BIOLOGY

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BIOLOGY

• Second Semester Review

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• Study Tips
• Refer to the review sheet.
• 2. Organize your assignments.
• Highlight learning targets.
• Focus your studies on learning targets you
  struggled with.
• 5. Make flash cards for vocab.
• 6. Review this ppt. on-line
• 7. Study longer then you want to.
• 8. Get a good nights sleep.
• 9. Eat healthy.

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DNA

• Unit Target Explain why individuals of the same
  species vary in how they look, function and
  behave.

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Learning Target Compare and contrast the
structures and function of DNA and RNA. (K)

• DNA or RNA?
• Made of
• Phosphate group
• Deoxyribose
• Nitrogen bases
• DNA

• DNA or RNA?
• Made of
• Phosphate group
• Ribose
• Nitrogen bases
• RNA

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• DNA or RNA?
• Nitrogen bases include
• C G A T
• DNA

• DNA or RNA?
• Shape is a double helix
• DNA

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• DNA or RNA?
• Undergoes replication.
• DNA

• DNA or RNA?
• Is transcribed.
• RNA

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Learning Target Explain and model how the
information contained in DNA is copied. (R)

• DNA is unzipped by an enzyme called
• DNA polymerase
• Helicase
• RNA polymerase
• B.

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• Truth or baloney?
• DNA replication occurs in the nucleus.
• True
• DNA replication occurs during mitosis.
• Baloney- during interphase
• DNA replication allows daughter cells to obtain
  the same genetic information.
• True
• DNA replication is semi-conservative.
• True- one old and one new strand

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Learning Target Use the genetic code to
construct a proteins amino acid sequence. (skill)

• DNA CGA TTC
• mRNA? GCU AAG
• Polypeptide chain?
• Alanine-lysine

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Learning Target Explain Biologys Central
Dogma. (knowledge)

• Truth or Baloney?
• Biologys central dogma refers to the flow of
  information through a cell.
• True

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EVOLUTION

• Unit Target Describe how evolution explains the
  unity and diversity of species.

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Learning Target Define key terms associated with
evolution. (knowledge)

• True or False?
• Evolution is defined as change in a population of
  organisms over time.
• True
• Individual organisms can evolve.
• False. Individuals cannot change their genetic
  information.

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Learning Target Define key terms associated with
evolution. (knowledge)

• the ability of an organism to survive and
  reproduce in an environment.
• the most recent ancestral form or species from
  which two different species evolved
• heritable characteristic that increases an
  organisms ability to survive and reproduce in its
  environment

• Adaptation
• Fitness
• Common ancestor

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Learning Target Summarize Charles Darwins key
ideas and contributions to the development of the
theory of evolution. (knowledge) 

• What does each letter stand for?
• V I S T
• Variation
• Inheritance
• Selection
• Time

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Match each of Darwins key ideas with a
description.

• VARIATION
• INHERITANCE
• SELECTION
• TIME

• The passing down of genetic traits from one
  generation to another.
• The different characteristics found in a single
  species.
• A unit of measurement reflecting generations of
  offspring.
• More organisms are produced than can survive due
  to limited resources so the most fit survive and
  reproduce.

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Match each of Darwins key ideas with an example.

• One frog has a white belly and one frog has a
  yellow belly.
• After many years, the color of the frog
  population changed from light to dark.
• The dark colored frogs in the pond were
  camouflaged so they survived and reproduced.
• The dark colored frogs reproduced and passed
  their genes to their offspring.

• VARIATION
• INHERITANCE
• SELECTION
• TIME

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Learning Target Given examples of anatomical
structures, determine the type homologous,
analogous or vestigial. (Reasoning)

• Fill in the blank with homologous, analogous or
  vestigial.
• Body parts that share a common function but not
  structure are __________________.
• Body parts in animals that are reduced in size
  but resemble structures in other organisms are
  _________.
• Structures that show anatomical similarities and
  are inherited by a common ancestor are
  _____________________.

analogous
vestigial
homologous
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Match the anatomical structure to the correct
example.

• There are 7 vertebra in the neck of a giraffe and
  the neck of a human.
• (similar structures and common ancestor-mammals)
• The jointed leg of an insect and the jointed leg
  of a cow.
• (Insects and cows do not share a common ancestor)
• Pelvis and limb bones in a snake.
• (structures are not functional)

• Homologous structure
• Analogous structure
• Vestigial structure

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• How do anatomical structures provide evidence for
  evolution?
• They may show evidence of common ancestry.
• They may explain why a structure that is not
  functional is present in an organism.
• They show that all structures of all organisms
  are basically the same.
• Both A and B are correct.
• D.

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Learning Target Differentiate between artificial
and natural selection. (reasoning)

• Circle the word that best completes the sentence.
• Artificial selection is the process by which
  (humans / nature ) select(s) which traits will be
  passed down to offspring.

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• How did artificial selection help Darwin explain
  evolution?
• If species changed over time through artificial
  selection than species could change over time in
  the natural world.
• Artificial selection proved that species do not
  change over time.
• Artificial selection showed that people should
  not interfere with nature.
• Artificial selection did not help Darwin explain
  evolution.
• A.

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Learning Target Determine the conditions under
which natural selection occurs and the results of
natural selection. (reasoning)

• Circle the word that best completes each
  sentence.
• In natural selection, ( humans / nature )
  choose(s) which species will survive and
  reproduce.

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• Circle the best answer.
• Natural selection acts on ( acquired / inherited
  ) traits.
• Natural selection refers to the ability of an
  organism to survive and reproduce- therefore,
  offspring inherit the parents traits.
• Acquired traits refer to a trait that is not
  dependant upon inheritance but is usually
  affected by the environment. We discussed this
  during genetics. You may inherit the ability to
  speak but you acquire the ability to speak
  English because you live with a family that
  speaks English.

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• Which of the following is not an example of
  natural selection?
• The birds with the beaks that were most suited to
  eating beans survived and reproduced.
• The beans that were most difficult for the birds
  to eat survived and reproduced.
• The puppies that were highly trainable and fast
  were bred to produce offspring that would be able
  to retrieve birds for hunting.
• The dark colored pocket mouse which lives on the
  dark colored lava flow is camouflaged from the
  owl so dark colored pocket mice are more likely
  to survive and reproduce than white colored
  pocket mice.
• C. This is an example of artificial selection.

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• Which of the following is a condition necessary
  for natural selection to occur?
• More offspring are born than can survive
• Fitness varies among individuals
• There is heritable variation among members of the
  population.
• All of the above
• D.

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Learning Target Analyze examples of fossil
evidence that support the theory of evolution by
natural selection. (reasoning)

• How are fossil records evidence for evolution?
• Fossils show changes in species over time.
• Fossils easily tell us if an organism made its
  own food.
• Fossils tell us how many offspring an
• organism had.
• All of the above.
• A. By creating evolutionary trees from fossils,
  scientists can observe the changes that occur in
  a species over time. Remember- we can determine
  the age of a fossils through radiometric dating.

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Learning Target Interpret the information
conveyed in a model evolutionary tree. (skill)

• What letter represent the oldest common ancestor?
• F
• What letter represents the most recent common
  ancestor of B and C?
• E

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EVOLUTION- CLASSIFICATION

• Unit Target Biologists classify organisms based
  upon similarities and differences.

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Learning Target Define the following key terms
associated with classification. (knowledge)

• Classification is
• a. the study of living things
• b. the grouping of organisms based on
  similarities
• c. the grouping of organisms based on
  differences
• d. the study of evolution
• b.

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• Organism that does not have a nucleus
• Organism that cannot make its own food
• Organism that is made of only one cell
• Organism that has a true nucleus.
• Organism that can use energy from the sun to make
  its own food.

• unicellular
• prokaryote
• eukaryote
• autotroph
• heterotroph

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Learning Target Describe the advantage of using
a classification system.(knowledge)

• Scientists use a classification system to
• a. identify all organisms before they go
  extinct.
• b. assign the numerous and diverse amount of
  organisms a name to improve communication.
• c. show evolutionary relationships between
  organisms.
• Only b and c are correct
• d

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• True or False? The system used to name organisms
  is called trinomial nomenclature.
• False- Binomial nomenclature for the two names
  (genus and species)

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Learning Target Distinguish between an
organisms scientific name and its common
name.(knowledge)

• Explain why common names like daisy and mountain
  lion can cause problems for scientists.
• Common names vary among languages and regions

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Learning Target Know the rules for writing an
organism's scientific name. (knowledge)

• Which of the following is NOT a characteristic of
  Linnaeuss system of naming organisms?
• Two-part name
• Multipart name describing several traits
• Name that identifies the organisms species
• Name that identifies the organisms genus
• B.

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Learning Target Know the rules for writing an
organism's scientific name. (knowledge)

• In the scientific system on naming organisms
• every organism is given a two word name
• the first word represents the genus
• the second word represents the species
• the genus is always capitalized
• All of the above
• E

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Learning Target Describe the advantage of using
a classification system.(knowledge)

• Today organisms are classified
• a. using DNA and RNA
• b. based on their evolutionary history
• c. based on their structures
• all of the above
• d

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Learning Target Know the rules for writing an
organism's scientific name. (knowledge)

• In the six-kingdom system of classifying living
  things, which kingdom(s) contain unicellular
  organisms?
• Archaebacteria
• Eubacteria
• Protista
• Fungi
• All of the above
• E.

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Learning Target Distinguish between a prokaryote
and a eukaryote. (knowledge)
Label each diagram as prokaryote or eukaryote.
eukaryote
prokaryote
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Learning Target Distinguish between an autotroph
and a heterotroph. (knowledge)
Label each diagram as autotroph or heterotroph.
autotroph
heterotroph
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Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW
  Classification of Living Things Classification of Living Things Classification of Living Things Classification of Living Things Classification of Living Things Classification of Living Things Classification of Living Things
DOMAIN DOMAIN Bacteria Archaea Eukarya Eukarya Eukarya Eukarya
KINGDOM KINGDOM Eubacteria Archaebacteria Protista Fungi Plantae Animalia
CELL TYPE CELL TYPE Prokaryote Prokaryote Eukaryote Eukaryote Eukaryote Eukaryote
CELL STRUCTURES CELL STRUCTURES Cell walls Cell walls Cell walls Cell walls Cell walls and chloroplasts No cell walls or chloroplasts
NUMBER OF CELLS NUMBER OF CELLS Unicellular Unicellular Most unicellular Most multicellular some unicellular Multicellular Multicellular
MODE OF NUTRITION MODE OF NUTRITION Autotroph or heterotroph Autotroph or heterotroph Autotroph or heterotroph Heterotroph Autotroph Heterotroph
EXAMPLES EXAMPLES Streptococcus, Escherichia coli Methanogens, halophiles Amoeba, Paramecium, slime molds, giant kelp Mushrooms, yeasts Mosses, ferns, flowering plants Sponges, worms, insects, fishes,
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Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW

• What do all members of the domain Eukarya have in
  common?
• They are all eukaryotes, meaning that they have a
  true nucleus and membrane bound organelles.

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Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW

• How could you distinguish between a member of the
  kingdom plantae and fungi?
• Members of both these kingdoms have cell walls,
  but the cell walls are made of different
  chemicals. Fungi are heterotrophs while plants
  are autotrophs.

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Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW

• Bacteria are classified into
• three kingdoms
• four families
• two domains
• All of the above
• C.

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Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW

• Which domains contain prokaryotes?
• Bacteria and Archaea
• Which domain contains bacteria that live in
  extreme environments?
• Archaea

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Learning Target Determine the characteristics of
domains and kingdoms by interpreting a
classification table. (reasoning) USE THE DIAGRAM
FOUND IN SEMESTER REVIEW

• In the six-kingdom system of classifying living
  things, which kingdom(s) contain unicellular
  organisms?
• Archaebacteria
• Eubacteria
• Protista
• Fungi
• All of the above
• E.

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Learning Target Determine the characteristics of
domains and kingdoms by interpreting an
evolutionary tree. (reasoning) USE THE
EVOLUTIONARY TREE FOUND IN SEMESTER REVIEW
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Learning Target Determine the characteristics of
domains and kingdoms by interpreting an
evolutionary tree. (reasoning) USE THE
EVOLUTIONARY TREE FOUND IN SEMESTER REVIEW

• The three major branches of this evolutionary
  tree are
• Families
• Kingdoms
• Domains
• Species
• C

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Learning Target Determine the characteristics of
domains and kingdoms by interpreting an
evolutionary tree. (reasoning) USE THE
EVOLUTIONARY TREE FOUND IN SEMESTER REVIEW

• According to the diagram
• Animals evolved from slime molds
• Animals are more closely related to
  Thermotrogales than they are to Thermococcus
• Animals and slime molds share a common ancestor
• Fungi and Plants do not share a common ancestor.
• C

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Learning Target Use a dichotomous key to
identify the scientific name of organisms.
(skill)
Who am I?
Dichotomous Key on Norns 1. Has pointed ears
.................................... go to 3
....Has rounded ears ............................
........go to 2 2. Has no tail
.............................................
Kentuckyus ....Has tail ....................
.............................. Dakotus 3. Ears
point upward ....................................
go to 5 ....Ears point downward
..............go to 4 4. Ears have no hair tufts
............................. Dallus
....Has hairy tufts on ears ......................
....................Californius 5. Ears have
stripes ............................. WalaWala
....Ears do not have stripes...................
.go to 6 6. Has hair on head ....................
......................... Beverlus ....Has
no hair on head (may have ear tufts) .......go to
7 7. Has a tail .................................
............ Yorkio ....Has no tail,
............................ Rajus
Californius
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EVOUTIONANTIBIOTIC RESISTANCE

• Unit Target Conduct a study on a 21st century
  evolution problem.

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Learning Target Define the following key terms
associated with antibiotic resistance.
(knowledge)

• Antibiotic resistant bacteria
• a disease causing organism
• A drug that blocks the growth and reproduction of
  bacteria
• The ability of an organism to defend itself
  against disease

• Pathogen
• Antibiotic
• Superbug
• Resistance

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Learning Target Interpret information
pertaining to antibiotic resistance. (reasoning)

• MRSA is a bacterium that can spread very quickly
  in hospitals and nursing homes. It is difficult
  to treat because it is resistant to methicillin
  and other antibiotics.
• What is the name of the pathogen?
• MRSA
• What antibiotic is MRSA resistant to?
• Methicillin
• Is MRSA a superbug?
• Yes- it is antibiotic resistant

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Learning Target Evaluate a controlled
experiment. (skill)

• A student wanted to test the effectiveness of 3
  cleaning solutions in preventing the growth of
  bacteria. The student cleaned a 1 foot square
  with cleaner 1, another square with cleaner 2 and
  so on. The 4th square was washed with water. He
  then wiped each square with a clean swab and
  smeared the swab onto an agar plate. The plates
  were kept at a warm temperature and checked after
  24 hours.

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• What is the purpose of this experiment?
• To study the affects of temperature on bacterial
  growth
• To determine the effectiveness of various
  cleaning solutions in preventing bacterial growth
• To test which type of bacteria is more resistant
  to a cleaning solution
• All of the above
• b.

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• Which of the following was NOT a factor held
  constant?
• Time
• Temperature
• Area
• Disinfectant
• d. Disinfectant- this was the independent
  variable.

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• What was the control in the experiment?
• Cleaning one square with plain water.

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Results of the experiment.
Cleaning Solution 1 2 3 Water
Growth of bacteria (mm) 1mm 0mm 3mm 5mm
Which cleaning solution was best at controlling
bacterial growth? 2 If you were going to plot
this data on a graph, what axis would the growth
of bacteria be plotted on? Y axis- dependant
variable
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• True or False? People should be concerned about
  the overuse of antibacterial products.
• True.
• Why should people be concerned about the overuse
  of antibacterial products?
• It can result in an increase in viruses.
• It can result in superbugs that are resistant to
  antibacterial products.
• It can make it difficult to treat bacterial
  diseases.
• Both b and c are correct.
• d.

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ECOLOGY-FLOW OF ENERGY

• Unit Target Research ways in which organisms in
  an ecosystem get the materials and energy they
  need.

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Define terms related to energy flow in an
ecosystem. (Knowledge)

• Autotroph is to producer as
• heterotroph is to ___________________
• consumer

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Primary producer Breaks down organic matter
Herbivore Meat eating Omnivore Uses
solar energy to make its
own food Carnivore Plant and
meat eating Detritivore Eats dead
carcasses Scavenger Eats organic matter
Decomposer Plant eating
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Match components of a desert food web with
specific examples.

• Primary producer
• Herbivore
• Carnivore
• Scavenger
• Decomposer

• Jack Rabbit
• Bacteria
• Buzzard
• Cactus
• Coyote

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• In a chemical equation the products are on the (
  left / right ) side.

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True or False? The original source of energy for
most living things is water. Baloney Sun Name
the missing parts of the photosynthesis formula
from left to right.
light 6CO2 6H2O --------? 6O2
C6H12O6
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• True or False?
• Heterotrophs can carry out photosynthesis?
• False- Only autotrophs can convert sunlight into
  usable energy. Heterotrophs carry out cellular
  respiration.
• Plants and animals carry out cellular
  respiration.
• True

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• Cellular respiration can best be defined as
• a. The movement of nutrients through a food
  chain.
• b. Using the suns energy to make chemical
  energy
• c. The building up of complex molecules.
• The process that releases energy from food in the
  presence of oxygen.
• d.

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• Aerobic cellular respiration
• Produces more energy than anaerobic respiration.
• Uses the products of photosynthesis to make ATP.
• Requires oxygen to release energy stored in food.
• All of the above
• d.

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• Which is true regarding energy?
• is recycled through an ecosystem
• is produced by all organisms in an ecosystem
• flows in one direction in an ecosystem
• an example is carbon
• c.

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• True or false?
• The levels of energy transfer in a food web are
  called trophic levels.
• True
• Organisms store 100 of their energy.
• False- they use most of their energy for life
  processes and also release energy as heat.

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Learning Target Use a diagram to predict
changes that occur during photosynthesis
(reasoning)
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What are the reactants of photosynthesis? Water
and carbon dioxide What are the products? Oxygen
and glucose What form of energy is converted to
glucose? Light energy Can photosynthesis occur
in the dark? No- the light-dependent reactions
require light.
Photosynthesis take place in the ________of a
cell. Chloroplast
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Learning Target Use the diagram of the energy
pyramid to answer questions. (reasoning)

• Which letter represents the 3rd trophic level?
• C
• If 1000 energy units are available at Level A how
  many are available at level B?
• 100 (always reduced by 10)
• Which level contain organisms that are
  herbivores?
• B- the rabbits

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Learning Target Interpret a diagram of a food
web. (skill)
Name the primary producers. Berries, flowers,
grass, seeds Which organisms are the top of this
food chain? Bear and hawk. Is the chipmunk an
omnivore? No- an herbivore A food chain within
this food web would be berries, deer, bear,
decomposers. True
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Learning Target Interpret data from a simple
data presentation (Skill)

• What does this graph show?
• The effect of temperature on the rate of
  photosynthesis.
• As temperature increase.
• photosynthesis increases and then decreases.
• At what temperature is the rate of photosynthesis
  the greatest?
• 25 degrees Celcius

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ECOLOGY-INTERACTIONS

• Unit Target Organisms and populations of
  organisms obtain necessary resources from their
  environment, which includes other organisms and
  physical factors.

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Learning Target Define key terms. (Knowledge)

• Is it abiotic or biotic?
• Water
• Abiotic
• Soil
• Abiotic
• Parrot
• Biotic
• Abiotic is non-living, Biotic is living

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• Matter can recycle through the biosphere because
• Matter is transformed, not used up
• Matter moves in one direction through an
  ecosystem
• Matter is a type of energy
• All of the above
• a.

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• True or False?
• A nutrient is a substance required by a living
  thing to carry out essential functions.
• True

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Learning Target Interpret a diagram of a
nutrient cycle. (Skill)

• Review the nutrient cycle diagrams on the next
  pages. Be ready to answer questions. Refer to
  homework, scrimmages and tests for practice.

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Learning Target Define biodiversity.
(knowledge)

• Biodiversity is
• The variety of different species living in an
  area.
• All the members of the same species that live in
  an area.
• Is the correct answer
• Is the definition for a population.

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Learning Target Explain the value of
biodiversity in an ecosystem and how it can
impact species survival. (Reasoning)

• Which of the following is NOT a value of
  biodiversity?
• Foods
• Medicine
• Leads to a stable environment
• All are values of biodiversity
• d.

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Define population. (knowledge)

• A population is
• the variety of different species living in an
  area.
• all the members of the same species that live in
  an area.
• b. Is the correct answer
• Is the definition for biodiversity. Remember?

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Learning Target Define types of population
growth (K)
Match the type of growth with the correct
definition.

• Linear growth
• Exponential growth
• Logistic growth

• When a population reproduces at a constant rate
  (ex doubling)
• Same increase in individuals for each time period
  (ex. 2 per year)
• A period in which growth slows after a period of
  rapid growth

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Identify the features of this graph.
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Learning Target Investigate the effects of
biotic and abiotic factors on population growth.

• True or False?
• Populations grow exponentially when resources are
  limited.
• False, unlimited
• Limiting factors determine the carrying capacity
  of an environment for a species.
• True

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• Which of the following would NOT be a limiting
  factor for you?
• Water
• Carbohydrates
• Vitamins
• Tickets to a Brewers game
• d. You can live without going to the Brewers
  game.

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Learning Target Interpret a graph of population
growth. (skill)

• What happens to the moose population as the wolf
  population increases?
• It decreases.
• Why?
• Predation

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Good Luck on the Final Exam