Download eoi review packet

EOI REVIEW PACKET
NAME
___
Standard 1: The Cell—Cells are the fundamental unit of life, composed of a variety of structures that
perform functions necessary to maintain life.
1. Cells are composed of a variety of structures, such as the nucleus, cell membrane, cell wall, cytoplasm,
ribosomes, mitochondria, and chloroplasts. FIVE QUESTIONS ON EOI
function
structure
Plant, animal
and/or bacteria*
cytoplasm
ribosome
cell wall
chloroplasts
nucleus
mitochondria
cell
membrane+
* Be sure you can classify a cell as animal plant or bacteria based on the structures they have.
+
Define the following terms and explain how they relate to the cell membrane:
osmosis –
diffusion –
surface area to volume ratio –
2. Cells can differentiate and may develop into complex multicellular organisms (i.e., cells, tissues, organs,
organ systems, organisms). THREE QUESTIONS ON EOI
List the following in order from least complex to most complex and define them:
cells
organisms
organs
organ systems
tissues
Standard 2: The Molecular Basis of Heredity—DNA determines the characteristics of organisms.
1. Cells function according to the information contained in the master code of DNA (i.e., cell cycle, DNA to
DNA, and DNA to RNA). FOUR QUESTIONS ON EOI
What is a chromosome and what does it do?
Define the following:
gene –
codon –
genome –
Describe the process of replication, why it important, when it occurs and the base pairing rules.
Describe the process of transcription, why it important, when it occurs and the base pairing rules.
What is a mutation and what affect does it have?
** In case you didn’t make the connection, proteins are responsible for expressing traits coded for on DNA.
Mitosis
# of nuclear divisions
# of daughter cells
compare parent cell to
daughter cell
type of cell produced
Are the cells produced
haploid or diploid?
Meiosis
2. A sorting and recombination of genes in reproduction results in a great variety of possible gene
combinations from the offspring of any two parents (i.e., Punnett squares and pedigrees). Students will
understand the following concepts in a single trait cross: alleles, dominant trait, recessive trait, phenotype,
genotype, homozygous, and heterozygous. FIVE QUESTIONS ON EOI
Define the following:
allele –
Dominant trait –
recessive trait –
phenotype –
genotype –
homozygous –
heterozygous –
What genotypes would parents have to have to end up with 73% of their children having the dominant trait?
Show the punnett square.
Which pedigree below shows a dominant trait? a recessive trait? an X-linked trait?
Write your choice in the box.
What is a sex linked trait?
What is an incomplete dominant trait?
What is a codominant trait?
What is a multiple allele trait?
Standard 3: Biological Diversity—Diversity of species is developed through gradual processes over many
generations.
1. Different species might look dissimilar, but the unity among organisms becomes apparent from an
analysis of internal structures, the similarity of their chemical processes, and the evidence of common
ancestry (i.e., homologous and analogous structures). FOUR QUESTIONS ON EOI
Summarize evolution.
Explain how each of the following is used to show evidence of change over time.
Fossils –
Genetic Data –
Embryology –
Morphology –
Define: a. analogous structures –
b. homologous structures –
c. vestigial structures –
Define the term species –
How would you determine which species are most closely related?
How would you determine which species are not closely related?
When determining relatedness, what type of evidence is better to use?
2. Species acquire many of their unique characteristics through biological adaptation, which involves the
selection of naturally occurring variations in populations. Biological adaptations include changes in
structures, behaviors, or physiology, which may enhance or limit the survival and reproductive success in a
particular environment. FOUR QUESTIONS ON EOI
What is Natural Selection?
How does natural selection work?
What does it mean to be reproductively successful?
Can learned behaviors be passed down to offspring genetically? Why or why not?
Standard 4: The Interdependence of Organisms—The interrelationships and interactions between
and among organisms in an environment.
1. Matter on the earth cycles among the living and nonliving components of the biosphere. FOUR
QUESTIONS ON EOI
Define the following:
abiotic –
biotic –
decomposition –
recycling –
Describe how biotic and abiotic components are involved with cycling matter.
Explain the law of conservation of matter.
2. Organisms both cooperate and compete in ecosystems (i.e., parasitism and symbiosis). FIVE
QUESTIONS ON EOI
Explain the relationship between organisms involved in the following type of symbiosis and give an
example.
predator/prey –
mutualism –
commensalism –
parasitism –
competition –
3. Living organisms have the capacity to produce populations of infinite size, but environments and
resources limit population size (i.e., carrying capacity and limiting factors). FIVE QUESTIONS ON EOI
Explain how each of the following would be a limiting factor:
predation –
food supply –
habitat –
Predict how each of the following would affect a population:
natality –
mortality –
immigration –
emigration –
Define the following words:
biotic potentialcolonization –
carrying capacity –
population density –
Draw and Contrast the pattern of population growth seen in a J-shaped graph to an S-shaped graph.
Standard 5: Matter, Energy, and Organization in Living Systems—Living systems require a continuous
input of energy to maintain their chemical and physical organizations.
1. The complexity and organization of organisms accommodates the need for obtaining, transforming,
transporting, releasing, and eliminating the matter and energy used to sustain the organism (i.e.,
photosynthesis and cellular respiration). FOUR QUESTIONS ON EOI
Photosynthesis
Purpose
Reagents
Products
Organisms that
undergo
Organelle in
which it occurs
Type of energy
Predict how each of the following factors might affect the two processes:
temperature –
wavelength of light –
concentration of gases –
Cellular Respiration
2. As matter and energy flow through different levels of organization of living systems and between living
systems and the physical environment, chemical elements are recombined in different ways by different
structures. Matter and energy are conserved in each change (i.e., water cycle, carbon cycle, nitrogen cycle,
food webs, and energy pyramids). FIVE QUESTIONS ON EOI
Explain the role of the following organisms:
herbivore –
carnivore –
omnivore –
decomposer Trace the water cycle through biotic and abiotic components.
Trace the nitrogen cycle through biotic and abiotic components.
Trace the carbon cycle through biotic and abiotic components.
Summarize how energy moves from one level to the next.
Write the following term on the appropriate level of the pyramid. Use the terms below to label the food web.
herbivore
herbivore carnivore omnivore producer
carnivore
top carnivore
producer
most energy
most biomass
most number of organisms
Standard 6: The Behavior of Organisms—Organisms have behavioral responses to internal changes and
to external stimuli.
1. Specialized cells enable organisms to monitor what is going on in the world around them (e.g., detect
light, sound, specific chemicals, gravity, plant tropism, sense organs, homeostasis, etc.). FIVE
QUESTIONS ON EOI
Describe the relationship between a stimulus and a response.
Define homeostasis.
How can specialized cells help an organism respond to the following stimuli:
light –
sound –
chemicals –
gravity –
What is plant tropism?
2. Responses to external stimuli can result from interactions with the organism’s own species and others, as
well as environmental changes; these responses either can be innate or learned. Broad patterns of behavior
exhibited by animals have changed over time to ensure reproductive success. THREE QUESTIONS ON
EOI
Evaluate how each of the following types of behavior can affect reproductive success. Infer whether
the behavior is innate or learned.
migration –
hibernation –
schooling –
territoriality –
mating rituals –
feeding –
Standard 1: Observe and Measure — Observing is the first action taken by the learner to acquire new
information about an organism or event. Opportunities for observation are developed through the use of a
variety of scientific tools. Measurement allows observations to be quantified.
1. Identify qualitative and quantitative changes in cells, organisms, populations, and ecosystems
given conditions (e.g., temperature, mass, volume, time, position, length, quantity, etc.) before,
during, and after an event.
Define qualitative.
Define quantitative.
2. Use appropriate tools (e.g., microscope, pipette, metric ruler, graduated cylinder, thermometer,
balances, stopwatches, etc.) when measuring cells, organisms, populations, and ecosystems.
Identify the use of the following tools and what unit it measures in:
microscope –
pipette –
metric ruler –
graduated cylinder –
thermometer –
balance –
stopwatch –
What tool should you use to measure the following:
cells –
organisms –
populations –
biomass –
pH –
gases –
3. Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and
seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring cells, organisms,
populations, and ecosystems.
What are each of the following used to measure: (ex. mass, length, volume, etc.)
grams –
meters –
liters –
degrees Celsius –
seconds –
List the following prefixes in order from smallest to largest:
centi-
kilo-
micro-
milli-
How many millimeters in a meter or milliliters in a liter?
How many centimeters in a meter?
How many micrograms in a gram or micrometers in a meter?
How many meters in a kilometer or grams in a kilogram?
Standard 2: Classify —Classifying establishes order. Organisms and events are classified based on
similarities, differences, and interrelationships.
1. Using observable properties, place cells, organisms, and/or events into a biological classification
system.
How do you classify things if you want to know how closely related they are?
What do you use to classify things as least closely related?
Who is most closely related in the cladogram?
Who is least closely related?
2. Identify the properties by which a biological classification system is based.
What characteristics are most
helpful in determining the relateness of
the organisms in the table?
Standard 3: Experiment—Experimenting is a method of discovering information. It requires making
observations and measurements to test ideas.
1. Evaluate the design of a biology laboratory investigation.
How many variables do you change in an experiment?
What do you do with all the other variables in an experiment?
2. Identify the independent variables, dependent variables, and controls in an experiment.
What is an independent variable?
What is a dependent variable?
What is a control?
DOES _____________ AFFECT
?
Which part of the above question relates to the independent variable?
Which part relates to the dependent variable?
3. Use mathematics to show relationships within a given set of observations (e.g., population studies,
biomass, probability, etc.).
How do you calculate the following:
density of a population –
biomass –
probability of having a baby girl –
averages –
energy flow –
4. Identify a hypothesis for a given problem in biology investigations.
What is a hyothesis?
How do we write a hypothesis?
DOES _____________ AFFECT
?
Which part of the question correlates to the “if” part of a hypothesis?
Which part of the question correlates to the “then” part of a hypothesis?
5. Recognize potential hazards and practice safety procedures in all biology activities.
REVIEW YOUR SAFETY RULES!!!! LOOK OVER YOUR SAFETY SYMBOLS!!!!!!!
Standard 4: Interpret and Communicate—Interpreting is the process of recognizing patterns in collected
data by making inferences, predictions, or conclusions. Communicating is the process of describing,
recording, and reporting experimental procedures and results to others. Communication may be oral,
written, or mathematical and includes: organizing ideas, using appropriate vocabulary, graphs, other
visual representations, and mathematical equations
1. Select appropriate predictions based on previously observed patterns of evidence.
How could you predict whether a behavior was innate or learned?
How can you predict what happens to a food web if a species is removed?
How can you predict the affects of a change in an environment?
3. Interpret data tables and line, bar, trend, and/or circle graphs.
On which axis of a graph do you put the independent variable?
On which axis of a graph do you put the dependent variable?
DOES _____________ AFFECT
?
Which part of the question correlates to the x-axis?
Which part of the question correlates to the y-axis?
4. Accept or reject hypotheses when given results of a biological investigation.
When do you accept a hypothesis?
When do you reject a hypothesis?
Is a hypothesis written in past tense?
5. Evaluate experimental data to draw the most logical conclusion.
Read ALL your choices and compare them with the data you are GIVEN!
8. Identify and/or create an appropriate graph or chart from collected data, tables, or written
description (e.g., population studies, plant growth, heart rate, etc.).
LINE graph – used for continuous data; can be read at any point along the line
BAR graph – used for comparison
PIE or CIRCLE graph – used to show percentages
Make sure numbers match up with what the question is asking.
Standard 5: Model—Modeling is the active process of forming a mental or physical representation from
data, patterns, or relationships to facilitate understanding and enhance prediction.
1. Interpret a biological model which explains a given set of observations.
2. Select predictions based on models, such as pedigrees, life cycles, energy pyramids, etc.
You will most likely be given a picture or diagram – make sure you read every bit of information included in
the pictures. Look over you pedigrees, pyramids, cycles, food chains, food webs, DNA model, etc.