Download Student Review Sheet Biology Semester B Examination

Student Review Sheet
Biology Semester B Examination
Test Description
Length: 2 hours
Items: 70 SR (~85%), 2 BCRs (~15%)
Approximate Number of
Selected Response Items
15
14
12
12
19
3
70
Unit
Biology Skills & Processes
Inheritance
Applied Genetics
Evolution
Systems In Living Things
Systematics
Totals
The vocabulary terms and objectives are grouped into units for your convenience. Some items
may occur in multiple units during the semester. The vocabulary includes terms that students
may encounter when reading examination items. (H) indicates items found on the Biology
Honors examination but not on the Biology I examination.
Some Vocabulary for the Exam:
Inheritance
allele
chromosome
crossing over
disorder
dominant
fertilization
fruit fly
genotype
heterozygous
homozygous
meiosis
offspring
phenotype
Punnett square
recessive
zygote
Applied Genetics
breed
clone
gel electrophoresis
genetic counselor (H)
Biology Semester B Examination
genetic cross
genetic variation
mutation
pedigree
purebred (H)
sex-linked
Evolution
adaptation
amino acid
anatomical similarity
ancestor
artificial selection (H)
common ancestor
diversity
evolution
insecticide
mitosis
natural selection
resistant
variation
1
Systems In Living Things
adrenal gland (H)
bloodstream
budding
cattle
cheetah
chlorophyll
cilia
circulatory system
class
diffusion
embryo
endocrine system
epinephrine (H)
eukaryotic
excretory system
family
feedback mechanism
flower
gamete
germinate
glucose
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homeostasis
hormone (H)
insulin
kidney
life span
metabolism
muscle
nervous system
niche (H)
nucleus
order
organelles
organism
ovary
pancreas
Peregrine Falcon
phloem
prokaryotic
regeneration
reproductive system
sexual reproduction
skeletal system
testis
thyroid gland
transport
unicellular
vascular
vegetative reproduction
vitamin
xylem (H)
Systematics
classification
genus
kingdom
phylum
relatedness
species
Skills & Processes
control group
decigram
dependent variable
erlenmeyer flask
experimental group
hypothesis
independent variable
kilometer
magnification
meter
micrometer
millimeter
petri dish
well-designed investigation
well-designed procedure
Upon successful completion of semester B the student shall be able to:
Inheritance
 use a Punnett square to solve a problem in genetics.
 distinguish between genotype and phenotype.
 identify a genetic cross that produces all heterozygous offspring.
 identify a genetic cross that produces all homozygous offspring.
 given a Punnett square, determine the probability of offspring predicted to display a trait.
 given a Punnett square, determine the percentage of offspring predicted to display a trait. (H)
 name the human organs in which meiosis occurs.
 identify the relationship between meiosis and sexual reproduction.
 identify the changes in chromosome numbers that occur during fertilization.
 identify the role of crossing-over in determining the variations that exist in an offspring.
 identify the changes in quantities of DNA that occur during meiosis and fertilization.
 identify an example of genetic recombination.
Applied Genetics
 given the phenotypes that appear during several generations, determine the probable
genotypes of the parents. (H)
 given a pedigree chart, determine the mode of inheritance of a trait.
 given data from an experiment, determine the mode of inheritance for a trait.
 identify the general characteristics of a sex-linked trait.
 distinguish between a sex-linked trait and a trait that is not sex-linked.
 given data from a genetic cross, determine if a trait is dominant or recessive.
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Evolution
 identify the role that natural selection plays in evolution.
 identify the relationship between an adaptation and a variation.
 identify the role that mutations play in creating variations within organisms.
 describe the characteristics of a population that has no, few, or many variations occurring in
its gene pool.
 identify reasons for different DNA sequences appearing in organisms of the same species.
 describe beneficial and harmful effects of abnormal chromosome numbers on an individual.
(H)
 given data about amino acid sequences, determine the degree of kinship among organisms.
 determine the degree of relatedness among organisms based on the results of DNA gel
electrophoresis.
Systems In Living Things
 state the function of cilia.
 given a diagram, distinguish among cilia, flagella, and pseudopodia.
 identify the function of a flower.
 identify the components of a vascular system
 identify the relationship between vascular system development and organism
size/complexity. (H)
 given a description, identify an endocrine system
 given a description, identify a feedback mechanism
 identify mechanisms by which organisms maintain homeostasis
 state the primary function of a testis and an ovary.
 identify characteristics of circulatory, excretory, nervous, and reproductive systems
 identify the type of reproduction that results in the greatest amount of genetic variation.
 identify the relationship among gametes, zygote, and fertilization.
 distinguish between asexual reproduction and sexual reproduction.
 identify the properties of water that make it the primary fluid in circulatory systems
 identify the role that anatomical similarity plays in classifying organisms.
Systematics
 distinguish between eukaryotic cells and prokaryotic cells
 given a classification table, determine the degree of relatedness among the organisms.
 Identify major distinguishing characteristics of Archaebacteria, Eubacteria, Protista, Fungi,
Plantae, and Animalia.
Skills and Processes
 identify appropriate instruments and materials needed to conduct an experiment.
 identify meaningful, answerable, scientific questions.
 identify appropriate methods for conducting an investigation, including appropriate units of
measurement, independent and dependent variables, and proper controls.
 state the components of the well-designed investigation.
 distinguish between an independent and a dependent variable.
 distinguish between an experimental group and a control group.
 analyze data to form a conclusion.
 defend the need for verifiable data.
 identify the hypothesis of an experiment.
 use ratio and proportion in appropriate situations to solve problems.
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interpret graphs and diagrams.
read and interpret a technical passage.
identify trends revealed by data.
describe similarities and differences when explaining concepts and/or principles
state what happens to the size of the field of view when the lens system of a microscope is
changed.
identify appropriate test subjects (organisms) needed to conduct an experiment.
use relationships discovered in the lab to explain phenomena observed outside the laboratory.
BCRs were put on the exam review sheets to encourage appropriate student collaboration
and review of concepts in preparation for the entire exam (not just the BCRs). Teachers
should not address these BCRs during the course of their instruction nor should they assist
in preparing students for the BCRs during exam review. Students are able to collaborate
and use other resources to review and solidify concepts. Students should be prepared to
answer any of the following BCRs. Teachers will select TWO from the list below on the day
of the exam:
BCR: WELL DESIGNED PROCEDURE
You are walking in a field and notice that there are red and white flowers. The only difference
between the flowers is the color. Everything else is the same. You observe bees landing on the
flowers. You wonder if one color attracts more bees than the other color. You construct a
hypothesis that states: “If flowers are red, then they will attract more bees than flowers that are
white.”
FLOWERS CAN ATTRACT BEES
Develop a well designed procedure to test the hypothesis. In your response be sure to
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identify controls.
identify the dependent and independent variables.
provide directions by writing a logical set of steps to be followed while completing the
procedure.
show how you will collect your data by stating how you would organize the results of
your investigation.
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BCR: SKIPPING A GENERATION
Some people say that a genetic trait “skips a generation.” One example of “skipping a generation”
can be seen with the hair on the middle bone of each finger (mid-digital hair). Not having middigital hair is a trait that can “skip a generation.” For instance, a father has mid-digital hair, but
his wife does not. They have a daughter who has mid-digital hair. The daughter marries a man
who has mid-digital hair. They have a daughter who does not have mid-digital hair. The trait (lack
of mid-digital hair) seems to “skip a generation.”
FINGERS WITH AND WITHOUT MID-DIGITAL HAIR
WITH MIDDIGITAL
HAIR
WITHOUT MIDDIGITAL HAIR
PEDIGREE OF A TRAIT THAT “SKIPS A GENERATION”
KEY
MALE WITH MIDDIGITAL HAIR
FEMALE WITH
MID-DIGITAL HAIR
FEMALE WITHOUT
MID-DIGITAL HAIR
Explain how a trait, such as not having mid-digital hair, “skips a generation.” In your response,
be sure to include an explanation of how genetic traits are inherited.
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BCR (Both Exams): MARY’S ROACH PROBLEM
Mary is the manager of a small restaurant that has a roach problem. She applies an insecticide
each month to kill the roaches. She wants to know if the applications are having any effect, so
she records the number of roaches observed (both living and dead) in an area after each
application. Her data are listed in the table below.
RESULTS OF APPLYING PESTICIDE
Month of
Treatment
Number of Dead
Roaches Observed
Number of Living
Roaches Observed
Ratio of Dead
Roaches to Living
Roaches
September
200
2
100:1
October
190
10
19:1
November
180
18
10:1
December
160
32
5:1
January
120
60
2:1
February
100
100
1:1
It is clear that the ratio of dead roaches to living roaches is changing over time. Describe how the
roaches have changed during this time and predict how the roach population will change in the
future. Include in your response
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concepts from natural selection.
data from the table to support your answer.
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BCR (Both Exams): OF MICE AND MEN
The beta-globin proteins of five different organisms were studied and the amino acid sequences
were determined. A segment of the sequences is compared in the table below.
Each three-letter code stands for an amino acid. For example, “Arg” stands for arginine, and
“Leu” stands for leucine.
SEGMENT OF BETA-GLOBIN PROTEIN SEQUENCE
Mouse
Human
Cow
Rabbit
Chicken
Arg
Lys
Arg
Arg
Arg
Leu
Leu
Leu
Leu
Leu
Leu
Leu
Leu
Leu
Leu
Gly
Gly
Gly
Gly
Gly
Asn
Asn
Asn
Asn
Asp
Val
Met
Val
Val
Ile
Leu
Ile
Leu
Leu
Leu
Val
Val
Val
Val
Ile
Cys
Ile
Val
Ile
Ile
Val
Val
Val
Val
Val
Leu
Leu
Leu
Leu
Leu
Ala
Gly
Ala
Ser
Ala
Many genetic experiments have been conducted using mice during the last twenty years. These
experiments have led to treatments for human genetic disorders.
Analyze the amino acid sequences in the table. Based on the amino acid sequences, determine if
mice are the best animals to use for research. Include in your response
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the topic of relatedness among organisms.
data from the table to defend your answer.
factors, in addition to amino acid sequences, that should be considered when selecting an
organism for research.
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BCR (H): WELL DESIGNED INVESTIGATION
Insects are eating the plants in your vegetable garden. You notice, however, that insects are not
eating hot pepper plants. There is a compound in hot peppers that keeps insects away. Could this
compound protect the other plants in your garden?
HOT PEPPERS
Create a hypothesis and develop a well designed procedure to test the hypothesis.
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BCR (H): HOW MUCH DNA IS TOO MUCH?
For a long time scientists have believed that mammals cannot survive when they have twice as
much DNA as they should have. A rat species found in Argentina is challenging this belief.
Scientists know that some non-mammals, such as fish and amphibians, can live with four copies
of each chromosome instead of the usual two. These extra chromosomes give the species extra
genes that may help them survive a change in the environment. Many plants also have more than
two sets. For example, bananas have three of each chromosome and wheat has six of each
chromosome.
In 1990, a biologist discovered that the red rat, a member of the rodent family, has 51 pairs of
chromosomes. This seemed to be unusual because other members of that rodent family usually
have about 26 pairs of chromosomes. The biologist decided to use a special stain and estimate
the amount of DNA in the nucleus of the red rat’s cells. He determined that the red rat has about
twice as much DNA as other types of rats.
The red rat has 51 pairs of chromosomes. It probably has many of its chromosome segments
repeated. In effect, this means that the red rat has the equivalent of four copies of most of its
genes, instead of the normal two copies.
CELLS WITH DIFFERENT NUMBERS OF CHROMOSOMES
Twice the normal number
Normal number
Describe how having four of each gene might be beneficial for the survival of an organism.
Remember that many genetic diseases are recessive characteristics. Include in your response
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the effects of being heterozygous or homozygous on the survival of an organism.
information about abnormal chromosome numbers beyond what is stated in the reading.
The following information will be provided in the test book for students to use during their
exam:
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Science Rubric for BCRs
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