Name: Date: Period: Final Exam Schedule: May 28 May 29 May 30 Wednesday Thursday Friday Bell Schedule 8:30 a.m. - 10:00 a.m

Transcription

1 Name: Date: Period: Final Exam Schedule: May 28 May 29 May 30 Wednesday Thursday Friday Bell Schedule 8:30 a.m. - 10:00 a.m :15 a.m. - 11:45 a.m :00 p.m. - 1:30 p.m. 4 5 Make-up Cell Growth and Division: Chapter 10 1a. I can describe the two main reasons why cells divide rather than continuing to grow. (OP) 1b. I can explain what happens to a cells surface area to volume ratio as a cell increases in size. (OP) 2a. I can distinguish and define asexual and sexual reproduction. (OP) 2b. I can explain the advantages and disadvantages of sexual reproduction. (EOB 2302, OP) 2c. I can explain the advantages and disadvantages of asexual reproduction. (EOB 2302, OP) 3a. I can describe the structure of a chromosome using the following terms: chromatin, chromatid, and centromere. (HS.LS-IVTa, EOB 1103) 3b. I can describe the role of chromosomes in cell division. (OP) 4a. I can name all of the stages of the cell cycle in the proper order. (EOB 1102) 4b. I can draw a diagram of the cell cycle and describe what is happening in the cell at each stage. (EOB 1101) 4c. I can name all of the stages of mitosis in the proper order. (OP) 4d. I can draw a diagram of mitosis and describe what is happening in the cell at each stage. (OP) 4e. I can identify the phases of mitosis, when shown a cell in the process of division. (EOB 1104) 4f. I can explain why the process of mitosis is important to a living organism. (HS.LS-IVTb, EOB 1105) 4g. I can explain the difference between how a plant and animal daughter cells split after mitosis. (OP) 5a. I can describe how the cell cycle is regulated within an organism. (HS.LS-IVTc, EOB 1106) 5b. I can describe what apoptosis is and its role in the life of a cell. (OP) 5c. I can explain why cancer cells differ from other cells. (OP) 5d. I can explain how tumors form and the difference between a benign and malignant tumor. (OP) 6a. I can describe how cells differentiate into many other types of cells as the embryo develops. (HS.LS-IVTd, OP) 6b. I can define stem cells and explain their importance. (OP) 6c. I can list one major difference and one similarity between adult and embryonic stem cells. (OP) 6d. I can list two potential benefits of stem cell research. (OP) 6e. I can list two ethical issues associated with stem cell research. (OP) Genetics: Chapter 11 1a. I can define the terms trait, gene, allele and chromosome. (EOB 2701) 1b. I know the difference between a gene and an allele. (EOB 2702) 1c. I can describe how alleles influence traits. (EOB 2703) 1d. I can explain how genes are found on chromosomes. (EOB 2704) 1e. I can explain the process of fertilization and how hybrids are formed. (OP) 1f. I can explain the principle of dominance and give an example using Mendel s crosses with pea plants. (OP) 1g. I can describe how alleles segregate into gametes. (OP) 2a. I can explain what probability is and how it can be used to predict traits. (OP) 2b. I can describe the difference between a genotype and a phenotype. (EOB 2901) 2c. I can explain how an organism s genotype determines its phenotype and give an example using Mendel s pea plants. (EOB 2902) 2d. I can tell when a dominant or recessive allele will be expressed. (EOB 2903) 2e. I can define the terms homozygous and heterozygous. (EOB 3001)

2 2f. I can tell the differences between a homozygous and heterozygous genotype and correctly determine from the genotype the phenotype. (EOB 3002) 3a. I can create a Punnett square given parental information. (EOB 3101) 3b. I can predict genotypic ratios in offspring using a Punnett square. (EOB 3102, OP) 3c. I can predict phenotypic ratios in offspring using a Punnett square. (EOB 3102, OP) 3d. I can predict the inheritance of a trait through several generations using Punnett squares. (HS.LS-IVTg) 3e. I can predict the genotypic and phenotypic ratios of a dihybrid cross using a Punnett square. (OP) 3f. I can explain the principle of independent assortment. (OP) 3g. I can summarize Mendel s four main principles of genetics. (OP) 4a. I can use a Punnett square to predict genotypic and phenotypic ratios given a genetic cross of traits that follow incomplete dominance. (OP) 4b. I can use a Punnett square to predict genotypic and phenotypic ratios given a genetic cross of traits that follow codominance. (OP) 4c. I can describe genes with multiple alleles and give an example in humans. (OP) 4d. I can describe the interaction of polygenic traits and give an example in humans. (OP) 5a. I can describe with examples how the environment can have an effect on the phenotype of an individual. (OP) 6a. I can explain the difference between diploid and haploid cells. (OP) 6b. I can describe meiosis and emphasize what is produced at the end. (EOB 3301) 6c. I can describe the role of meiosis in maintaining the correct number of chromosomes over multiple generations. (EOB 3303) 6d. I can compare and contrast meiosis and mitosis. (EOB 3302) 6e. I can describe the role of meiosis in genetic diversity. (OP) 7a. I can describe the importance of crossing over in creating genetic diversity. (HS.LS-IVTf) 7b. I can describe the importance of various genetic combinations in haploid sex cells in creating genetic diversity. (HS.LS-IVTf) Human Heredity: Chapter 14 1a. I can distinguish between a male (XY) and a female (XX) genotype. (EOB 2801) 1b. I can explain the difference between sex chromosomes and autosomes. (OP) 1c. I can explain what a karyotype is and how it was made. (OP) 1d. I can analyze a karyotype to determine the sex of an individual. (EOB 2802) 1e. I can analyze a karyotype to determine if a person has a chromosomal genetic disorder. (OP) 2a. I can explain how many traits follow a pattern of simple dominance and provide an example of this in humans. (OP) 2b. I can explain how some traits follow a pattern of codominant and multiple alleles. (OP) 2c. I can explain how there can be four different phenotypes for human blood type even though there are six different genotypes. (OP) 2d. I can create and interpret a Punnett square involving the transmission of blood type from parents to offspring. (OP) 2e. I can explain how sex-linked traits are different than autosomal traits. (EOB 3104) 2f. I can explain how sex-linked disorders are inherited. (EOB 3103) 2g. I can compare and contrast the inheritance patters of sex-linked traits in males and females. (EOB 3105) 2h. I can create and interpret a Punnett square involving the transmission of a sex-linked trait from parents to offspring. (OP) 2i. I can explain X chromosome inactivation and why it occurs. (OP) 3a. I can explain what a pedigree is and how it was made. (OP) 3b. I can summarize the information provided in a pedigree. (EOB 3201) 3c. I can determine the sex of individuals in a pedigree. (OP) 3d. I can determine the genotypes and phenotypes of individuals in a pedigree. (EOB 3202) 4a. I can explain how small changes in DNA molecules affect human traits and provide an example of this in humans. (HS.LS-IVTf, OP) 4b. I can explain what nondisjunction is and when it occurs. (OP) 4c. I can explain the effects of nondisjunction in creating a variation of traits in future generations (HS.LS-IVTf, OP). 5a. I can summarize the three major steps used in DNA analysis. (OP) 5b. I can state the goals of the Human Genome Project and explain what we have learned so far. (OP)

3 DNA: Chapter 12 1a. I can summarize the process of bacterial transformation and how it supports that DNA is responsible for heredity. (OP) 1b. I can summarize Griffith s experiments stating his independent variable, dependent variable, and conclusions. (OP) 1c. I can summarize Avery s experiments stating his independent variable, dependent variable, and conclusions. (OP) 1d. I can summarize Hershey and Chase s experiments stating their independent variable, dependent variable, and conclusions. (OP) 1e. I can summarize the three roles that DNA plays in heredity. (OP) 2a. I can explain and diagram the basic structure of a DNA nucleotide (using the following terms: phosphate group, deoxyribose, nitrogenous base, and covalent bonds). (EOB 3401 and OP) 3a. I can summarize Chargaff s Rule. (OP) 3b. I can summarize Rosalind Franklin s work with x-ray diffraction. (OP) 3c. I can summarize the work of Watson and Crick in creating a 3D model of DNA. (OP) 4a. I can explain what is significant about the antiparallel strands of DNA. (OP) 4b. I can explain how hydrogen bonds allow DNA molecules to be separated. (OP) 4c. I can explain what is significant about nucleotide base pairing. (EOB 3402) 5a. I can explain how DNA replication is semiconservative. (OP) 5b. I can explain the role of enzymes in DNA replication. (OP) 5c. I can create a complementary strand of DNA when given a DNA sequence. (EOB 3403 and OP) 5d. I can state two similarities and two differences between prokaryotic and eukaryotic DNA replication. (OP) RNA and Protein Synthesis: Chapter 13 1a. I can describe three similarities between RNA and DNA. (OP) 1b. I can describe three differences between RNA and DNA. (OP) 1c. I can describe the three main types of RNA. (OP) 1d. I can draw a picture of the three main types of RNA. (OP) 2a. I can describe the process of transcription. (HS.LS.SFIPb, EOB 3501, OP) 2b. I can describe the role of enzymes in the process of transcription. (OP) 2c. I can transcribe a strand of mrna from a DNA template. (HS.LS.SFIPb, EOB 3502, OP) 2d. I can explain the role of promoters in RNA synthesis. (OP) 2e. I can describe RNA editing during RNA synthesis. (OP) 3a. I can identify codons from a strand of mrna. (HS.LS.SFIPb, EOB 3501, OP) 3b. I can read and provide an example of how to use a codon chart. (HS.LS.SFIPb, EOB 3501, OP) 4a. I can describe the role of a ribosome in translation. (OP) 4b. I can describe the role of trna in translation. (OP) 4c. I can describe the role of anticodons in translation. (OP) 4d. I can describe the three major steps in how a polypeptide is assembled. (HS.LS.SFIPb, EOB 3501, OP) 4e. I can describe the central dogma of molecular biology. (OP) 4f. I can determine an amino acid sequence from an original DNA sequence. (HS.LS.SFIPb, EOB 3502, OP) 5a. I can describe a point mutation and give an example. (HS.LS.IVTf, EOB 3602, OP) 5b. I can describe a frameshift mutation and give an example. (HS.LS.IVTf, EOB 3602, OP) 5c. I can describe chromosomal mutations and give an example. (HS.LS.IVTf, EOB 3602, OP) 5d. I can define mutagens and provide examples. (OP) 5e. I can give examples of helpful mutations. (HS.LS.IVTf, EOB 3604, OP) 5f. I can give examples of harmful mutations. (HS.LS.IVTf, EOB 3604, OP) 5g. I can give examples of mutations that have no effect. (HS.LS.IVTf, EOB 3603, OP) Evolution: Chapter 16 1a. I can define evolution. (EOB 4301) 1b. I can describe Charles Darwin s contribution to science. (OP) 1c. I can explain the three patterns of biodiversity noted by Darwin. (EOB 4302, OP) 2a. I can identify the conclusions drawn by Hutton and Lyell about Earth s history. (OP) 2b. I can describe Lamarck s hypothesis of evolution. (OP)

4 2c. I can describe Malthus s view of population growth. (OP) 2d. I can explain the role of inherited variation in artificial selection. (OP) 3a. I can explain how a struggle for existence can lead to evolution. (OP) 3b. I can explain why variation is important to evolution. (LS4.C, EOB 4401) 3c. I can define what an adaptation is and give three examples. (LS4.C) 3d. I can define fitness in regards to evolution. (LS4.C) 3e. I can explain survival of the fittest and give an example. (LS4.C,EOB 4403, OP) 3f. I can define natural selection. (LS4.B, OP) 3g. I can explain the conditions that must occur for natural selection to take place and provide examples. (LS4.B, EOB 4402, OP) 3h. I can explain Darwin s principle of common decent. (LS4.A, OP) 4a. I can explain two biogeographical patterns that are significant to Darwin s theory of evolution. (OP) 4b. I can describe how fossils and the fossil record document the descent of modern species from ancient ancestors. (LS4.A, EOB 4601, OP) 4c. I can define a homologous structure, provide an example, and explain why these structures support the theory of 4d. I can define an analogous structure, provide an example, and explain why these structures support the theory of 4e. I can define a vestigial structure, provide an example, and explain why these structures support the theory of 4f. I can describe how similarities in embryology supports the theory of 4g. I can explain how molecular evidence can be used to trace the process of evolution. (LS4.A, EOB 4602, OP) 4h. I can explain the results of the Grants investigation of adaptation in Galapagos finches. (OP) Ecology: Chapter 3, 4, 5 1a. I can define and describe ecology. (OP) 2a. I can list the different levels of organization within the biosphere in order (most general to most specific). (EOB 0101) 2b. I can match a specific level of organization with its description/example. (EOB 0102) 3a. I can define biotic and abiotic factors. (EOB 0201) 3b. I can identify biotic and abiotic components of an ecosystem. (EOB 0202) 3c. I can understand how abiotic factors can impact biotic factors, and vice versa. (EOB 0203/0204) 4a. I can categorize the different ways that organisms get their energy. (EOB 0401) 4b. I can explain the difference between producers, consumers, autotrophs, and heterotrophs. (EOB 0408, OP) 4c. I can explain the difference between photosynthesis and chemosynthesis. (OP) 4d. I can explain the difference between herbivores, carnivores, omnivores, detritivores, decomposers, and scavengers. (EOB 0409, OP) 5a. I can tell the difference between a food chain and food web. (EOB 0405) 5b. I can describe what happens to the amount of available energy as you move up the food chain. (HS.LS-MEOEe, EOB 0402) 5c. I can link different types of living things in a food chain. (EOB 0403) 5d. I can predict what will happen to a food chain/web if an organism increases/decreases in number (HS.LS-IREc, EOB 0406) 6a. I can identify organisms by trophic level. (EOB 0407) 6b. I can describe why energy flow, biomass, and population size in ecology are best represented by a pyramid. (EOB 0404) 7c. I can explain why nutrients are important in living systems. (OP) 7d. I can define and identify limiting factors/nutrients in an ecosystem. (EOB 0301) 7e. I can identify a limiting factor in a specific ecological scenario. (OP) 7f. I can describe how the availability of nutrients affects competition between organisms and the productivity of ecosystems. (HS.LS-MEOEg, OP) 1a. I can differentiate between weather and climate. (OP) 1b. I can interpret a diagram of how greenhouse gases trap heat on Earth. (OP)

5 1c. I can identify and describe the three factors that influence climate. (OP) 2a. I can define niche. (OP) 2b. I can describe the role competition plays in shaping communities. (HS.LS-IREa, EOB 0501, OP) 2c. I can recite the competitive exclusion principle and describe, using a graph, why two species cannot occupy the same niche. (HS.LS-IREa, OP) 2d. I can describe the role predation, herbivory, and keystone species play in shaping communities. (HS.LS-IREa, EOB 0501, OP) 2e. I can identify and give examples of the three types of symbiotic relationships in nature (parasitism, commensalism, and mutualism). (EOB 0501, OP) 3a. I can describe ecological succession. (OP) 3b. I can compare succession after a natural disturbance with succession after a human-caused disturbance. (HS.LS-IREa, OP) 3c. I can identify examples of natural disasters. (HS.LS-IREa, EOB 0303) 3d. I can distinguish between significant impacts caused by nature and those caused by humans. (HS.LS-IREa, EOB 0307) 3e. I can predict possible outcomes when given a disruption scenario. (HS.LS-IREa, EOB 0308) 4a. I can identify the biotic and abiotic factors that characterize a biome. (OP) 4b. I can compare and contrast climate diagrams of different biomes. (OP) 1a. I can describe what makes up a population. (OP) 1b. I can describe how a populations geographic range, population density, growth rate, and age structure help ecologists study populations. (OP) 1c. I can describe the three patterns of population distribution. (OP) 1d. I can list two factors that add individuals to a population. (OP) 1e. I can list two factors that remove individuals from a population. (OP) 2a. I can define and identify exponential growth using words and a graph. (OP) 2b. I can define and identify logistic growth using words and a graph. (OP) 2c. I can identify the carrying capacity of a population. (OP) 3a. I can define and identify five limiting factors in an ecosystem. (HS.LS-IREa, EOB 0301, OP). 3b. I can identify and describe limiting factors that depend on population density. (HS.LS-IREa, OP) 3c. I can analyze and explain a predator-prey relationship graph. (OP) 3d. I can identify and describe limiting factors that are independent of population density. (HS.LS-IREa, OP) 3e. I can distinguish between significant impacts that are caused by density-dependent and density-independent limiting factors. (HS.LS-IREa, EOB 0307, OP)