Download Biology Review Activity Booklet - Student 2014-15

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