates an additional gene added to the original chromosome? _______________________ Which of the following types of Gene/Point Mutations demonstrates the loss of a gene from the original chromosome? _______________________ Review 57 Genetics STAAR-EOC Examine the karyotype on the right, which chromosomal abnormality is present? ______________________ GENE-POINT or CHROMOSOMAL are less drastic and more common of the two mutations. Post Assessment: Answer the following questions on genetic crosses. 58 Biology Taxonomy & Stability of Environment STAAR-EOC Activity G Taxonomy & Stability of Environment Station 1 Taxonomy 1. Locate the envelope containing the Domain and Kingdom cards. Make sure you have plenty of space on your table, then place the domain cards in a row as shown, with Archaea on the left. 2. Place the kingdom cards beneath the domains to which they belong. Use the Domain–Kingdom Arrows to indicate precisely the domain to which each kingdom belongs. 3. Now, select a Kingdom Characteristics card from the envelope and place it under the appropriate kingdom (see below). Continue until all of the cards are correctly placed. Leave these cards in place. Review 59 Taxonomy & Stability of Environment STAAR-EOC 4. The Kingdom Characteristics cards are shown below in random order. Referring to your work, write the name of the kingdom that best fits the characteristics listed in the space at the top of each column. 5. Locate the Organism cards envelope. Examine the pictures of the different organisms and discuss their characteristics with your team. Determine the kingdom to which each organism belongs and place each organism picture under the appropriate kingdom card. (You may need to take up the Kingdom Characteristics cards to make room.) 60 Biology Taxonomy & Stability of Environment STAAR-EOC 6. Fill in the six kingdoms in the top row of the table. Then, referring to your work, list the names of the organisms that belong to each kingdom in the columns below. 7. Select an organism from one of the kingdoms and explain why you placed it in that kingdom. Organism___________ Kingdom________________ Justify… Review 61 Taxonomy & Stability of Environment STAAR-EOC Station 2 Hierarchical Classification System, Cladograms & Dichotomous Key 1. Locate the Taxonomy cards and arrange them on the Hierarchical Classification System sheet. The card that represents the largest number of organisms should be placed at the top of the column. Record your results below. 2. Why is it important to scientists to have a standardized classification system? 62 Biology Taxonomy & Stability of Environment STAAR-EOC 3. Use the chart below to answer the following questions. Organism House cat Red fox Dog Wolf Gopher Fly Kingdom Animalia Animalia Animalia Animalia Animalia Animalia Phylum Chordata Chordata Chordata Chordata Chordata Arthropoda Class Mammalia Mammalia Mammalia Mammalia Mammalia Insecta Order Carnivora Carnivora Carnivora Carnivora Rodentia Diptera Family Felidae Canidae Canidae Canidae Geomyidae Muscidae Genus Felis Vulpes Canis Canis Thomomys Musca Species domesticus fulva familiaris lupus bottae domestica a. How does the table below indicate that a dog is more closely related to a red fox than house cat? b. At what taxonomic level does the relationship between gophers and house cats diverge? c. What two animals are most closely related? d. What type of animal is a Vulpes fulva? How do you know? Review 63 Taxonomy & Stability of Environment STAAR-EOC 4. Refer to the Cladogram below and answer the following questions. a. Identify and label with a which dinosaur has the most recent common ancestor of the robin and Archaeopteryx. b. Which traits are shared by the Archaeopteryx and robins? 5. What factors do scientists use to construct a cladogram? 64 Biology Taxonomy & Stability of Environment STAAR-EOC 6. A dichotomous key is a tool used to identify organisms. It consists of pairs, or couplets, of descriptions of organism. By choosing the description in each pair that matches the description of an unknown organism, you can identify the organism. Locate the Cockroach Classification sheet. Utilize the dichotomous key to identify each cockroach listed below. B ____________ C _____________ 1 2 E ____________ 3 DICHOTOMOUS KEY 1. Insect has reduced front wings…………………German Cockroach b. Insect has front wings that are not reduced………………… Go to 2 2. a. Insect is pale green………………………………………Cuban Cockroach b. Insect is has some brownish in its color…………………………Go to 3 3. a. Insect leaves abdomen exposed………………Oriental Cockroach b. Insect wings don’t expose abdomen………………………………Go to 4 4. a. Insect’s wings have dark markings………Little Gem Cockroach b. Insect’s wings are longer than abdomen ………………………Go to 5 5. a. front leg has many spines………………………American Cockroach b. front leg has row of decreasing spines…Australian Cockroach Review 65 Taxonomy & Stability of Environment STAAR-EOC Station 3 Stability of Environment 1. Using the Desert Food Web (pictured below) for guidance, create a food web with the animal cards provided. Write it down in the blank box on the next page: 66 Biology Taxonomy & Stability of Environment Review STAAR-EOC 67 Taxonomy & Stability of Environment STAAR-EOC Post Assessment: Answer the following questions over Taxonomy, Ecological Relationships, and Classification. 68 Biology Taxonomy & Stability of Environment Review STAAR-EOC 69 Taxonomy & Stability of Environment 70 STAAR-EOC Biology Taxonomy & Stability of Environment Review STAAR-EOC 71 Additional Notes STAAR-EOC I need to remember… 72 Biology Additional Notes STAAR-EOC I need to remember… Review 73 Additional Notes STAAR-EOC I need to remember… 74 Biology Additional Notes STAAR-EOC I need to remember… Review 75 Additional Notes STAAR-EOC I need to remember… 76 Biology Additional Notes STAAR-EOC I need to remember… Review 77 Additional Notes STAAR-EOC I need to remember… 78 Biology Additional Notes STAAR-EOC I need to remember… Review 79 Credits Charles A. Dana Center at The University of Texas at Austin, STAAR Biology Assessments: Module 1 McGraw-Hill, http://tx-science.cinchlearning.com, CINCHScience for Texas Serendip, http://serendip.brynmawr.edu/biology, Handson Activities for Teaching Biology to High School Students Windows to the Universe, National Earth Science Teachers Association, http://windows2universe.org, Teacher Resources