Biology I – EOC study guide Use in conjunction with your Interactive Notebook (INB) and the TCAP-EOC Biology I Framework document

SPI 3210…

Revised 4/6/15

Embedded Inquiry – What tools, skills, knowledge and dispositions are needed to conduct scientific inquiry?

Inq.1 – Select a description or scenario that reevaluates and/or extends a scientific finding.

Inq. 2 – Analyze the components of a properly designed scientific investigation.

Inq. 3 – Determine appropriate tools to gather precise and accurate data.

Name each and tell what each could be used for.

Students are completing a laboratory investigation. The students will use certain tools in carrying out part of the procedures in the investigation. The procedures are shown below.

The students know that they will use a microscope slide, a microscope, a pencil, and drawing paper to complete the procedures. What additional tools will allow the students to gather data?

Inq. 4 – Evaluate the accuracy and precision of data.

Accuracy describes how close a measured value is to the ___________ value of the quantity measured

Precision refers to the degree of __________ with which a measurement is made and stated. (precision describes the

limitations of the measuring instrument) View PPT on

Inq. 5 – Defend a conclusion based on scientific evidence.

Inq. 6 – Determine why a conclusion is free of bias.

A synonym of bias is prejudice….you want experimental results to be free of prejudiced opinion.

Inq. 7 – Compare conclusions that offer different, but acceptable explanations for the same set of experimental data.

Embedded Technology and Engineering – How do science concepts, engineering skills, and applications of technology

improve the quality of life?

T/E. 1 – Distinguish among tools and procedures best suited to conduct a specified scientific inquiry.

What are the parts of experimental design (scientific method)? Do you know what each means?

What is #7?

T/E. 2 – Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. Design analysis – The design analysis process is a methodical approach that is used by engineers, architects, and designers to solve

problems. Most designers use some process for problem solving. Most of the processes are based on a logical system of

experimentation, data gathering, and record keeping. The design process is often based on consumer demand for the product. A

typical design analysis process has these elements:

1. problem identification – identify all that is known about the problem (historical and background info., economic requirements,

manufacturing or construction processes available, and market info.; list known limitations and specify the desirable features)

2. preliminary ideas – record all ideas in notes, written descriptions, and sketches – these may be originals or modifications

3. refinement – the designer takes several preliminary ideas and reduces them to two or three that are the best; these ideas are then

refined with more detail. Preliminary drawings often have the major dimensions, physical properties, shape, and weight

characteristics.

4. analysis – the analysis of the problem is a very important part of the design process. After the designer chooses the best ideas,

he is ready to consider cost, strength, function, etc. Testing and data collection help determine the best results (design). Physical

properties like material, shape, size, color or texture are also considered.

5. decision – selecting the best design may be a joint decision between a team of designers, engineers, and manufacturing or

construction leaders. Positives and negatives are considered.

6. implementation – formal drawings are made, specifications are written and the product is manufactured…in some cases a

prototype is made for final testing before being released for mass production.

T/E. 3 – Evaluate the overall benefit to cost ratio of a new technology.

A BCR is the ratio of the benefits of a project or proposal, expressed in monetary terms, relative to its costs, also

expressed in monetary terms.

*In its simplest form, benefit cost ratio is a figure that is used to define the value of a project versus the money that will be spent in doing the project in the

overall assessment of a cost-benefit analysis.

To create a benefit cost ratio example we’ll use Widget Corp. as our fictitious business. Widget Corporation’s top account executive has an idea for a new

widget that will revolutionize the widget industry. The total cost to plan, develop and produce the widget is $55,000. Once the production line has been set

up, the revolutionary widget sells like hotcakes and produces record net profits for Widget Corp. of $500,000 for the year. Using the formula listed above, we

can figure the benefit cost ratio. 500,000/55,000 = 9.09 The final outcome of $9.09 is the dollar representation of a $9.09 return for every $1.00 invested in the revolutionary widget. After one year of sales, the revolutionary widget paid for itself almost ten times.

T/E. 4 – Use design principles to determine how a new technology will improve the quality of life for an intended audience.

Ethics/ethical –

Independent Research companies should be employed to validate test data to avoid bias.

Embedded Mathematics – What mathematical skills and understandings are needed to successfully investigate biological

topics?

Math.1 – Interpret a graph that depicts a biological phenomenon. PAY ATTENTION TO THE LABELS ON THE X AND Y

AXIS!

On which dates were the temperatures the highest? What was the average temperature for this time period? Convert 16 degrees

Celsius to Fahrenheit degrees. (C x 9/5 + 32)

Which year shows the least profit?

What types of growth are illustrated by these graphs? What does “K” represent on the second graph?

Describe the relationship between these animals with regard to change in population numbers.

What causes the line to go down in this population graph?

(think birth rate and death rate)

A scientist recorded the precipitation and temperature at the Cimarron National Grassland for an entire year. The results are shown in the graphs below.

The vegetation in the Cimarron National Grassland most likely grows the fasted during which months?

Math. 2 – Predict the outcome of a cross between parents of known genotype.

1) A blue-eyed (bb) woman marries a brown-eyed (Bb) man. Draw a Punnett square that shows the possibilities for children.

What percentage will be blue-eyed? What percentage will be brown-eyed?

2) Woody Guthrie died of Huntington's chorea, a dominant autosomal disease. His wife's genotype was “hh” and his was “Hh”.

Draw a Punnett square and show the probability that his children may have the disease.

*Can you change fractions into percentages?

.25 = 25% = 1/4

Go to the math link on http://mrskingsbioweb.com/Math.htm for a review

Biology I: SPI 3210.1.1-8 Cells – How are cells organized to carry on the processes of life?

3210.1.1 – Identify the cellular organelles associated with major cell processes.

http://www.uic.edu/classes/bios/bios100/lectures/07_table_2_cell_component-L.jpg

*Know what the organelles look like, both in a drawing and a micrograph.

*Be able to tell a chloroplast from a mitochondria

3210.1.2 – Distinguish between prokaryotic and eukaryotic cells.

Which organism above is a prokaryote?

*Remember, prokaryotes do not have membrane bound organelles.

3210.1. 3 – Distinguish among proteins, carbohydrates, lipids, and nucleic acids.

* Know the basic shapes of the molecules below. Remember the rings hooked together are sugars/carbohydrates, when you see

hydrocarbon tails think of lipids, nucleotides (phosphate, sugar and base) make up DNA and RNA, and proteins have primary

(string of pearls), secondary (spiral or pleated sheets), tertiary (globular), and quaternary (2 or more globular) structures.

Label these molecules. What is a function or purpose of each? Which ones can store energy for longer than just a few minutes?

* Sugar is stored as starch in plants, stored as fat in animals. Starches break down into simple sugars.

3210.1.4 - Identify positive tests for carbohydrates, lipids, and proteins. Know the indicator and what color the indicator changes to when it’s positive.

*remember sugar and starch are both carbohydrates but there are different tests for each of them.

Common indicators: Sudan, Biuret, Benedicts, Iodine/Lugols/IKI

______________________________ is an indicator for the presence of starch, positive test turns _________.

______________________________ is an indicator for the presence of protein, positive test turns _________.

______________________________ is an indicator for the presence of fats/lipids, positive test turns _________.

______________________________ is an indicator for the presence of sugar, positive test turns _________.

3210.1.5 – Identify how enzymes control chemical reactions in the body.

Catalyst –

Enzyme –

Substrate –

Activation energy –

3210.1.6 – Determine the relationship between cell growth and cell reproduction.

What are the parts of the cell cycle and what happens in each?

What helps a cell avoid becoming too big?

3210.1.7 – Predict the movement of water and other molecules across selectively permeable membranes.

Concentration (of solution) –

Diffusion –

Equilibrium –

Osmosis –

Isotonic –

Hypertonic –

Hypotonic –

Permeable –

What is this a drawing of? ____________________________ ( it regulates what enters and leaves the cell)

The arrows indicate the movement of __________.

What happens to a red blood cell placed in pure water?

3210.1. 8 – Compare and contrast active and passive transport.

Go back to your INB and look at the notes on diffusion.

Active transport – requires ATP (energy), moves from low to high concentration (against a gradient)

Passive transport – simple diffusion, ficilitated diffusion, and Osmosis. May use a carrier protein but does not require

ATP. Moves from high to low concentration (down a gradient)

Concentration gradient – direction of the movement of particles

Facilitated Diffusion/Passive transport

Osmosis- Movement of water across a membrane, from high to low concentration, down a concentration gradient. Requires no energy.

Facilitated diffusion involves the use of a protein to facilitate the movement of molecules across the membrane. In some cases, molecules

pass through channels within the protein. In other cases, the protein changes shape, allowing molecules to pass through. Additional energy

is not required because the molecule is traveling down a concentration gradient (high concentration to low concentration). The energy of

movement comes from the concentration gradient.

Active transport is used to move ions or molecules against a concentration gradient (low concentration to high concentration). Movement

against a concentration gradient requires energy. The energy is supplied by ATP which is released by breaking a phosphate bond to produce

ADP: ATP ADP + Pi + energy The Sodium-Potassium Pump The sodium-potassium pump uses active transport to move 3 sodium

ions to the outside of the cell for each 2 potassium ions that it moves in. It is found in all human cells, especially nerve and muscle cells.

One third of the body’s energy expenditure is used to operate the sodium-potassium pump.

One phosphate bond in the ATP molecule breaks, releasing its energy to the pump protein. The pump protein changes shape, releasing the

sodium ions to the outside. The two potassium binding sites are also exposed to the outside, allowing two potassium ions to enter the pump.

When the phosphate group detaches from the pump, the pump returns to its original shape. The two potassium ions leave and three sodium

ions enter. The cycle then repeats itself.

*Know the molecular makeup of ATP (image above) and ADP

Know that when one phosphate is removed from ATP it releases energy and forms ADP. You see this molecule and concept in

photosynthesis and respiration as well.

Biology I: Standard 2 – Interdependence – How do living things interact with one another and with the non-living

environment?

3210.2.1 – Predict how population changes of organisms at different trophic levels affect an ecosystem. [cause and effect]

Producers –

Consumers –

Decomposers –

Heterotroph –

Autotroph –

Predator/prey relationship –

Trophic level –

Interdependence –

Mutualism –

Commensalism –

Parasitism –

Symbiosis –

What are the three types of ecological pyramids and what do they illustrate? (foldable)

How does the available energy change as you move up on an energy pyramid? Think in factors of 10

3210.2.2 – Interpret the relationship between environmental factors and fluctuations in population size.

Limiting factor –

Density-dependent limiting factor –

Density-independent limiting factor –

What are examples of these limiting factors?

3210.2.3 – Determine how the carrying capacity of an ecosystem is affected by interactions among organisms.

Logistic growth –

Exponential growth –

Carrying capacity –

3210.2.4 – Predict how various types of human activities affect the environment.

Hunting and gathering –

Agriculture –

Industrial growth and urban development –

Renewable and non renewable resources –

Deforestation –

Over fishing –

Pollution –

Acid rain –

pH –

Buffers -

These photos illustrate just two consequences of ____acid______ ___rain________.

What is the best tool to use for an accurate pH value?

3210.2.5 – Make inferences about how a specific environmental change can affect the amount of biodiversity.

Define Biodiversity –

What are some threats to biodiversity?

Habitat fragmentation –

Biological magnification –

Invasive species –

More biodiversity yields more adaptability….

How can biodiversity be increased?

3210.2.6 – Predict how a specific environmental change may lead to the extinction of a particular species.

Extinction –

Endangered species –

3210.2.7 - Analyze factors responsible for the changes associated with biological succession.

Ecological succession – The figures below show the changes in a pond over time. What is the cause?

The image above is an example of secondary succession

Primary succession – lichens and mosses present after an event, i.e. volcanic land formation or glacier melting

Secondary succession – weeds and grasses present after an event, i.e. fire, flood, hurricane, farming, etc.

Pioneer species – 1st to occupy

Abiotic factors– non-living

Biotic factors– living

There are 11 major biomes, each is defined by a unique set of abiotic factors – particularly climate – and a characteristic

assemblage of plants and animals. Be familiar with the biomes and where they are located on a map. Know adaptations of plants

and animals in various biomes

Some Examples: (these are just a few, there are many more examples)

Animals with big ears for heat exchange

blubber to keep warm in frozen waters

webbed feet for balance and swimming

plants with waxy cuticle (cactus or pine needles) to aid against water loss in dry environments

spikes/stickers/porcupines to protest against predators

Standard 3 – Flow of Matter and Energy – What are the scientific explanations for how matter cycles and energy flows

through the biosphere?

3210.3.1 – Interpret a diagram that illustrates energy flow in an ecosystem.

What do the arrows tell you? … the flow of energy, point in the direction of energy flow

* know the difference between a food chain and food web

3210.3.2 – Distinguish between aerobic and anaerobic respiration.

Aerobic respiration –

Anaerobic respiration –

Lactic acid and alcoholic fermentation –

3210.3.3 – Compare and contrast photosynthesis and cellular respiration in terms of energy transformation.

Complete the table:

Photosynthesis Cellular Respiration

Function

Location

Reactants

Products

Equation

What is the energy source for photosynthesis?

What is the energy source for cellular respiration?

How are these processes similar?

How are these processes different?

3210.3.4 – Predict how changes in a biogeochemical cycle can affect an ecosystem.

What are the 4 biogeochemical cycles? (look at the foldable)

Nutrients – *Know N, P, K; N (Nitrogen), P (Phosphorous), and K (Potassium)

Nitrogen fixation –

Denitrification –

Primary productivity –

Limiting nutrient –

Standard 4 – Heredity – What are the principal mechanisms by which living things reproduce and transmit hereditary

information from parents to offspring?

3210.4.1 - Identify the structure and function of DNA.

Link:

http://academic.brooklyn.cuny.edu/biology/bio4fv/pag

e/molecular%20biology/DNA-components.html

What do you call the first structure (think spiral

staircase)?

What is the primary function of DNA?

What are the 3 parts of a nucleotide?

3210.4.2 – Associate the process of DNA replication with its biological significance.

- What is the product of DNA replication?

3210.4.3 – Recognize the interactions between DNA and RNA during protein synthesis.

Another version of Replication (DNA), Transcription (DNA RNA) and Translation (RNA Protein)

*Transcription Translation Amino acid chain Protein

G-A-T-T-A-C-A is a strand of DNA …what would the complementary strand look like? Remember A-T, and C-G

DNA has Thymine, RNA has Uracil.

Know:

What is a codon?

What is Start and Stop Condon? How are they different? Why are they important?

How many amino acids are there?

A chain of amino acids makes a ______________.

3 types of RNA. Do you know what role each plays in protein synthesis?

3210.4.4 – Determine the probability of a particular trait in an offspring based on the genotype of the parents and the

particular mode of inheritance.

Homozygous –

Heterozygous –

Dominant –

Recessive –

Genotype –

Phenotype –

Remember Incomplete Dominance in the form of an example like so:

RED Flower x WHITE Flower ---> PINK Flower

With incomplete dominance, a cross between organisms with two different phenotypes produces offspring with a third phenotype that is a

blending of the parental traits. First let me point out that the meaning of the prefix "co-" is "together". Cooperate = work together. Coexist = exist together. Cohabitate = habitat / live together.

Let's say that in seals, the gene for the length of the whiskers has two alleles. The dominant allele (W) codes long whiskers & the

recessive allele (w) codes for short whiskers.

1) What percentage of offspring would be expected to have short whiskers from the cross of two long-whiskered seals, one parent is

homozygous dominant and the other one is heterozygous?

2) If one parent seal is pure long-whiskered and the other is short-whiskered, what percent of offspring would have short whiskers?

3210.4.5 – Apply pedigree data to interpret various modes of genetic inheritance.

What does the symbol for a “carrier” look like?

Sex-linked inheritance - C

Powerpoint study aid: http://www.slideshare.net/MsAllenBio/pedigree-analysis?related=1

Sex-Linked Dominant Inheritance

1. The trait does not skip generations.

2. Affected males must come from affected mothers.

3. Approximately half the children, both sons and daughters, of an affected heterozygous female are affected.

4. Affected females may have either affected mothers or fathers.

5. All the daughters, but none of the sons, of an affected father are affected (if the mother is unaffected).

Autosomal inheritance –

3210.4.6 – Describe how meiosis is involved in the production of egg and sperm cells.

Meiosis is sexual reproduction. Reduction-Division. Resulting in 4 haploid cells (gametes/sex cells [sperm or egg])

Homologous –

Diploid –

Haploid –

Meiosis –

Tetrad –

Crossing-over – prophase 1 only

Gamete –

Sister chromatids –

3210.4. 7 – Describe how meiosis and sexual reproduction contribute to genetic variation in a population.

Crossing over – know what phase this happens

3210.4.8 – Determine the relationship between mutations and human genetic disorders.

Mutations –

Point mutations –

Frameshift mutations –

Inversion -

Nondisjunction – Karyotype below demonstrates nondisjunction/

trisomy 21/downs syndrome, resulting from chromosomes not

dividing properly during meiosis.

3210.4.9 – Evaluate the scientific and ethical issues associated with gene technologies: Genetic engineering

GMO’s

Cloning

Transgenic organism production

Stem cell research

DNA fingerprinting

Ethical issues of genetic manipulation –

What are some benefits of genetic manipulation?

Standard 5 – Biodiversity and Change – How does natural selection explain how organisms have changed over time?

3210.5.1 - Compare and contrast the structural, functional, and behavioral adaptations of animals or plants found in

different environments.

Adaptation –

Natural selection –

Homologous structures –

Common descent –

Pinta Island tortoise Isabela Island tortoise Hood Island tortoise

3210.5.2 – Recognize the relationship between form and function in living things.

ALL vertebrate limbs are put together this way, regardless of their use. Clearly there is no analogous similarity between a bat's wing

and a horse's leg, and the extreme difference in uses of the two makes the underlying similarity seem unusual. These types of similarity are

called homologous structures.

Also know: vestigial structures and analogous structures

3210.5.3 - Recognize the relationships among environmental change, genetic

variation, natural selection, and the emergence of a new species.

Darwin’s process of natural selection has four components.

1. Variation. Organisms (within populations) exhibit individual variation in appearance and

behavior. These variations may involve body size, hair color, facial markings, voice properties,

or number of offspring. On the other hand, some traits show little to no variation among

individuals—for example, number of eyes in vertebrates.

2. Inheritance. Some traits are consistently passed on from parent to offspring. Such traits are

heritable, whereas other traits are strongly influenced by environmental conditions and show

weak heritability.

3. High rate of population growth. Most populations have more offspring each year than local

resources can support leading to a struggle for resources. This struggle creates competition for

resources. Each generation experiences substantial mortality.

4. Differential survival and reproduction. Individuals possessing traits well suited for the struggle for local resources will contribute more offspring to the next generation.

3210.5.4 – Describe the relationship between the amount of biodiversity and the

ability of a population to adapt to a changing environment. (Bird Beak Lab)

Biodiversity –

3210.5.5 – Apply evidence from the fossil record, comparative anatomy, amino acid sequences, and DNA structure that

support modern classification systems.

Fossil record –

Comparative anatomy –

Cladogram –

*First diagram moving in direction, the second diagram is moving in direction. Make sure you can tell the difference.

Nodes -

Shared characteristics-

Binomial nomenclature – Genus and species

Which 2 are most closely related?

Divergent evolution – <

Convergent evolution – >

3210.5.6 – Infer relatedness among different organisms using modern classification systems.

3 Domains, 6 Kingdoms

What are the 7 levels of classification?

If you can remember

*King Phillip Came Over For Good Spaghetti

Then you can remember

*Kingdom, Phylum, Class, Order, Family, Genus, Species

Kingdom is most broad group, containing many

organisms. Species is the most specific, containing only

one organism.

Dichotomous Key

Can you read a chart to determine which organisms are most closely related?

Can you read DNA fingerprints to determine a solution to a given problem?

Uses:

Crime scene analysis

Paternity cases

Try this http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html

*This document is only a guide. Make sure you follow the TCAP-EOC Biology I Framework given in class (in your INB) and Course description for Biology I (link on daily assignment page) to best prepare for the exam. Your Interactive notebook should be a wealth of information for you if you kept up with everything.

Revised 4/6/15

Original Study Guide retrieved from website http://www.mnps.org/Page68523.aspx and modified to fit the needs of our classroom.