BIOLOGY

1. BIOLOGY Second Semester Review

2. 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.

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

4. 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

5. DNA or RNA? Nitrogen bases include: C G A T DNA DNA or RNA? Shape is a double helix DNA

6. DNA or RNA? Undergoes replication. DNA DNA or RNA? Is transcribed. RNA

7. 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.

8. 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

9. Learning Target: Use the genetic code to construct a protein’s amino acid sequence. (skill) DNA CGA TTC mRNA? GCU AAG Polypeptide chain? Alanine-lysine

10. Learning Target: Explain Biology’s Central Dogma. (knowledge) Truth or Baloney? Biology’s central dogma refers to the flow of information through a cell. True

11. EVOLUTION Unit Target: Describe how evolution explains the unity and diversity of species.

12. 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.

13. 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

14. Learning Target: Summarize Charles Darwin’s 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

15. Match each of Darwin’s 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.

16. Match each of Darwin’s key ideas with an example. VARIATION INHERITANCE SELECTION TIME 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.

17. 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

18. Match the anatomical structure to the correct example. Homologous structure Analogous structure Vestigial structure 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)

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. 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

28. EVOLUTION- CLASSIFICATION Unit Target: Biologists classify organisms based upon similarities and differences.

29. 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.

30. unicellular prokaryote eukaryote autotroph heterotroph 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.

31. 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

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

33. Learning Target: Distinguish between an organism’s 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

34. Learning Target: Know the rules for writing an organism's scientific name. (knowledge) Which of the following is NOT a characteristic of Linnaeus’s 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.

35. 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

36. 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

37. 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.

38. Learning Target: Distinguish between a prokaryote and a eukaryote. (knowledge) Label each diagram as prokaryote or eukaryote. prokaryote eukaryote

39. Learning Target: Distinguish between an autotroph and a heterotroph. (knowledge) Label each diagram as autotroph or heterotroph. heterotroph autotroph

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

41. 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.

42. 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.

43. 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.

44. 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

45. 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.

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

47. 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

48. 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

49. 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

50. EVOUTIONANTIBIOTIC RESISTANCE Unit Target: Conduct a study on a 21st century evolution problem.