Download CPE 2nd semester exam Review

Bio Semester 2 Review
2011-12
Format/stuff to bring:






About 150 multiple choice questions on Scantron
You will need a pencil
You can have a 4x6 card, handwritten, one side only. It is due before exams.
Bring something to do afterward. In accordance with school policy, there will be no
electronic devices allowed
The test is constructed in order with each unit labeled. That is, the questions are not
all mixed up.
The number of questions for each unit is proportional to the time spent on the unit.
Units that went by pretty quickly don’t have a whole lot of questions, compared to
longer units.
How to prepare:






You get to bring a notecard no bigger than 4x6, HANDWRITTEN (not done on
computer) with anything you want. One side only! This card is due at the end of
the period Friday before the exam and will passed back to you at exam time. If
your card is not done at this time, you can not use one.
Use this yellow sheet to determine what to put on the notecard. Go through this
sheet and write definitions/answers next to things you don’t know. Then study this
and put only things you don’t know on the card! Why would you put something you
do know?
Review the things behind each divider in your binder. If you haven’t been organizing
your notebook the way I’ve asked you to, now you find out why I told you to do it that
way! The things that have been three hole punched are test reflections (green), review
sheets (yellow), vocab/bookquizzes (pink), pretests and self assessments (salmon),
class notes and checklists. Basically you should be preparing for this test just as you
did for each individual chapter test. A lot of these are available on SchoolPointe and
have answer keys with them.
Look back at your test reflections. What did you have trouble with? Be sure to review
those things. The test reflection also has up at the top ideas for what you should be
doing to review. Try some of those things, if you have not. If you’d like to see an old
test, you will have to come after school to do that.
Do a little at a time. Don’t wait until the night before the exam and try to relearn it
all.
Friday before exams might be time for us to review together (depends on how things
work out for last dissection). If you have not done any preparation on your own
before then, you are wasting the opportunity to ask me questions. I am not planning
any kind of formal review game or practice test.
Ch 11 & 14.1 (red book): Genetics
Terms:















Genetics
Trait
Cross pollinate
Hybrid
Heterozygous
Phenotype
F generation (F1, F2…)
Recessive
Incomplete dominance
Dihybrid
Segregation
Gene
Sex chromosome
Pedigree
Multiple allele
heredity
self pollinate
pure bred
homozygous
genotype
P generation
dominant
codominant
sex linked
monohybrid
Law of Independent Assortment
allele
autosome
carrier
polygenic inheritance
Things you should be able to do:












Distinguish between dominant and recessive traits
Use the 2 laws of heredity to explain genetic results
Differentiate between a gene and an allele
Perform monohybrid crosses and give genotypic and phenotypic ratios for complete
dominance, incomplete dominance, codominance and sex-linked traits
From a genetic problem, be able to tell whether a trait shows complete dominance,
incomplete dominance, codominance or is sex-linked and prove/explain your answer.
Perform dihybrid crosses and give genotypic and phenotypic ratios
Differentiate between an autosome and a sex chromosome
Explain what complex character and polygenic inheritance have to do with gene
expression
Analyze pedigrees to see how genetic traits/disorders are inherited
Use a pedigree to predict the outcome of the next generation
Use a pedigree to see who has a trait and who is a carrier
Use a pedigree to determine whether a trait is autosomal, sex-linked, dominant or
recessive
Things to ask Mr. P about:
Ch 14, 15 (blue book): Evolution
Terms you should know:










biogenesis
Archaea
radiometric dating
absolute age
evolution
adaptation
homologous structures
vestigial structures
divergent evolution
coevolution
spontaneous generation
cyanobacteria
half life
relative age
natural selection
transitional species
analogous structures
convergent evolution
adaptive radiation
artificial selection
People you should know (and what they did/their ideas or experiments):




Francesco Redi
Louis Pasteur
Jean Baptiste Lamarck
Charles Darwin
Larazzo Spallanzani
Charles Lyell
Alfred Russell Wallace
Miller and Urey
Things you should be able to do:













Compare/contrast biogenesis with spontaneous generation
Summarize the efforts of scientists involved with disproving the theory of
spontaneous generation’
Summarize theories of how the Earth formed
Summarize theories of how life formed on the Earth, including conditions on early
Earth that lead to life
Describe experimental evidence to support theories of how life formed on Earth
Explain the Theory of Evolution by Natural Selection, i.e. what are the four parts to
it.
Use an example to illustrate the four parts of the Theory of Evolution by Natural
Selection
Provided evidence for the Theory of Evolution by Natural Selection
Summarize other scientific ideas of evolution and why they are no longer accepted
Compare/contrast divergent and convergent evolution and the structures they lead to
Give examples of divergent evolution, convergent evolution, coevolution, adaptive
radiation and artificial selection
Give examples of anatomical structures that have changed through evolution
Interpret diagrams to tell how closely related organisms are evolutionarily
Things to ask Mr. P about:
Ch 18 & 20 (blue book) Ecology:
Terms you should know:
 ecology
 ecosystem
 habitat
 niche
 herbivore
 detritivore
 specialist
 food web
 nitrogen cycle
 symbiosis
 commensalism
 ecological succession
 secondary succession
 climax community
interdependence
community
biotic factor
producer
carnivore
trophic level
decomposer
water cycle
phosphorus cycle
parasitism
keystone species
primary succession
pioneer species
biosphere
population
abiotic factor
consumer
omnivore
generalist
food chain
carbon cycle
predation
mutualism
Things you should be able to do:
 Describe an example showing the effects of interdependence on organisms in an











ecosystem
Differentiate between an ecosystem, community and population and give examples of
each
Compare biotic and abiotic factors in an ecosystem and give examples of each
Differentiate between specialists and generalists in an ecosystem
Summarize ways in which producers make energy for an ecosystem
Identify and give examples of different kinds of consumers in an ecosystem
Explain what a trophic level is, and identify an organism’s trophic level in an
ecosystem
Relate the amount of energy in an ecosystem to trophic level
Explain the amount of energy passed from one trophic level to the next and reasons
why
Identify/summarize the major steps in cycles in the environment
Differentiate between different relationships that organisms can have in an ecosystem
and give examples of each relationship
Distinguish between types of succession
Things to ask Mr. P about:
Ch 17, 23, 24 (blue book) Classification, Bacteria
and Viruses
Terms you should know:
 biodiversity
 domain
 division
 family
 subspecies
 cladogram
 shared character
 Archaea
 Archaeabacteria
 Fungi
taxonomy
kingdom
class
genus
phylogenetics
binomial nomenclature
derived character
Eukarya
Protista
Animalia
taxon
phylum
order
species
phylogenetic tree
cladistics
Bacteria
Eubacteria
Plantae







prokaryote
spirillum
Gram positive
antibiotic resistance
heterotroph
transformation
binary fission
bacillus
streptoGram negative
capsule
flagellum
conjugation
endotoxin
coccus
staphyloplasmid
pilus
autotroph
transduction
exotoxin




capsid
retrovirus
vector
virulent phage
envelope
lysenogenic cycle
vaccine
bacteriophage
lytic cycle
latent phage
Things you should be able to do:
 List common levels of modern classification system from general to specific and give




examples of each
Identify kinds of evidence biologists use to classify things
Compare/contrast cladistics and phylogenetics
Interpret phylogenetic trees and cladograms
Describe characteristics of each of the three domains and each of the six kingdoms





Identify bacteria by shape
Describe methods to identify/classify bacteria
Identify structures and functions of bacteria cells
Describe how bacteria develop resistance to drugs
Differentiate between good and bad bacteria





Describe why viruses are not considered living organisms
Describe basic structure of viruses
Describe ways that viruses can be classified
Compare lytic and lysenogenic cycles of virus replication
Describe how a vaccine works and other ways to control viral diseases
Things to ask Mr. P about:
Ch 32 & 33 (blue book): Simple Invertebrates
Terms you should know:






symmetry
asymmetry
anterior
lateral
coelem
coelemate
radial symmetry
dorsal
posterior
cephalization
acoelomate
bilateral symmetry
ventral
medial
segmentation
pseudocoelomate




sessile
collar cell
spicule
regeneration
motile
ostium (pl. ostia)
filter feed
hermaphrodite
choanocyte
osculum
amoebocyte
gemmule



medusa
gastrodermis
budding
polyp
mesoglea
nematocyst
epidermis
gastrovascular cavity
cnidocyte

apical organ
bioluminescence
Things you should be able to do:











Identify characteristics diagnostic to animals
Differentiate between a vertebrate and invertebrate
Identify types of body structure (symmetry)
Explain different systems (e.g. complete/incomplete digestive, open/closed
circulatory)
Explain methods of sexual and asexual reproduction in animals
Identify anatomical directions (dorsal, ventral, etc.)
Describe basic body plans of simple inverts (Porifera, Cnidaria and Ctenophora)
Identify the structure and describe the function of unique characteristics of simple
inverts (Porifera, Cnidaria and Ctenophora)
Describe in detail how simple inverts accomplish basic life functions. Including:
reproduction, feeding, and sensory responses (Porifera, Cnidaria and Ctenophora)
Give examples each phylum of simple inverts (Porifera, Cnidaria and Ctenophora)
Differentiate between different forms of simple inverts at different stages in their lives
(Porifera, Cnidaria and Ctenophora)
Things to ask Mr. P about:
Ch 34 & 35 (blue book): Worm Phyla
Terms you should know:




pharynx
fluke
cyst
tegument
flame cell
scolex
eye spot
host

hookworm
elephantiasis



setae
aortic arches
complete digestive system
crop
nephridia
segmentation
ganglion
proglottid
incomplete digestive system
gizzard
clitellum
Things you should be able to do:






Identify structures and functions of body parts in worms, either in diagram form or in
a dissected sample
Give defining/unique characteristics of each of the three phyla of worms
Describe unique organ systems and how these are used to accomplish basic life
functions for each phylum
Describe in detail the impact worms have on people (specific diseases)
Describe reproductive cycles of parasitic worms
Give examples each of the three phyla
Things to ask Mr. P about:
Ch 35, 36, 37 & 38 (blue book): Mollusks,
Arthropods and Echinoderms
Terms you should know:




gills
radula
bivalve
external fertilization
visceral mass
gastropod
open circulatory system
mantle
hemolymph
cephalopod







arthropod
molting
cephalothorax
antennae
swimmerets
nymph
complete metamorphosis
chitin
mandible
carapace
antennules
green gland
incomplete metamorphosis
chrysalis
compound eye
chelicerae
abdomen
chelipeds
thorax
pupa




echinoderm
tube foot
ring canal
cardiac stomach
water-vascular system
oral
madreporite
radial canal
ossicle
aboral
pyloric stomach
Things you should be able to do:




Describe basic body plan of mollusks
Describe key characteristics of mollusks
Name characteristics of the three major classes of mollusks
Name examples of the three major classes of mollusks








Describe basic body plan of arthropods
Discuss defining characteristics of arthropods
Discuss unique characteristics of arthropods
Explain incomplete and complete metamorphosis and the give examples of organisms
that do each
Name examples of the five major subphyla of Phylum Arthropoda
Identify structures and functions of crayfish anatomy
Describe how crayfish perform basic life functions
List both beneficial and harmful effects of insects on human society




Describe basic body plan of echinoderms
Discuss four defining characteristics of echinoderms
Name examples of the five classes of echinoderms
Describe the water vascular system and other unique body systems of echinoderms
Ch 39 – 43 (blue book): Phylum Chordata (chordates,
fishes, amphibians, reptiles, birds and mammals)
Terms you should know:

notochord



endoskeleton
external fertilization
internal fertilization
chemoreception
cartilage
lateral line
placoid scales



swim bladder
ventricle
medulla oblongata
capillaries
cerebrum
atrium
cerebellum



pulmonary circulation
cutaneous respiration
tympanic membrane
systemic circulation
mesentery
pulmonary respiration
nictitating membrane




amniotic egg
alveoli
ectotherm
ovoviviparous
albumen
septum
endotherm
viviparous
keratin
thermoregulation
oviparous
placenta


feather
air sacs
crop
gizzard


mammary gland
placental mammal
monotreme
marsupial
Things you should be able to do:

Describe key characteristics of Phylum Chordata

Discuss defining/unique characteristics of each of the 3 major classes of fishes
(Agnatha/jawless, Condrichtheyes/cartilaginous and Osteichtheyes/bony)
Name examples of the 3 major classes of fishes
Discuss unique characteristics of each of the 3 major classes of fishes
Summarize body systems/basic life functions in each of the 3 major classes of fishes,
especially nervous and skeletal







Describe basic body plan of the frog as an example of amphibians
Name examples of Class Amphibia (by Order)
Discuss defining/unique characteristics of Class Amphibia
Summarize body systems/basic life functions in Class Amphibia, especially
Respiratory and circulatory



Name examples of Class Reptilia (by Order)
Discuss defining/unique characteristics of Class Reptilia
Summarize body systems/basic life functions in Class Reptilia, especially
thermoregulation




Name examples of Class Aves
Discuss defining/unique characteristics of Class Aves
Summarize body systems/basic life functions in Class Aves
Compare/contrast egg structure between fish, amphibians, reptiles and birds



Name examples of Class Mammalia
Discuss defining/unique characteristics of Class Mammalia
Summarize body systems/basic life functions in Class Mammalia, especially
birth/care of young
Things to ask Mr. P about: