EOC Biology Review Name: Period: *** If found, please return to Biology Teacher:. 0
Station 1: Prokaryote and Eukaryote Cells The purpose of this station is to reinforce your understanding of the similarities and differences between prokaryotic and eukaryotic cells. Essential Question If two different cells both have DNA, how can one cell be classified as prokaryotic and the other eukaryotic? 1. Place the manipulatives on the table, record your results on the table below. Eukaryotic Cell Structures Prokaryotic Cell Structures Plant Cell Animal Cell 2. Record your Venn diagram placements on the table below. Found only in Prokaryotic Cells Found in Prokaryotic and Eukaryotic Cells Found only in Eukaryotic Cells 3. Record the results of the Unknown Cell Type Cards in the table below. Card Cell Type A B C D E 1
Station 2: Cellular Processes The purpose of this station is to compare the reactants and products of photosynthesis with the reactants and products of cellular respiration, and to reinforce your understanding of the cellular processes that result in energy conversions and the synthesis of new molecules. Essential Question How can the processes of photosynthesis and cellular respiration be used to explain energy conversion? 1. Write the equations for photosynthesis and respiration in the table below. Photosynthesis Organelle in which it occurs Equation in words Chemical Equation Cellular Respiration Organelle in which it occurs Equation in words Chemical Equation 2. Complete the Venn diagram below. Photosynthesis Cellular Respiration Both 2
Station 3: Transport of Molecules and Homeostasis The purpose of this station is to reinforce your understanding of the cellular processes of osmosis and homeostasis. Essential Question Why should freshwater fish never by placed in a saltwater aquarium? 1. Data Tables: Potato Core Measurements Potato Core in Solution A Length (mm) Before submersion After submersion Gain or Loss Before submersion After submersion Gain or Loss Potato Core in Solution B Length (mm) Potato Core in Distilled Water Length (mm) Before submersion After submersion Gain or Loss Mass (g) Mass (g) Mass (g) 2. Based on the results in the data tables above, label each beaker below as either hypertonic solution, hypotonic solution, or isotonic solution. Draw arrows in the beakers to demonstrate the movement of the water molecules in or out of the potato. Solution A Solution B Distilled Water 3. Human body cells are constantly moving water into and out of themselves. Under what conditions can a human body cell achieve homeostasis? 3
Station 4: Viruses Structure, Replication, and Disease The purpose of this station is to reinforce your understanding of the structure of viruses and how they replicate by infecting living cells. This activity also reinforces your understanding of how viruses can cause disease in plants and animals. Essential Question Why is it necessary for a virus to invade a living cell in order to make copies of itself? 1. Comparing Virus Structures to Cell Structures Structures found in a Virus Structures found in a Living Cell Structures found in both 2. Based on the information in the Venn diagram, explain why scientists consider viruses to be nonliving. 3. Not all viruses replicate through lytic infection. Some viruses, like HIV, replicate by another method, called lysogenic infection. Describe the main difference between lytic and lysogenic infections. 4
Station 5: Cell Structure and Function Cell Cycle The purpose of this activity is to reinforce your understanding of the cell cycle, the importance of the cell cycle in the growth of organisms, the role DNA replication and mitosis play in the cell cycle process, and diseases related to cell cycle disruption. Essential Question What happens to a eukaryotic cell that does not complete all stages in the cell cycle? 1. What happens in G 1 before the S phase can begin? 2. What VERY important process occurs in the S phase? 3. List the 4 stages of mitosis in the order they occur. 4. Fill in the table below using the onion root tip diagram. Phase of Mitosis Number of Cells in the Phase Interphase Prophase Metaphase Anaphase Telophase 5. Which phase shows the largest number of active cells? Why do you think this phase would most likely have the most abundant number of active cells? 6. What happens in a cell to cause it to become a cancer cell? 7. What is the relationship between mitosis and growth in an organism? 5
Station 6: Cell Structure and Function Biomolecules The purpose of this station is to reinforce your understanding of the structure and function of different types of biomolecules. Essential Question Biomolecules are organic molecules produced by living organisms. Which biomolecule is produced during the process of photosynthesis and used as an energy source in cellular respiration? 1. Which elements do all the biomolecules have in common? 2. Biomolecules are molecules that are synthesized (made) by living cells. Why are biomolecules important? 3. Most biomolecules are macromolecules. How does a biomolecule s size and the number of bonds it contains affect the amount of energy that is available? (Hint: where is the energy stored?) 4. Record the number of the different atoms in the formula for glucose. Type of Atom Number Present Carbon Oxygen Hydrogen 5. How does the chemical formula for glucose C 6 H 12 O 6, compare to the table above? 6. Complete the table summarizing your knowledge of biomolecules. Type of Biomolecule Carbohydrate Lipid Protein Nucleic Acid Example of Biomolecule Elements present Functions of biomolecule 6
Station 7: Mechanisms of Genetics Components of DNA The purpose of this activity is to reinforce your understanding of the components of DNA. Essential Question How does the structure of DNA make it possible for traits to be passed on from one generation to another? 1. What are the three components of a nucleotide? 2. What are the different nucleotides that DNA is composed of? 3. List five DNA facts from the cards. 4. Where on the DNA molecule are hydrogen bonds found? Why is this important? 7
Station 8: Changes to the Genetic Code The purpose of this activity is to reinforce your understanding of how genetic mutations can cause certain disorders. Essential Question Humans have approximately 75,000 to 100,000 genes in a typical cell. A single gene contains about 10,000 nitrogen base pairs. How is it possible for a single mutation to one of these base pairs to cause a life-threatening condition? 1. Use the following sentence below to show the effect of a substitution mutation. Original sentence: THE FAT CAT ATE THE RAT Substitute a B for the C and rewrite the sentence: 2. For sequence A, write the mrna codons and the corresponding amino acids in the chart: mrna Amino Acid 3. For sequence B, write the mrna codons and the corresponding amino acids in the chart: mrna Amino Acid 4. What is the significance of this frame-shift mutation for the structure of the protein? 5. How does this mutation change the type of hemoglobin produced? 6. Which of the Genetic Mutation Cards represent mutations that are considered beneficial to humans? Why are they considered beneficial? 8
Station 9: Genetic Variations The purpose of this activity is to reinforce your understanding of genetics, and the possible outcomes of monohybrid, X-linked, and dihybrid genetic crosses. Essential Question Hemophilia is a sex-linked trait that is carried on the X chromosome. Why is there a higher probability that males will exhibit the characteristics of hemophilia than females? 1. The order of the squares:,,, 2. D d A a c + c R r d Dd dd A AA aa c c + c cc R RR RR d dd dd a Aa aa c c + c cc R RR r 3. Use the table of characteristics at this station to complete the table. Genotype Phenotype Heterozygous or homozygous LL Bb Ss Red hair 4. Write the genotype described for each of the following. a. Heterozygous round eyes and homozygous square face: b. Stubby nose and homozygous black hair color: 5. Use the instruction sheet to complete the Punnett square to show the predicted offspring of two parents with the following blood types: Bo x Ao a. List the possible blood types of their offspring: b. List the phenotypic ratio: 9
Station 9: Genetic Variations (cont.) 4. Complete the following cross to show the genotypes of the missing offspring. Parents: BbTt x bbtt B=normal wings b=wingless T=yellow body t=brown body BT Bt bt bt bt BbTt Bbtt bbtt bt Bbtt bbtt bt BbTt bbtt bt Bbtt bbtt bbtt 5. What is the phenotype ratio in the offspring? a. Normal wings/yellow body = b. Normal wings/brown body = c. Wingless/Yellow body = d. Wingless/brown body = e. : : : 10
Station 10: Scientific Evidence of Common Ancestry The purpose of this activity is to reinforce your understanding of the theory of evolution and some of the scientific evidence that supports this theory, including fossil records of organisms and similarities among characteristics of organisms. Essential Question What information can be gained by examining the fossil remains of the ancestors of modern organisms? 1. List the order of the Whale skeletons you arranged. Why did you put them in this order? 2. What do the fossil remains of earlier whales indicate about changes in the whales habitats over time? 3. If two species have homologous structures, what does this tell you about their evolutionary history? 4. List the names of organisms in the order you placed the pieces on the cladogram. Shark Camel Dolphin 5. Explain how you arranged the horse leg cards on the manipulative. 6. Explain how you arranged the horse skulls on the manipulative. 11
Station 11: Natural Selection and Adaptation The purpose of this activity is to reinforce your understanding of the relationship of natural selection to adaptation and to the diversification of organisms in an ecosystem. Essential Question How can natural selection affect the frequency of the occurrence of traits in a population over many generations? 1. Which cottontail rabbit A,B, or C in the table is considered the most fit of the three rabbits? EXPLAIN with data from table. 2. Fill in the table below: Type of Evolution Divergent Evolution Convergent Evolution Coevolution Organisms on Types of Evolution Cards 3. What is the difference between the two cactus plants? 4. What effect does the deer s feeding behavior have on the ability of each type of cactus to survive and reproduce? 5. How does the deer s feeding behavior with respect to the cacti in the desert biome illustrate natural selection or the survival of the fittest? 12
Station 12: Classification and Taxonomy The purpose of this activity is to reinforce your understanding of taxonomy and a hierarchical classification system. Essential Question How can a biologist tell if two organisms belong to the same kingdom? 1. Fill in the table below with the names of the Kingdoms you assigned on #4 of your procedure: 2. Fill in the table with the Kingdoms and information from #6 of instructions: Organisms in the Six Kingdoms Kingdom Mode of Nutri. Uni or Multi Cell wall? Example 3. Select an organism from the table above and explain why you placed it in that kingdom. 4. Why is it important for scientists to have a standardized classification system? 13
Station 13- Interactions among Animal Systems The purpose of this activity is to reinforce your understanding that systems in animals constantly interact with one another to keep the animals functioning properly. Essential Question Why is it important that an organ system interact with other organ systems? 1. What are some of the interactions that occur among the lymph, circulatory, and immune systems when a person is fighting an infection like the flu? 2. What interactions must occur among the digestive, nervous, and lymph systems to enable digested food (biomolecules) to be transported from the digestive system to the cells of the body? 3. When a runner completes a 10K race, she is breathing heavily, sweating profusely, and her heart rate is rapid. What systems are involved in causing these changes in her body systems? How do these systems interact to allow her to complete the race? 4. Record the names of the systems from the cards you selected in the spaces below. 14
Station 14- Interactions among Plant Systems The purpose of this station is to reinforce your understanding of how plant systems interact to perform the functions of transport, reproduction, and response. Essential Question In order for a plant to survive, why must its different systems interact? 1. How is it beneficial for a plant to respond to different stimuli in its environment? 2. How do the system parts identified in the System Parts Interaction Card for the transport system interact in the leaves, stems, and roots of a plant so that the plant benefits from the system? 3. Explain the effects of: a. Thigmotropism on a plant s tendrils b. Phototropism on the stems of leaves and plants c. Geotropisms on the roots and leaves of plants 15
Station 15- Ecological Succession The purpose of this activity is to reinforce your understanding of the effect that natural and human-made events and processes have on ecological succession, and how species and populations of organisms can change as a result of disturbances to an ecosystem. Essential Question How do the processes and events that occur within an ecosystem affect the species and populations of organisms that live in that ecosystem? 1. Why are there no heterotrophs in the primary succession stage? 2. How do the processes and events that occur during the primary succession stage result in the appearance of more diverse populations of autotrophs in the first stage of secondary succession? 3. What effect does a more diverse population of autotrophs in both stages of secondary succession have on the appearance of heterotrophs? 4. What conditions exist in a climax community that support the statement, A climax community is in a steady state of ecological equilibrium? 5. What effects would the natural disturbance you chose have on the diversity of organisms in the ecosystem if the ecosystem were in a young stage of secondary succession? 6. What are some kinds of disturbances or disasters that are caused by humans? Select one and discuss the effects it could have on the diversity of the species in the ecosystem it disturbs. 16
Station 16- Relationships among Organisms The purpose of this activity is to reinforce your understanding of the interactions that occur among different organisms in an ecosystem. Essential Question What types of relationships may exist among the different organisms living together in an ecosystem? 1. Fleas and Dogs- 2. Alligator and Bird- 3. Cattle and Egrets- 4. Scorpion and Moth- 5. Rams- 6. Which organism, the roadrunner or the owl, competes more for its food? What evidence in the food web confirms this? 7. Which organism in the food web exists only as a predator? 8. Place a in the column to indicate predator or prey Organism Predatory Prey Organism Predatory Prey Bobcat Hawk Butterfly Lizard Lantana Owl Earthworm Robin Grasshopper Roadrunner 9. Explain why some organisms may be both predator and prey. 17
Station 17- Interactions Through Trophic Levels The purpose of this activity is to use food chains, food webs, and ecological pyramids to reinforce your understanding of how matter and energy interact through trophic levels within an ecosystem. Essential Question Why is it necessary for the number of prey to be greater than the number of predators in order for an ecosystem to be balanced? 1. Analyze and explain the flow of matter and energy in the food chain you just created. 2. Examine each of the food chains. Which food chain is most likely to survive without any problems or issues? Support your answer with information from the food chains. 3. Producers Primary Consumers Secondary Consumers Tertiary Consumers 4. Explain the 10% rule of an ecosystem using the information from the ecological pyramid and the glossary. 5. Which example, a food chain or a food web, represents a more realistic picture of the flow of matter and energy in an ecosystem? Support your answer. 18
Station 18- Environmental Change & Stability The purpose of this station is to reinforce your understanding of the interactions that occur among organisms in an ecosystem and how the stability of an ecosystem can be affected by a natural disaster. Essential Question How can the stability of an ecosystem be affected by a hurricane? 1. How can the roadrunner or alligator occupy two different consumer levels (primary and secondary, secondary and tertiary, tertiary and quaternary) in the food web? 2. How would the stability of the ecosystem be affected if the producers in your food web were destroyed by the disaster? 3. How would the stability of the ecosystem be affected if the primary and secondary consumers were destroyed by the disaster? 4. If the quaternary consumer is eliminated from the food web, what affect would its absence have on the stability of the ecosystem? 19