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PA Keystone Biology
MT & FINAL EXAM
Review Pkt
Mid-Term on: _________
Final Exam on: __________
Source: PA Dept. of
Education (PDE)
• “Keystone Exams: Biology Assessment
Anchors and Eligible Content with Sample
Questions and Glossary” (April 2011)
www.education.state.pa.us/
USING THIS REVIEW PKT
 Read each question on the slide carefully
 Assign a number 1, 2 or 3 next to the question
using the following criteria:
1...…I have no clue! (rats!!?)
2…..sounds sort of familiar, but I need
to review the info
3……I (already) know this one!!!
 Next, focus on the #2 questions and study the answers.
Then, and only then, go after the #1 quest. --never start w/
the #1’s (chances are after doing all the #2’s, these # 1’s will be
much easier to find the answers)
EXAM Preparation Tips
• Begin to review this packet material at least two
weeks in advance to organize the info--preferably
with a partner
• A good nights sleep & adequate breakfast are both
very important for recalling stored information
during any test (relying on an “all-nighter” is a
foolhardy approach)
*** DO NOT PLAN TO CRAM FOR EXAM ***
Exam Taking Tips
• As you read through the Exam, answer only those
questions that you know the correct response and make
note of those you are not sure of—you will return back to
these later. (If you studied well, you will be amazed how effective
this strategy is for narrowing down the response options).
• Read through the entire question carefully and look over all
the available response options. Eliminate those you know
to be wrong.
• Do not allow yourself to get stuck on a question—
……..move on!
• Go back and answer the questions you had skipped over (at
this point, eliminate options & guess if you have to) and erase any
stray pencil marks.
MID-TERM
BIO.A.1
BIO.A.2
BIO.B.4
BIO.A.3
Basic Biological Principals
The Chemical Basis of Life
Ecology
Bioenergenics
Anchor BIO.A.1.1 Explain the characteristics
common to all organisms
 BIO.A.1.1.1 Describe
the characteristics
of life shared by all
prokaryotic and
eukaryotic organisms.
1
Internal Organization—Each part of an organisms is
interrelated to support life
Metabolism— energy transfers Involving the breaking
down & rebuilding of molecules (carbs, proteins, lipids, DNA)
Homeostasis-- Use of energy to maintain a “steady state”
internal environment. --(in spite of changes in external environ.)
Reproduction—Transmit genetic code (DNA) from parent(s)
to offspring either asexually or sexually
Growth-- is to get larger by increasing body mass and/or
size --produce more and/or larger cell(s)
Development-- is to undergo change to reach the adult
(sexually mature) form of your species
Stimulus & Response--Response is due to changes in
external environment such as temperature, pressure,
sunlight, sound, fast moving trucks, girls, etc
Anchor BIO.A.1.2 Describe relationships
between structure & function at biological levels of
organization.
 BIO.A.1.2.1
Compare cellular
structures and
their functions in
prokaryotic and
eukaryotic cells.
2
All cell types have the following structures:
1) Cell Membrane –regulates passage of materials
into/out of the cell
2) DNA & RNA —genetic heredity & protein synthesis
3) Cytoplasm —semi-fluid substance that bathes
internal structures and allows for diffusion
Eukaryote Cell Structures –you will need to refer to your
Prentice Hall Biology textbook page 175 for diagrams or
use Internet
PHSchool.com
Active Art code:
cbp-3072
Prokaryote Cell Structures –refer to textbook page 472 for diagram
Anchor BIO.A.1.2 Describe relationships
between structure & function at biological levels of
organization.
 BIO.A.1.2.2 Describe and interpret relationships between
structure & function at various levels of biological
organization (i.e., organelles, cells, tissues, organs, organ systems,
and multi-cellular organisms)
3
Organelles  specialized eukaryotic cell structures that
have specific jobs (i.e. mitochondria produce ATP, chloroplast capture sunlight
and make glucose). Cells have specific functions, usually based
on its shape, such as absorption--(small intestine), protection-(skin), movement --(muscle). Tissues are made up of similar
type cells that work together to do a specific function and are
grouped into four basic categories: Epithelial--(protection,
digestive tract, blood vessels), Connective--(bone, cartilage, blood),
Muscle--(skeletal, cardiac & smooth) and Nervous--(motor & sensory
neurons. Organs made up of several organs to do a specific
job (i.e. Digestive Sys uses esophagus, stomach, intestines, & rectum), Organ
Systems made of several with other systems organs that
usually work together --(Digestive Sys breaks down food into nutrient for
uptake into the Circulatory Sys. Respiratory Sys provide O2 to Circulatory Sys so that
cells can make ATP from Glucose inside their mitochondria)
Anchor BIO.A.2.1 Describe how the unique
properties of water support life on Earth.
 BIO.A.2.1.1 Describe the
unique properties of water
and how these properties
support life on Earth
(e.g., freezing point, high specific
heat, cohesion).
4
Water will absorb or release heat more slowly than most
other compounds. It takes considerable input of heat to
change H20 (aq) into H20 (g)—when the water evaporates it
takes the heat w/ it. –(cooling effect)
Cohesion: polar water molecules tend to be attracted to
each other causing surface tension –(acts like a skin). Water
Adhesion: water is attracted to other polar molecules (sticks to
& makes things wet). Together, these properties to create
Capillary Action which is used by plants to move H2O from
rootsleaves for photosynth.
At 100 oC, H20 molecules are moving about rapidly w/
enough energy to break free from the surface tension as a
gas. At 4 oC, H20 molecules are most densely packed
together --(causes lake turnover). At 0 oC, H20 molecules are not
moving fast & allow the hydrogen bonds to hold them at fixed
(far apart) distance- which is why ice floats as a solid --(very
unusual)
Anchor BIO.A.2.2 Describe and interpret
relationships between structure & function at
various levels of biochemical organization (i.e. atoms,
molecules, and macromolecules).
 BIO.A.2.2.1 Explain how carbon is uniquely suited to form
biological macromolecules
5
Anchor BIO.A.2.2 Describe and interpret
relationships between structure & function at
various levels of biochemical organization (i.e. atoms,
molecules, and macromolecules).
 BIO.A.2.2.2 Describe how biological macromolecules
(polymers) form from monomers.
6
Slide 5
The Carbon Atom has FOUR valence (outer) electrons. Therefore, to
fill-up its outermost energy level with eight electrons, it will form FOUR
Covalent Bonds (equal sharing of electrons) with other atoms including
itself. (i.e. CH4, CO2, C6H12O6). This chemical behavior makes carbon one
of the most versatile atoms and is used as the “backbone chain” for all
the macromolecules (carbs, lipids, proteins & nucleic acids)
Slide 6
Macromolecules such as the polysaccharide STARCH are called
polymers (poly = many) because the are formed by bonding together
many glucose molecules which are referred to as the monomers (mono
= one). Other examples include a PROTEIN polypeptide made of many
amino acid monomers and DNA made of many nucleotides (adenine,
thymine, guanine & cytosine)
Anchor BIO.A.2.2 Describe and interpret
relationships between structure & function at
various levels of biochemical organization (i.e. atoms,
molecules, and macromolecules).
• BIO.A.2.2.3 Compare the structure and function of
carbohydrates, lipids, proteins, and nucleic acids in
organisms (a.k.a. Macromolecules of life)
7
Carbohydrates are used for immediate --(glucose) and short-term
energy/food storage --(starch & glycogen). They also play a structural
support role for plants --(cellulose for cell walls), and some animals -(chitin for exoskeleton) .
Lipids are all water insoluble macros that can be used for long-term
energy storage & insulation --(triglycerides), forming cell membranes
(phospholipids), and light capturing pigments --(chloroplasts)
Proteins are the most versatile with functions such as structural
support --(cell cytoskeleton), immune system --(antibodies), cellular
transport --(cell membrane proteins to regulate passage of materials,
and hemoglobin to transport O2 & CO2). Enzymes are a special group
that catalyze (speed up) all biochemical rxns
Nucleic Acids -DNA holds the genetic code (genes) for making proteins
and is used to pass along heredity of offspring. RNA (mRNA, tRNA & rRNA)
helps the DNA gene in expressing the making of proteins …..(Protein
Synthesis = DNA  mRNA  Protein)
Anchor BIO.A.2.3 Explain how enzymes regulate
biochemical reactions within a cell.
 BIO.A.2.3.1 Describe the role of an enzyme as a catalyst in
regulating a specific biochemical reaction.
8
Activation Energy is the minimum energy input needed for a chemical
reaction to occur. Enzymes help lower this amount of energy input by
“attaching to” the substrate molecule and then stressing the chem
bonds holding the molecules together (this is a Hydrolysis Rxn—see
below) ….or.. an enzyme will help align the substrate molecules so they
can more easily form a bond between them (this is a Dehydration
Synthesis Rxn) –see slide 8). Each type of protein enzyme only work on a
specific substrate and they are recycled—which mean they are used
over & over again!
ENZYME
Anchor BIO.A.2.3 Explain how enzymes regulate
biochemical reactions within a cell.
 BIO.A.2.3.2 Explain how factors such as pH, temp., and
concentration levels can affect enzyme function
9
Three issues are involving in how quickly & efficiently enzymes can
work on its substrate molecule(s) in a biochemical rxn:
1). How fast the molecules are moving about in the cell solution—this
involves diffusion where the higher temperature, the faster the (enzyme
& substrate) molecules are moving and will make contact with each
other.
2). How the temperature & pH affect the 3-D shape of the enzyme itself.
Since it is a protein made up of bonded amino acids, these
environmental factors can affect these bonds which can affect it’s shape.
The enzyme has a “notch” called the Active Site, which is where the
substrate(s) fit into. Any change to this “notch” will affect how well (if at
all), the enzyme works.
3). The number of enzymes and/or substrates in the solution (i.e. inside
the cell) is referred to as the concentration. The more concentrated the
enzymes/substrates in a solution, the faster the contacts occur between
them (due to diffusion) and the faster the rxns will occur.
Anchor BIO.B.3.3 Apply scientific thinking, processes,
tools, & technologies in the study of the theory of
evolution
State the Problem
Form a Hypothesis
Set Up a Controlled Experiment
BIO.B.3.3.1 Distinguish
between the scientific
terms: hypothesis,
inference, law, theory,
principle, fact, and
observation
Record & Analyze Data
Results and Draw Conclusions
Publish Results
10
THEORY  PRINCIPLE
Observation: use of one or more of the senses (sight, hearing, touch,
smell and rarely in a scientific activity taste) to gather information.
Hypothesis: a possible explanation for a set of observations or possible
answer to a scientific question. (must be testable by experiment)
Fact: tested observation of an outcome that gives the same results
Inference: a logical interpretation based on prior knowledge and
experience.
Theory: a well tested explanation that unifies a broad range of
observations (supported by many, many published experiments)
Law: is a universally accepted fact which explains an action. Laws do
not change where as theories may be modified as new evidence is
gathered or in a different situation.
Principle: is an explanation of observations with in a specific group that
is universally accepted by the scientific community.
Anchor BIO.B.4.1 Describe ecological levels of
organization in the biosphere
BIO.B.4.1.1 Describe the levels of
ecological organization (i.e., organism,
population, community, ecosystem, biome,
biosphere).
11
Go to
Section:
species
and
Individual Organism: The smallest unit studied by an ecologist.
Population: All of the individuals of the same species living in an area.
Species: organisms so similar that they can breed and produce fertile offspring.
A bison herd is a
population of bison.
Community: All the different populations living in an area.
The hawk, snake, bison, prairie dog and grass populations
form the prairie community.
Ecosystem: All the populations and the nonliving environment in a
particular place.
The biotic hawk, snake, bison, prairie dog and grass community
and the abiotic stream, rocks and air make the prairie ecosystem.
Biome: A biome is a group of ecosystems with the same climate and similar
dominant communities.
Biosphere: The portion of the Earth where life exists.
Anchor BIO.B.4.1 Describe ecological levels of
organization in the biosphere
BIO.B.4.1.2 Describe characteristic biotic & abiotic
components of aquatic & terrestrial ecosystems.
12
Go to
Section:
Terrestrial
ecosystems
are ones found on
land.
Aquatic ecosystems
are ones found in the
water.
Biotic components of an ecosystem are the living things
(plants, animals, fungi, protists and bacteria) found in the
ecosystem.
Abiotic components of an ecosystem are the nonliving (air,
water, temperature, sunlight, wind, soil and rocks) components
of an ecosystem.
Anchor BIO.B.4.2 Describe interactions and
relationships in an ecosystem
 BIO.B.4.2.1 Describe
how energy flows
through an ecosystem
(e.g., food chains, food
webs, energy pyramids).
10% Rule
13
A food web shows the
complex feeding
relationships
between the
members of a
community.
mosquito
All food webs begin with the producer organisms (trophic level 1)
extending to the herbivores (trophic level 2) which eat them. The
carnivores (trophic level 3 and higher) consumer the animals below
them. Between each trophic level only 10% of the energy is transferred
to succeeding levels and 90% of the energy is lost as heat to the
environment.
Anchor BIO.B.4.2 Describe interactions and
relationships in an ecosystem
 BIO.B.4.2.2 Describe
biotic interactions in
an ecosystem (e.g.,
competition, predation,
symbiosis).
14
The competitive exclusion principle states that two species can
not occupy the same niche in the same area at the same time.
Competition for food
between different species.
Competition occurs when organisms of the same or different species attempt to use an
ecological resource in the same place at the same time.
Competition for mates
within a species
These warblers feed in a different part of a tree, avoiding
the competitive exclusion principle.
Predation
An organism (the predator) kills and eats another
organism (the prey).
Two different species living
in very close association is a
Symbiotic Relationship
 Mutualism--both species
benefit (i.e. ants & aphids, sharks &
bacterial inside legumes)
 Commensalism – one
species benefits & the other
is not affected at all (i.e. clown
fish & anomea, sharks & remora fish ?)
 Parasitism--one species
benefits while the other is
harmed (i.e. dog & flea, tapeworm
& human)