north central high school - mr. doc's online lab · (name of the assignment to be replace must...

Biology: End of Course Assessment (E.C.A.) Review Mr. Doc Miller, M.Ed.

North Central High School

Name: ______________________________ TEST DATE: ______________

REPLACE-A-GRADE: ___________________________________ GRADE: _____/50 (Name of the assignment to be replace MUST be written above. Assignment may be any lab/activity worth 50pts or less.)

NORTH CENTRAL HIGH SCHOOL

CP & X Biology

End of Course Assessment (E.C.A.) Review

Testing Tips

• When answering a short answer/free response question, explain any major vocabulary

words that you use so that the reader knows that you know what it means. o BAD EXAMPLE: “First the cell does transcription then it does translation.” o BETTER EXAMPLE: “First the cell makes mRNA through the process of transcription,

then the cell decodes that mRNA into protein through translation.” • Review each questions and make sure that you understand what it is asking and that

you answer all of the parts. o HINT: If the test asks for 2 examples, give at least two examples.

• Be concise, but if in doubt, explain more than you feel that you need to. o NOTE: Points will not be deducted for too much information, but will be deducted if

there is not enough. The grader wants to know that you UNDERSTAND the concept, so show them that you do.

• Avoid using pronouns like it and they. Instead, refer directly to the subject. o BAD EXAMPLE: “It eats the other one and gets energy from it.” o BETTER EXAMPLE: “The consumer eats the producer to get energy.”

• Do not assume that the reader “knows what you mean.” • Study in shorter, frequent bursts instead of cramming.

o HINT: You remember the lyrics to a song because you hear it frequently, not because you sit for hours listening to it over and over again.

• Relax before the test. • Trust yourself.

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Standard 1: Cellular Chemistry Core Standard Describe the basic molecular structure and function of the four major categories of organic compounds (carbohydrates, lipids, proteins and nucleic acids) essential to cellular function. Core Standard Describe how work done in cells is performed by a variety of organic molecules, especially proteins, whose functions depend on the sequence of their monomers and the consequent shape of the molecule.

The “Big Idea” Terms to KNOW & USE

B.1.1 Describe the structure of the major categories of organic compounds essential to living organisms in terms of their building blocks and the small number of chemical elements (carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur) from which they are composed.

Monomer, polymer, organic, inorganic, atom, element, molecule, compound, macromolecule, monosaccharide, polysaccharide, amino acid, protein, fatty acid, lipids, nucleotide, nucleic acids

1. Identify the six main elements found in a living organism. 2. There are four categories of organic molecules in living organisms. Fill-in the blanks in the following

chart. ESSENTIAL COMPOUND

MONOMERS POLYMERS FUNCTION NAME ID

Carbohydrates

Lipids

Proteins

Nucleic Acids

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B.1.2 Understand that the shape of a molecule determines its role in the many different types of cellular processes including metabolism, homeostasis, growth and development, and heredity, and recognize that the majority of these processes involve proteins that act as enzymes.

Cell energy, enzymes, induced fit model, substrate, active site, DNA, RNA, cell transport, homeostasis, metabolism, chemical reactions

1. Explain what enzymes are and describe how they function. 2. Using the diagram below, label the major parts of enzyme action.

3. Why is the relationship between structure and function important in biological systems?


B.1.3 Explain how the function and differentiation of cells is influenced by their external environment, including temperature, acidity and the concentration of certain molecules, and that extreme changes in these conditions may change how a cell functions.

Acidity, temperature, pH, denature, hormones, enzymes

1. How can extreme changes in temperature or pH affect the structure and function of proteins/enzymes? 2. Explain why most organisms require a narrow range of environmental conditions to survive.

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Standard 2: Cellular Structure Core Standard Describe features that are common to all cells and contrast those with distinctive features that allow cells to carry out specific functions.


B.2.1 Describe features common to all cells that are essential for growth and survival, and explain their functions.

Nucleus/nucleoid region (prokaryote/eukaryote) cell/plasma membrane, cytoplasm, ribosome

1. Explain the seven (7) basic characteristics of ALL living organisms and give an example of each. CHARACTERISTIC DESCRIPTION EXAMPLE

Metabolism

Homeostasis

Cellular Organization

Response to Stimuli

Growth & Development

Heredity/DNA

Ability to Reproduce

2. Complete the following chart with function of common organelles.

ORGANELLE FUNCTION

Cell Membrane

Nucleus

Cytoplasm

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3. List three (3) similarities and three (3) differences between eukaryotic cells and prokaryotic cells. (Give an example of each.)

Similarities: : Differences: . 4. List three (3) similarities and three (3) differences between plant cells and animal cells. Similarities: Differences:


B.2.2 Describe the structure of a cell membrane and explain how it regulates the transport of materials into and out of the cell and prevents harmful materials from entering the cell.

Cell membrane, phospholipids, passive transport, active transport, osmosis, diffusion, concentration gradient, homeostasis

1. Describe the term "semi-permeable" (or "selectively-permeable) membrane. Why is it important? 2. List two (2) similarities and two (2) differences between passive transport and active transport and give

2 examples of each. Differences: - Active transport requires the cell to use energy, but passive transport does not. - Active transport can move against the CONCENTRATION GRADIENT, but passive transport cannot. Examples: 3. Describe homeostasis and why it is important to an organism. 4. What is a stimulus and explain how an organism’s ability to respond to a stimulus helps it survive?

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5. For the following diagrams, draw arrows that show the direction that water diffuses (concentration gradient) through the membrane. Label the beaker and cell in each diagram as either hypertonic, hypotonic, or isotonic.


B.2.3 Explain that most cells contain mitochondria, the key sites of cellular respiration, where stored chemical energy is converted into useable energy for the cell and some cells, including many plant cells, contain chloroplasts, the key sites of photosynthesis, where the energy of light is captured for use in chemical work.

Mitochondria, cellular respiration, chloroplasts, photosynthesis, ATP

1. Complete the following chart with function of common organelles. ORGANELLE FUNCTION

Mitochondrion

Chloroplast


B.2.4 Explain that all cells contain ribosomes, the key sites for protein synthesis, where genetic material is decoded in order to form unique proteins.

Ribosomes, protein synthesis, mRNA, amino acids, rRNA


Ribosome

Beaker = 50% Water

Beaker C

Cell = 50%

Water

Beaker = 100% Water

Beaker D

Cell = 20%

Water

Beaker = 90% Water

Beaker B

Cell = 40%

Water

Beaker = 60% Water

Beaker A

Cell = 80%

Water

Beaker: Cell:

Beaker: Cell:

Beaker: Cell:

Beaker: Cell:

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B.2.5 Explain that cells use proteins to form structures, including cilia, flagella, which allow them to carry out specific functions, including movement, adhesion, and absorption.

Cilia, flagella, surface area, unicellular, multicellular


Cilia

Flagella

2. How does the presence of cilia affect the surface area of a cell and how does it that effect how the cell

carries out its important functions?

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Standard 3: Matter Cycles and Energy Transfer Core Standard Describe how the sun’s energy is captured and used to construct sugar molecules which can be used as a form of energy or serve as building blocks of organic molecules.

Core Standard Diagram how matter and energy cycle through an ecosystem.


B.3.1 Describe how some organisms capture the sun’s energy through the process of photosynthesis by converting carbon dioxide and water into high-energy compounds and releasing oxygen.

Carbohydrate, chemical bond, chemical reaction, producer, autotroph, reactant product, glucose, ATP, carbon dioxide, water, light energy, chloroplasts, chlorophyll

1. Write out the chemical equation for photosynthesis. 2. Describe the process of photosynthesis using the following terms (underline them as they appear in

your answer: photosynthesis, sunlight, glucose, carbon dioxide, water, oxygen (O2), autotrophs, chloroplast, pigment, chlorophyll.


B.3.2 Describe how most organisms can combine and recombine the elements contained in sugar molecules into a variety of biologically essential compounds through the process of cellular respiration.

Carbohydrate, chemical bond, chemical reaction, producer, autotroph, reactant product, glucose, ATP, carbon dioxide, water, chemical energy, aerobic respiration, anaerobic respiration, heterotroph, consumer, mitochondria

1. Write out the chemical equation for cellular respiration. 2. Describe the process of cellular respiration using the following terms (underline them as they appear in

your answer: cellular respiration, glucose, carbon dioxide, water, oxygen (O2), autotrophs, heterotrophs, mitochondria, ATP, 46, anaerobic, aerobic.

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B.3.3 Recognize and describe that metabolism consists of all of the biochemical reactions that occur inside cells, including the production, modification, transport, and exchange of materials that are required for the maintenance of life.

metabolism

1. Explain why photosynthesis and cellular respiration are often referred to as a cycle. 2. What is ATP and why is it important to all living things?


B.3.4 Describe how matter cycles through an ecosystem by way of food chains and food webs and how organisms convert that matter into a variety of organic molecules.

Food web, food chain, biomass, ecosystem, carbon cycle, nitrogen cycle, water cycle, producer/autotroph, consumer/heterotroph, primary consumer, secondary consumer, tertiary consumer, carnivore, omnivore, herbivore, decomposer.

1. Draw a food web in the space to the right using the information provided in the paragraph below. Label each organisms of one of the following: producer (P), primary consumer (PC), secondary consumer (SC), or tertiary consumer (TC).

“In the savannahs of Africa there is a complex system of organisms that depend on each other for survival. The plentiful grass provides food for insects, small rodents like mice, and gazelles. Trees provide a food source for giraffes. Birds eat the insects and mice. Hyenas often eat the mice and from time to time a pack of hyenas will eat a gazelle. Lions, the king of the savannah, will eat gazelles, hyenas, and giraffes.”

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2. Identify and briefly describe the major steps of each of the biochemical cycles below. CYCLE MAJOR STEPS/PROCESSES

CARBON CYCLE

NITROGEN CYCLE

WATER CYCLE


B.3.5 Describe how energy from the sun flows through an ecosystem by way of food chains and food webs and only a small portion of that energy is used by individual organisms while the majority of energy is lost as heat.

Energy pyramid, trophic levels, producer/autotroph, consumer/heterotroph, primary consumer, secondary consumer, tertiary consumer, carnivore, omnivore, herbivore.

1. Label each level of the food pyramid with one or more of the following terms: Tertiary Consumer, Decomposer, Primary Consumer, Producer, Secondary Consumer, Herbivore, Carnivore, Omnivore.

1. 2. 3. 4. 5. 2. Refer to the diagram in question one. Assume organism “4” started out with 5000kcal of energy.

Calculate how much energy each of the other organisms would receive from the original amount. 3. Where does most of the energy and matter/biomass in an environment come from and how much is

passed on at each trophic level?

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Standard 4: Interdependence Core Standard Describe the relationship between living and nonliving components of ecosystems and describe how that relationship is in continual flux due to natural changes and human influence.


B.4.1 Explain that the amount of life an environment can support is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the remains of dead organisms.

Carrying capacity, biotic, abiotic, biodiversity, habitat niche, ecology, limiting factor, exponential growth

1. List the hierarchy of biological organization starting with atoms and going up to biosphere. 2. What is the difference between biotic and abiotic factors? List 3 examples of each.

3. Using the graph below, explain what line “A” and line “B” are telling you about the population and how

they are determined?

A

B

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B.4.2 Describe how human activities and natural phenomena can change the flow of matter and energy in an ecosystem and how those changes impact other species.

Biotic, abiotic, invasive/non-native species, habitat destruction/alteration, pollution, sustainability, climate change, natural disasters, biodiversity

1. Using the following chart, the ways in which humans can impact/disrupt each of the biochemical cycles listed.

BIOCHEMICAL CYCLE

HUMAN IMPACTS

Water Cycle

Carbon Cycle

Nitrogen Cycle

2. How are fossil fuels formed and what environmental effects do they have when they are burned? 3. Refer to question # 1 under “Big Idea” B.3.4. What could happen to the ecosystem if a disease came

through and destroyed all of the mice? What role does biodiversity play?


B.4.3 Describe the potential consequences of introducing a non-native species into an ecosystem and identify the impact it may have on that ecosystem.

Non-native/invasive species, native/indigenous species, competition, natural resources, habitat, niche, extinction

1. What factors are included in an organism’s niche? 2. Explain the impact that non-native species, such as zebra mussels in the great lakes, can have on an

ecosystem.

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B.4.4 Describe how climate, the pattern of matter and energy flow, the birth and death of new organisms, and the interaction between those organisms contribute to the long term stability of an ecosystem.

Biotic/abiotic, biodiversity, population dynamics, climate, weather, sustainability, equilibrium, predator/prey, mutualism, parasitism, commensalism (symbiosis), competition, migration

1. Complete the following chart by describing the relationships using these terms and their definitions: parasitism, mutualism, commensalism, competition, and predator-prey.

ORGANISMS RELATIONSHIP DEFINITION A lynx hunts and eats a hare.

Zebras and gazelles eat the same grass.

An intestinal worm takes energy from a dog.

A bee pollinates a flower and gets pollen to make its own food.

Cattle stomp the ground while walking forcing up bugs for the egrets to eat.

2. Fill in the chart below regarding biomes.

BIOME CHARACTERISTICS (CLIMATE/ORGANISMS) LOCAIONS

Tropical Rain Forest

Tundra

Desert

Grasslands

Deciduous Forest

3. Describe the process of succession. (Draw a diagram to help explain your answer.)

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Standard 5: Molecular Basis of Heredity Core Standard Describe the basic structure of DNA and how this structure enables DNA to function as the hereditary molecule that directs the production of RNA and proteins.


B.5.1 Describe the relationship between chromosomes and DNA along with their basic structure and function.

Nucleotide, chromatin, chromosomes, genes, adenine, thymine, cytosine, guanine, double helix, James Watson, Francis Crick, Rosalind Franklin, nucleus, histones, centromere

1. Explain the shape (form) and function of DNA including the parts that make it up. 2. Draw a diagram of a chromosome, including the parts that make them up.


B.5.2 Describe how hereditary information passed from parents to offspring is encoded in regions of DNA molecules called genes.

DNA, genes, chromosomes

1. Describe how the inheritance of traits are determined in a diploid organism?


B.5.3 Describe the process by which DNA directs the production of protein within a cell.

DNA, RNA, mRNA, tRNA, rRNA, transcription, translation, codon, anti-codon, amino acid, ribosome, nucleus

1. Complete the chart below to show how DNA controls what proteins an organism produces. DNA CODE mRNA CODE tRNA CODE AMINO ACID

GGG AAT CTT ATA GCT

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2. Explain the step-by-step process of transcription (draw a diagram to aid your explanation.)

3. Explain the step-by-step process of translation/protein synthesis (draw a diagram to aid your

explination.)


B.5.4 Explain how the unique shape of each protein is determined by the sequence of its amino acids.

1. Explain how the order and number of amino acids in a protein determines both the structure and function of the protein. Provide an example.

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Standard 6: Cellular Reproduction Core Standard: Explain the processes by which new cells are formed from existing cells. Core Standard: Explain the cellular processes that occur to generate natural genetic variations between parents and offspring.


B.6.1 Describe and model the process of mitosis and explain the relationship between the genetic make-up of the parent cell and the daughter cells of both unicellular and multicellular organisms.

Mitosis, prophase, metaphase, anaphase, telophase, cytokinesis, diploid, interphase, cell cycle, parent cell, daughter cell, asexual reproduction

1. Use the chart below to list the steps of mitosis, draw what a cell in mitosis would look like, and describe what is happening at that phase. PHASE DIAGRAM (DRAWING) WHAT IS HAPPENING

Prophase

Metaphase

Anaphase

Telophase

2. How do the cells formed as a result of mitosis compare to the original cell?


B.6.2 Describe how cells of a multicellular organism contain the same genetic information, but develop in different ways due to gene expression and environmental conditions.

Gene expression, environmental conditions

1. Explain how cells differentiate and specialize to perform different functions like skin cells, muscle, and/or nerve cells.

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B.6.3 Describe and model the process of meiosis and explain the relationship between the genetic make-up of the parent cell and the daughter cells (gametes).

Gametes, germ cell, meiosis, prophase I, metaphase I, anaphase I, telophase I, prophase II, metaphase II, anaphase II, telophase II, diploid, haploid, centromere, homologous chromosomes, chromatid.

1. Use the chart below to list the steps of meiosis, draw what a cell in meiosis would look like, and describe what is happening at that phase. PHASE DIAGRAM (DRAWING) WHAT IS HAPPENING

Prophase I

Metaphase I

Anaphase I

Telophase I

Prophase II

Metaphase II

Anaphase II

Telophase II

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2. What is the difference between diploid and haploid? 3. How do the cells formed as a result of meiosis compare to the original cell?


B.6.4 Explain how, in sexual reproduction, crossing over, independent assortment, and random fertilization, result in offspring that are genetically unique from the parent cells.

Sexual reproduction, crossing over, independent assortment, random fertilization, haploid, diploid

1. List three (3) similarities and three (3) differences between cells produced by mitosis and cells produced by meiosis. (Give an example of each.)

Similarities: Differences: 2. Explain how the following processes lead to genetic variations in offspring produced by sexual

reproduction. PROCESS DESCRIPTION/HOW IT CAUSES GENETIC VARATION

Crossing Over

Independent Assortment

Random Fertilization

3. Explain how the chromosomes of 2 parents combine to form the unique combination of chromosomes

in a offspring through sexual reproduction.

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Standard 7: Genetics Core Standard: Explain how the combination of genetic information from parents determines the unique characteristics of their offspring.


B.7.1 Distinguish between dominant and recessive alleles and determine the phenotype that would result from the different possible combinations of alleles in an offspring.

Gregor Mendel, genes, alleles, dominant, recessive, homozygous dominant, homozygous recessive, heterozygous, genotype, phenotype

1. Explain why Gregor Mendel is considered the “Father of Genetics”, and what contributions he made to the field.

2. Explain the Law of Independent Assortment and why it is important. 3. Explain the Law of Segregation and why it is important. 4. Explain what is meant by each genotype (allele combination), list how you would represent the

genotype in a Punnett square (letters), and describe the phenotype that results from it. GENOTYPE DESCRIPTION (ALLELES) LETTERS (Use G) PHENOTYPE

Homozygous Dominant

Homozygous Recessive

Heterozygous

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B.7.2 Describe dominant, recessive, codominant, sex-linked, incompletely dominant, multiple allelic, and polygenic traits and illustrate their inheritance patterns over multiple generations.

Dominant, recessive, codominance, sex-linked, incomplete dominance, multiple allele, polygenic, genotype, phenotype, Punnett square, pedigree, carrier

1. Explain what is meant by each inheritance pattern, describe the phenotype that results from it and provide a specific example.

INHERITANCE PATTERN

DESCRIPTION POSSIBLE PHENOTYPES

ACTUAL EXAMPLE

Codominace

Incomplete Dominance

Multiple Allelic Traits

Polygenic Traits

2. Explain why the inheritance pattern of sex-linked traits differs from autosomal traits and provide 2 examples.


B.7.3 Determine the likelihood of the appearance of a specific trait in an offspring given the genetic make-up of the parents.

Gametes, Punnett square, monohybrid cross, homozygous dominant, heterozygous, homozygous recessive, probability

1. Compete the following Punnett squares and calculate the probabilities of each genotype and phenotype.

(a) Mom is homozygous dominant for her widow’s peak (hairline),

but dad does not have a widow’s peak (Use the letter H.) Genotypes: Probability: Phenotypes: Probability:

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(b) Mom is heterozygous for her ability to curl her tongue (T), but dad cannot curl his tongue.

Genotypes: Probability: Phenotypes: Probability: (c) Mom is heterozygous for dimples (D), and so is dad. Genotypes: Probability: Phenotypes: Probability:

2. Using the pedigree below, label each individual with the correct genotype, determine what type of

inheritance pattern is shown and explain how you came to that conclusion.


B.7.4 Explain the process by which a cell copies its DNA and identify factors that can damage DNA and cause changes in its nucleotide sequence.

X-rays, radioactivity, environmental chemicals, oxygen radicals, semi-conservative DNA replication, DNA polymerase

1. Explain the step-by-step process that a cell uses to copy its DNA (DNA Replication). 2. Identify factors that can damage DNA and how they can cause changes in its nucleotide sequence.

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B.7.5 Explain and demonstrate how inserting, substituting or deleting segments of a DNA molecule can alter a gene, which is then passed to every cell that develops from it and that the results may be beneficial, harmful or have little or no effect on the organism.

Mutation, insertion, substitution, deletion, point, frameshift, cancer

1. Compare the DNA strands in the diagram below, determine what type of mutation has occurred, explain what that means and classify it as either a point or frameshift mutation.

DNA STRANDS (ORIGNIAL/MUTATION)

TYPE OF MUTATION

DESCRIPTION POINT OR FRAMESHIFT

A-C-G-T-A-G-G-C-T-A-G-T-G-A-A

A-C-G-T-A-G-G-G-C-T-A-G-T-G-A


A-C-G-T-A-G-G-C-A-G-T-G-A-A-T


A-C-G-T-A-G-G-C-T-A-T-T-G-A-A 2. Explain how and why some mutations can be passed from parents to their offspring, but others cannot.

3. What is cancer and how does it occur? 4. A great deal of research on the causes of and a possible cure for cancer focuses on mitosis. Why?

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Standard 8: Evolution Core Standard Describe how biochemical, fossil, anatomical, developmental, and genetic findings are used to determine relationships among organisms, producing modern classification systems. Core Standards Describe how modern evolutionary theory provides an explanation of the history of life on earth and the similarities between organisms that exist today.


B.8.1 Explain how anatomical and molecular similarities among organisms suggests that life on earth began as simple, one-celled organisms about 4 billion years ago and increasingly complex, multicellular organisms evolved later.

Homologous structures, analogous structures, vestigial structures, cladogram, fossil

1. Give a description of each type of structure in the chart below and give an example of each. STRUCTURE TYPE DESCRIPTION EXAMPLE

Homologous

Analogous

Vestigial

2. Use the diagram to the right to explain how the 3 species are related.

3. Refer to the cladogram to the right. What traits do amphibians and rodents share?

4. Refer to the cladogram to the right. Which is more closely related to crocodiles, rodents or birds. Explain how you came to your conclusion.

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Penguin Amino Acid Sequence: MET-PRO-VAL-ASP-ASP-THR-TYR-PHE-GLU

Bat Amino Acid Sequence: MET-PRO-VAL-THR-TYR-PHE-LEU-ASP-ASP

Human Amino Acid Sequence: MET-PRO-VAL-THR-TYR-PHE-GLU-ASP-ASP

Alligator Amino Acid Sequence: MET-PRO-VAL-ISO-ARG-PHE-LEU-GLU-ASP


B.8.2 Explain how organisms are classified and named based on their evolutionary relationships into specific taxonomic categories.

1. Fill-in the chart below with the characteristics that identify organisms in that kingdom. KINGDOM TYPE OF CELL

(Prokaryotic or Eukaryotic) NUMBER OF CELLS

(Unicellular and/or Multicellular) ENERGY SOURCE

(Autotroph or Heterotroph) Plant

Animal

Fungi

Protista

Archebacteria

Eubacteria

2. List the eight modern levels of taxonomic organization in order from the group with the largest numbers of organisms to the group which is most specific and has only one kind of organism in it.


B.8.3 Use anatomical and molecular evidence to establish evolutionary relationships between organisms.

1. Using the amino acid sequences, determine which 2 organisms are most closely related and explain how you came to that conclusion.

Most General

Most Specific

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B.8.4 Describe how species change over time as a result of the environmental, genetic and reproductive forces for which they are best-suited.

Evolution is the consequence of the interactions of: (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection from environmental pressure of those organisms better able to survive and leave offspring.

1. Give a description of each driving force behind natural selection in the chart below and give an example of each.

DRIVING FORCE DESCRIPTION EXAMPLE Production of

larger numbers of offspring

Ability to compete

Genetic Variation

Non-Random Mating

2. How would the gene pool of a species be affected to the following responses to environmental

changes? RESPONSE EFFECT ON GENE POOL

Migration

Adaptation

Death

3. Explain the difference between convergent and divergent evolution. 4. Explain why a population of rabbits that have been isolated by mountains may evolve in a different way

than the same species that has been allowed to migrate over a large area.

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B.8.5 Describe how organisms with beneficial traits are more likely to survive, reproduce, and pass on their genetic information due to genetic variations, environmental forces and reproductive pressures.

Survival of the fittest, natural selection, environmental pressures,

1. Explain why Charles Darwin is considered the “Father of Evolution”, and what contributions he made to the field.

2. Explain what Charles Darwin meant by the term “natural selection”. 3. Explain why white rabbits (snowshoe hare) are commonly found in the northern parts of North America,

but are not found in southern regions.


B.8.6 Explain how genetic variation within a population (i.e., a species) can be attributed to mutations as well as random assortments of existing genes.

(See Standard 7)


B.8.7 Describe the modern scientific theory of the origins and history of life on earth and evaluate the evidence that supports it.

fossil record, anatomical similarities, homologous structures, DNA, nucleotide sequence

1. Describe the modern scientific theory of the origins of life on earth and describe 3 types of evidence that is used to support it.

north central high school - mr. doc's online lab · (name of the assignment to be replace must...

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