Student Review Sheet. Biology Semester B Examination

Transcription

1 Test Description Length: 2 hours Items: 70 SR (~85%), 2 BCRs (~15%) Student Review Sheet Biology Semester B Examination Unit Approximate Number of Selected Response Items Biology Skills & Processes 15 Inheritance 14 Applied Genetics 12 Evolution 12 Systems In Living Things 19 Systematics 3 Totals 70 The vocabulary terms and objectives are grouped into units for your convenience. Some items may occur in multiple units during the semester. The vocabulary includes terms that students may encounter when reading examination items. (H) indicates items found on the Biology Honors examination but not on the Biology I examination. Some Vocabulary for the Exam: Inheritance allele breed chromosome clone crossing over disorder dominant fertilization fruit fly gel electrophoresis genetic counselor (H) genetic cross genetic variation genotype heterozygous homozygous meiosis mutation offspring pedigree phenotype Punnett square purebred (H) recessive sex-linked protein zygote Evolution adaptation amino acid anatomical similarity ancestor artificial selection (H) common ancestor diversity evolution insecticide mitosis natural selection resistant variation Systems In Living Things adrenal gland (H) bloodstream budding cattle cheetah chlorophyll cilia circulatory system class diffusion embryo endocrine system epinephrine (H) eukaryotic excretory system family feedback mechanism flower gamete germinate glucose Biology Semester B Examination 1 Montgomery County Public Schools

2 homeostasis hormone (H) insulin kidney life span metabolism muscle nervous system niche (H) nucleus order organelles organism ovary pancreas peregrine Falcon phloem prokaryotic regeneration reproductive system sexual reproduction skeletal system testis thyroid gland transport unicellular vascular vegetative reproduction vitamin xylem (H) Systematics classification genus kingdom phylum relatedness species Skills & Processes control group decigram dependent variable erlenmeyer flask experimental group hypothesis independent variable kilometer magnification meter micrometer millimeter petri dish well-designed investigation well-designed procedure Upon successful completion of semester B the student shall be able to: Inheritance use a Punnett square to solve a problem in genetics. distinguish between genotype and phenotype. identify a genetic cross that produces all heterozygous offspring. identify a genetic cross that produces all homozygous offspring. given a Punnett square, determine the probability of offspring predicted to display a trait. given a Punnett square, determine the percentage of offspring predicted to display a trait. (H) name the human organs in which meiosis occurs. identify the relationship between meiosis and sexual reproduction. identify the changes in chromosome numbers that occur during fertilization. identify the role of crossing-over in determining the variations that exist in an offspring. identify the changes in quantities of DNA that occur during meiosis and fertilization. identify an example of genetic recombination. Applied Genetics given the phenotypes that appear during several generations, determine the probable genotypes of the parents. (H) given a pedigree chart, determine the mode of inheritance of a trait. given data from an experiment, determine the mode of inheritance for a trait. identify the general characteristics of a sex-linked trait. distinguish between a sex-linked trait and a trait that is not sex-linked. given data from a genetic cross, determine if a trait is dominant or recessive. Biology Semester B Examination 2 Montgomery County Public Schools

3 Evolution identify the role that natural selection plays in evolution. identify the relationship between an adaptation and a variation. identify the role that mutations play in creating variations within organisms. describe the characteristics of a population that has no, few, or many variations occurring in its gene pool. identify reasons for different DNA sequences appearing in organisms of the same species. describe beneficial and harmful effects of abnormal chromosome numbers on an individual. (H) Systems In Living Things state the function of cilia. given a diagram, distinguish among cilia, flagella, and pseudopodia. identify the function of a flower. identify the components of a vascular system identify the relationship between vascular system development and organism size/complexity. (H) given a description, identify an endocrine system given a description, identify a feedback mechanism identify mechanisms by which organisms maintain homeostasis state the primary function of a testis and an ovary. identify characteristics of circulatory, excretory, nervous, and reproductive systems identify the type of reproduction that results in the greatest amount of genetic variation. identify the relationship among gametes, zygote, and fertilization. distinguish between asexual reproduction and sexual reproduction. identify the properties of water that make it the primary fluid in circulatory systems given data about amino acid sequences, determine the degree of kinship among organisms. determine the degree of relatedness among organisms based on the results of DNA gel electrophoresis. identify the role that anatomical similarity plays in classifying organisms. Systematics distinguish between eukaryotic cells and prokaryotic cells given a classification table, determine the degree of relatedness among the organisms. Identify major distinguishing characteristics of Archaebacteria, Eubacteria, Protista, Fungi, Plantae, and Animalia. Skills and Processes identify appropriate instruments and materials needed to conduct an experiment. identify meaningful, answerable, scientific questions. identify appropriate methods for conducting an investigation, including appropriate units of measurement, independent and dependent variables, and proper controls. state the components of the well-designed investigation. distinguish between an independent and a dependent variable. distinguish between an experimental group and a control group. analyze data to form a conclusion. defend the need for verifiable data. identify the hypothesis of an experiment. use ratio and proportion in appropriate situations to solve problems. Biology Semester B Examination 3 Montgomery County Public Schools

4 interpret graphs and diagrams. read and interpret a technical passage. identify trends revealed by data. describe similarities and differences when explaining concepts and/or principles state what happens to the size of the field of view when the lens system of a microscope is changed. identify appropriate test subjects (organisms) needed to conduct an experiment. use relationships discovered in the lab to explain phenomena observed outside the laboratory. BCRs were put on the exam review sheets to encourage appropriate student collaboration and review of concepts in preparation for the entire exam (not just the BCRs). Teachers should not address these BCRs during the course of their instruction nor should they assist in preparing students for the BCRs during exam review. Students are able to collaborate and use other resources to review and solidify concepts. Students should be prepared to answer any of the following BCRs. Teachers will select TWO from the list below on the day of the exam: BCR: WELL DESIGNED PROCEDURE You are walking in a field and notice that there are red and white flowers. The only difference between the flowers is the color. Everything else is the same. You observe bees landing on the flowers. You wonder if one color attracts more bees than the other color. You construct a hypothesis that states: If flowers are red, then they will attract more bees than flowers that are white. FLOWERS CAN ATTRACT BEES Develop a well designed procedure to test the hypothesis. In your response be sure to identify controls. identify the dependent and independent variables. provide directions by writing a logical set of steps to be followed while completing the procedure. show how you will collect your data by stating how you would organize the results of your investigation. Biology Semester B Examination 4 Montgomery County Public Schools

5 BCR: SKIPPING A GENERATION Student Review Sheet Some people say that a genetic trait skips a generation. One example of skipping a generation can be seen with the hair on the middle bone of each finger (mid-digital hair). Not having middigital hair is a trait that can skip a generation. For instance, a father has mid-digital hair, but his wife does not. They have a daughter who has mid-digital hair. The daughter marries a man who has mid-digital hair. They have a daughter who does not have mid-digital hair. The trait (lack of mid-digital hair) seems to skip a generation. FINGERS WITH AND WITHOUT MID-DIGITAL HAIR WITH MID- DIGITAL HAIR WITHOUT MID- DIGITAL HAIR PEDIGREE OF A TRAIT THAT SKIPS A GENERATION KEY MALE WITH MID- DIGITAL HAIR FEMALE WITH MID-DIGITAL HAIR FEMALE WITHOUT MID-DIGITAL HAIR Explain how a trait, such as not having mid-digital hair, skips a generation. In your response, be sure to include an explanation of how genetic traits are inherited. Biology Semester B Examination 5 Montgomery County Public Schools

6 BCR (Both Exams): MARY S ROACH PROBLEM Mary is the manager of a small restaurant that has a roach problem. She applies an insecticide each month to kill the roaches. She wants to know if the applications are having any effect, so she records the number of roaches observed (both living and dead) in an area after each application. Her data are listed in the table below. Month of Treatment RESULTS OF APPLYING PESTICIDE Number of Dead Roaches Observed Number of Living Roaches Observed Ratio of Dead Roaches to Living Roaches September :1 October :1 November :1 December :1 January :1 February :1 It is clear that the ratio of dead roaches to living roaches is changing over time. Describe how the roaches have changed during this time and predict how the roach population will change in the future. Include in your response concepts from natural selection. data from the table to support your answer. Biology Semester B Examination 6 Montgomery County Public Schools

7 BCR (Both Exams): OF MICE AND MEN The beta-globin proteins of five different organisms were studied and the amino acid sequences were determined. A segment of the sequences is compared in the table below. Each three-letter code stands for an amino acid. For example, Arg stands for arginine, and stands for leucine. SEGMENT OF BETA-GLOBIN PROTEIN SEQUENCE Human Mouse Cow Rabbit Chicken Arg Asn Cys Ala Arg Asn Met Lys Asn Ala Arg Asn Ser Arg Asp Ala Many genetic experiments have been conducted using mice during the last twenty years. These experiments have led to treatments for human genetic disorders. Analyze the amino acid sequences in the table. Based on the amino acid sequences, determine if mice are the best animals to use for research. Include in your response the topic of relatedness among organisms. data from the table to defend your answer. factors, in addition to amino acid sequences, that should be considered when selecting an organism for research. Biology Semester B Examination 7 Montgomery County Public Schools

8 BCR (H): WELL DESIGNED INVESTIGATION Insects are eating the plants in your vegetable garden. You notice, however, that insects are not eating hot pepper plants. There is a compound in hot peppers that keeps insects away. Could this compound protect the other plants in your garden? HOT PEPPERS Create a hypothesis and develop a well designed procedure to test the hypothesis. Biology Semester B Examination 8 Montgomery County Public Schools

9 BCR (H): HOW MUCH DNA IS TOO MUCH? For a long time scientists have believed that mammals cannot survive when they have twice as much DNA as they should have. A rat found in Argentina is challenging this belief. Scientists know that some non-mammals, such as fish and amphibians, can live with four copies of each chromosome instead of the usual two. These extra chromosomes give the animals extra genes that may help them survive in changing environments. Many plants also have more than two sets. For example, bananas have three of each chromosome and wheat has six of each chromosome. In 1990, a biologist discovered that the red rat, a member of the rodent family, has 51 pairs of chromosomes. This seemed to be unusual because other members of that rodent family usually have about 26 pairs of chromosomes. The biologist decided to use a special stain and estimate the amount of DNA in the nucleus of the red rat s cells. He determined that the red rat has about twice as much DNA as other types of rats. The red rat has 51 pairs of chromosomes. It probably has many of its chromosome segments repeated. In effect, this means that the red rat has the equivalent of four copies of most of its genes, instead of the normal two copies. CELLS WITH DIFFERENT NUMBERS OF CHROMOSOMES Normal number Twice the normal number Describe how having four of each gene might be beneficial for the survival of an organism. Remember that many genetic diseases are recessive characteristics. Include in your response the effects of being heterozygous or homozygous on the survival of an organism. information about abnormal chromosome numbers beyond what is stated in the reading. The following information will be provided in the test book for students to use during their exam: Science Rubric for BCRs Biology Semester B Examination 9 Montgomery County Public Schools