Biology EOC Review
Review Packet III answers
This answer key may not follow your review sheet exactly, but it will help you to check most of the
questions. Circle problem areas, look in your text book for answers and ask me in class.
IGNORE THE PAGE NUMBERS!
Remember to complete your probes and look for extra credit probes. . They will only be available for
a short time.
Stem Cells
1. The diagram to the right shows how stem
cells can develop into many types of
different cells. What are some of the
potential benefits that could come from the
growing of stem cells in a laboratory?
New organs could be grown (no rejection);
cancerous cells replaced with good cells;
genetic disorders replaced by new cells
2. What are some of the ethical issues
surrounding the collection and use of stem
cells?
Embryonic stem cells come from embryos
and how those embryos are collected is
problematic.
3.05 Examine the development of the theory of evolution by natural selection including:
development of the theory, the origin and history of life, fossil and biochemical evidence,
mechanisms of evolution, and applications (pesticide and antibiotic resistance).
In the following chart, describe the role of each of the following in developing the current theory of
evolution.
Understanding of geology
(Changes in the earth) p. 374
Malthus’ ideas about population
Growth p. 374
Embryological Similarities p. 385
Patterns in fossil evidence p. 417
Homologous Structures p. 384
Biochemical comparisons
(DNA and proteins) p. 394
The role of variations p. 380, 407
The role of sexual reproduction
How this supports the evolutionary theory:
Understanding that the earth changes over time explains why
organisms might change to fit the new environments.
Organisms reproduce exponentially but the world is not
overcrowded by organisms – because they compete to survive
Similar anatomy early in development suggests similar ancestry.
Following the patterns and aging the fossils suggests evolutionary
trees.
Similar anatomy suggests similar ancestry
Similar DNA and/or proteins suggests similar ancestry
Variations provide the fuel for natural selection. Those variations
that are advantageous are selected for; survive and are passed on.
Sexual reproduction is a source of variation.
Biology EOC Review
The role of geographic isolation
p. 380, 407
The importance of the
environment
Geographic isolation can lead to speciation when organisms are
evolving in two different environments.
Environments select for the adaptations that best suit the organisms
for survival in that environment.
Discuss the steps in Darwin’s theory of evolution by natural selection.
1. Populations of organisms have many genetic variations. Where do these come from?
Mutations and sexual reproduction
2. Organisms could reproduce exponentially but they don’t. Why not?
Competition for resources – only the hardiest survive
3. Genetic variations lead to different adaptations. What are adaptations?
Characteristics that fit the organism to the environment
4. Some adaptations have better survival value in certain environments. What does this mean
Those that are better able to cope with the environment are more likely to reproduce
5. Those organisms with adaptations that better fit them to an environment will survive, reproduce and
pass on their genes. What does it mean to be “fit” to an environment ?
More likely to survive, reproduce and pass on those genes.
6. The next population will have a high frequency of the genes that have been selected for. Why will the
frequency of selected genes increase?
Because organisms with those alleles have survived to reproduce; the organisms with other alleles did not
survive to reproduce (as frequently).
7. When this process continues over millions of years, it can lead to speciation. What is speciation?
Formation of a new species
The appearance of a group of organisms that are different enough from their ancestors that they could no
longer interbreed and produce fertile offspring with those ancestors.
8. Describe how a population of bacteria can become resistant to an antibiotic (or an insect to a pesticide)
using the steps listed above. The bacteria that are different and able to survive an antibiotic will
reproduce and pass this resistance on to the next
generation
Bacteria are exposed to antibiotic; a few of the bacteria
have a variation that makes them resistant to the
antibiotic; those bacteria survive in the antibiotic
environment; they are the bacteria that reproduce and
their genes are passed on; the new generation has a much
high frequency of the resistance genes. If this happens
over many generations, speciation could occur.
9. What are the differences between abiogenesis and
biogenesis?
Abiogenesis is life arising from non-living things;
biogenesis is life arising from living things
10. What did Louis Pasteur contribute to our
understanding of the origins of life?
Pasteur showed that living things could only arise from
other living things.
Biology EOC Review
11.Explain Miller and Urey’s hypothesis.
Organic molecules could be synthesis from the inorganic molecules in the early environment.
12. Why did Miller and Urey put those particular gases into their experiment?
Early earth’s atmosphere consisted of methane, ammonia, hydrogen gas, and water vapor.
13. What type of organic molecules did they find? Amino acids, lipids
14. What is the significance of their experiments?
It helps explain how living things might first have evolved.
15. Most hypotheses state that prokaryotic anaerobes probably evolved first. Why?
Simpler- no oxygen present on early earth
16. The hypotheses then suggest that prokaryotic autotrophs probably evolved? Why?
More complex than anaerobes, but still no oxygen in
environment.
17. What would enter the atmosphere as a result of these autotrophs appearing?
Oxygen gas
18. Then prokaryotic aerobic heterotrophs could evolve. What can these cells do that others before them
cannot? p. 426-428 Use oxygen to get maximum energy from their nutrients.
19. What is the hypothesis explaining how eukaryotic cells evolved?
Endosymbiotic hypothesis – bacteria began living inside other bacteria mutualistically. Over time, these
bacteria became mitochondria and chloroplasts.
Goal 4: Learner will develop an understanding of the unity and diversity of life.
4.01 Analyze the classification of organisms according to their evolutionary relationships.
(Historical development and changing nature of classification systems, similarities and differences
between eukaryotic and prokaryotic organisms, similarities and differences among the eukaryotic
kingdoms, classifying organisms using a key)
1. Draw figure 18-11 that explains how the organization of the kingdoms and domains have changed over
time. p. 458
Changing Number of Kingdoms
First
Introduced
Names of Kingdoms
Biology EOC Review
Plantae
1700s
Protista
Late 1800s
Plantae
Monera
1950s
1990s
Animalia
Eubacteria
Archaebacteria
Animalia
Protista
Fungi
Plantae
Animalia
Protista
Fungi
Plantae
Animalia
2. Who came up with the first 2 Kingdoms and what were they? Carl Linnaeus- Animalia & Plantae
3. What is the current seven-level classification system? Kingdom, Phylum, Class, Order, Family, Genus,
Species
4. What is binomial nomenclature?
The Genus species name of each type of organism
5. How are DNA and biochemical analysis, embryology, and morphology used to classify organisms?
p. 452-455 All are used to determine relatedness which is a key factor in classification.
6. Similarities in the evidence above proves that organisms share a __common__ __ancestor__.
7. To the left is a phylogenetic tree of some
organisms. According to this tree, which pairs
of organisms are most closely related? P.460
Salamanders and frogs; lizards and snakes; crocs
and birds
8. Which organism is most closely related to the
rayfinned fish?
Lungfish
9. Which organisms are the mammals most
closely related to?
Birds & reptiles
10. Organisms that are close to each other show
__common__ __ancestry__.
11. Which would be the most primitive organism? Rayfinned fish
Fill in the following chart with the characteristics of the various kingdoms.
Domain
Kingdom
Eukaryotic
or
prokaryotic
Multicellular
or singlecelled
Bacteria
Archaea
Eukarya
Eubacteria
Archaebacteria
Protista
Fungi
Plantae
Animalia
Prokaryotic
Prokaryotic
Eukaryotic
Eukaryotic
Eukaryotic
Eukaryotic
Single
Single
Single
(mainly)
Multi
Multi
Multi
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Sexual or
asexual
reproduction
Autotrophic
or
heterotrophic
Aerobic or
anaerobic
Cell walls or
no cell walls
Examples
Asexual (by
binary
fission)
Asexual
Both
Both
Sexual
Sexual
Both
Both
Both
Hetero
Auto
Hetero
Both
Both
Both
Both
Aerobic
Aerobic
Yespeptidoglycan
YesGlycoprotein
Polysacch.
Algae YES
Protozoa NO
Yes- chitin
Yes- cellulose
none
E. coli,
Streptococcus
methanogens,
halophiles,
thermophiles
Algae,
amoeba,
euglena
Mushrooms,
mold, yeast
Pine, moss,
roses
Insects,
annelids,
amphibians
What are some differences between the bacteria and the archaea? cell walls, livable environment
Use the following key to identify the tree branch to the left.
1. a. leaf is needle-like….go to 2
b. leaf is broad……… go to 5
2. a. needles are short ....go to 3
b. needles are long…...go to 4
3. a. underside of needles green…hemlock
b. underside of needles silver ..balsam
4. a. 3 needles in bundle….pitch pine
b. 5 needles in bundle….white pine
5. a. edge of leaf round.go to 6
b. edge of leaf serrated…go to 7
6. a. minty odor…… wintergreen
b. no minty odor…..laurel
needle-like, long needles, in bundle of 3 = pitch pine
4.02 Analyze the processes by which organisms representative of the following groups accomplish
essential life functions including………….
Fill in the charts below showing how various groups of organisms accomplish the life functions
listed.
Transport of materials
Circulatory System ?
Open or Closed ?
Excretion – How is
Waste Removed?
Respiration – How do
Protists
Diffusion
Annelids
5 contractile “hearts”;
mostly closed system
Insects
Dorsal heart; open
circulation
Diffusion
Paired nephridia – each
segments
Malpighian tubules;
empty into digestive
Diffusion
Mainly diffusion
Spiracles along side of
Biology EOC Review
They get Oxygen?
body to allow oxygen in
Regulation /
Maintain Homeostasis
Contractile vacuole etc.
Small brain; ventral
nerve cord; sense organs
Brain; ventral nerve
cord; eyes, antennae
Growth and
Development
Just cell growth
Eggs in cocoons – hatch
as small worms
Metamorphosis (egg,
larva, pupa, adult)
Paramecium, Amoeba,
Kelp, Euglena
Earthworms, leeches
Grasshoppers, ants, bees
Examples
Amphibians
Mammals
Transport of materials
Circulatory System?
Open or Closed?
Excretion – How is
Waste Removed?
3 chambered heart; closed system
4-chambered heart; closed system –
veins, arteries, capillaries
Kidneys – empty into cloaca
Kidneys with ureter, urethra, bladder
Respiration – How do
They get Oxygen?
Lungs or gills, also through skin
Lungs with trachea, bronchiole tubes;
air sacs
Regulation /
Maintain Homeostasis
Internal ears, vocal sac; some
poison glands
Glands and complex nervous system
with brain
Growth and
development
Egg, tadpole, adult
Baby continues to develop after birth;
varies with species
Frogs, toads, salamanders
Humans, bears, whales
Examples
Transport of materials
Vascular Tissue??
Size – Small or Large
Leaves ?
What Type?
Location – Near water
Or not?
Non-vascular Plants
p. 551-559
Osmosis & diffusion
Gymnosperms
p. 564-568
Vascular system
Angiosperms
p. 569-572
Vascular system
Small, low to the
ground
None
Large/tall
Large/tall
Needle-like leaves
Flat, broad leaves
In moist, damp places
On land
On land
Biology EOC Review
Seeds or Spores
Is water required for
reproduction?
How are spores or
seeds dispersed?
Examples
spores
seeds
seeds
Yes, sperm is released
into water
Spores are spread by
wind or water
No, sperm (pollen) is
spread by wind
Seeds are held by a
pinecone (trees are
called conifers)
Conifers, douglas fir
trees, bristlecone pine
trees, cedars, gingkos
No, pollen is spread by
birds, bees, or animals
Seeds are protected by a
fruit
Moss, liverworts,
hornworts
Compare the following two types of cells.
Prokaryotic
Membrane-bound organelles
No
Ribosomes
Yes
Types of chromosomes
Plasmid (1 circular loop of
DNA)
size
Examples
Small and simple
Bacteria
Apples, roses, tomatoes,
daisies, oranges,
peppers, walnuts
Eukaryotic
Yes (also a nucleus)
Yes
Wound up into dense, rodshaped structures before
they’re about to divide
Large and complex
Plants, Animals, Fungi, Protists
4.03 Assess, describe and explain adaptations affecting survival and reproductive success
(structural adaptations in plants and animals, disease-causing viruses and microorganisms,
co-evolution)
Label the following parts on the flower and give their
functions:
Stigma, style, ovary, petal, sepal, anther, filament
Top left: petals
Bottom left under stamen: anther and then filament
Under Pistil on right: stigma, style, ovary
Fill in the following charts with the information required.
Protists
Annelid worms
Insects
Amphibians
Feeding Adaptations
Gullets and cilia to get foot into gullet; or pseudopods to surround the food;
flagella movement for catching food; trichocysts to subdue food. Also diffusion
Muscles to move around; tentacles; engulf soil filter feeding; predators
Specialized appendages for eating and palpating; sucking, lapping, etc. Wings and
legs for hopping and flying after food.
Tongue that flings out to traps insects; hopping legs, fast swimmers
Biology EOC Review
Mammals
Protists
Annelid worms
Insects
Amphibians
Mammals
Non-vascular
plants
Gymnosperms
Angiosperms
Claws, large teeth for grinding
Reproduction Adaptations
Asexual and sexual; join together
to mate – swimming forms of cells
In some both sexes in one
organism; clitellum for mating;
hard cover - egg
Ovipositors; internal fertilization
(and external); eat male after
mating
external fertilization in water;
amplexus;
Uterus for baby to grow – internal
fertilization
Gametophytes, sperm that swim in
water when it rains.
Cones seeds, pollen, seeds that can
travel in the wind
Flowers buds, petals, pollen, nectar
to attract pollinators_______
Adaptations to life on Land
Setae for moving; eating soil – filtering to get
nutrients; muscles to move
Hopping legs; spiracles to get oxygen from
air;
Legs to hop; live near water; lungs to breathe
air;
Legs, wings, for getting around; fur to keep
warm; skin that won’t lose water.
Rhizoids to absorb water, live where it is
moist and close to ground
Phloem/xylem, roots, cuticle to prevent water
loss
Phloem/xylem, roots, cuticle to prevent water
loss
Viruses:
1. Describe the basic structure of a virus.
Protein capsid with genetic material (RNA or DNA) inside.
2. Explain how mutations in viruses and microorganisms that cause disease (bacteria) affect their
treatment?
A mutation that provides resistance to the treatment will allow those bacteria or viruses to keep surviving
and reproducing.
3. How do they treat a viral infection versus a bacterial infection?
Viral infections are prevented with a vaccine. Bacterial infections are treated with antibiotics.
4. Complete the chart for the following diseases.
Type of pathogen:
Virus or Bacteria
HIV
Virus
p. 489
Influenza
Virus
p. 489
Smallpox
Virus
p. 489
Streptococcus
Bacteria
(Strep Throat) p. 486
Sinus Infection
Bacteria
Treatment with: antibiotics or immune system
Immune system
Immune system
Immune system
Antibiotic
Antibiotic
Biology EOC Review
1. What is meant by coevolution?
Process by which two species evolve in response to changes in each other.
2. Give an example of a flowering plant and a pollinator and describe how coevolution works?
The orchid that has a 40 cm flower is pollinated by a moth with a 40 cm structure to reach the nectar.
4.04 Analyze and explain the interactive role of internal and external factors in health and disease
(genetics, immune response, nutrition, parasites, and toxins)
1. Explain the relationship between sickle cell anemia and malaria.
Having the sickle cell trait, only one copy of the disease allele (heterozygote), provides resistance against
malaria.
2. Explain the relationship between lung and mouth cancer and tobacco use.
The carcinogens in tobacco can cause lung or mouth cancer.
3. Explain the relationship between skin cancer and ultraviolet radiation from sun exposure.
Too much sun exposure and ultraviolet radiation will result in skin cancer.
4. Explain the relationship between diabetes, diet/exercise, and genetics.
Some types of diabetes are the result of a genetic problem. Adult-onset diabetes can often be controlled
by a strict diet and exercise.
5. Explain the relationship between PKU and diet
People with PKU have to avoid foods with phenylalanine – which they are unable to break down.
Immune Response p. 1036-1042
Biology EOC Review
1.What is the function of helper T-cells?
Activate and direct other immune cells
2. What is the function of killer T-cells?
Destroy disease agents with antibodies on them
3. What is the function of cytotoxic T-cells?
Destroy body cells infected with a virus
4. What do B cells produce?
Antibodies
5. What are antigens?
Any substance that causes your immune system to produce antibodies against it.
An antigen may be a foreign substance from the environment such as chemicals, bacteria, viruses, or
pollen. An antigen may also be formed within the body, as with bacterial toxins or tissue cells.
6. What kinds of cells keep you from becoming reinfected?
Memory B cells
7. What is the difference between active immunity and passive immunity?
Active immunity happens when the immune system responds to an antigen by producing antibodies;
passive immunity is when antibodies are put directly into a person.
8. Explain what vaccines do to the immune system.
A vaccine triggers an immune response against the pathogen without symptoms of infection.
Health and Nutrition
1. What type of diet contributes to optimal health?
Balanced (protein, carbohydrate, lipid); lots of fruits and vegetables; low in saturated fats and refined
sugars.
2. What type of diet contributes to obesity?
High fat and refined sugars; too many calories.
3. What type of diet contributes to malnutrition?
The wrong type of calories – not enough of certain foods and too much of others.
4. What happens when someone is deficient in Vitamin C? scurvy
Vitamin D? ricketts
Vitamin A? night blindness – vision problems.
Parasites (Malaria)
1. Describe the life cycle of the malarial parasite.
Protozoan plasmodium injected by Anopheles mosquito (vector); go to liver then red blood cells as adult;
gametes produced; taken in by mosquito; fertilization; hatching in mosquito – and continues.
1. What is the vector? mosquitoes
2. What are the symptoms? fever outbursts and chills
3. What are the treatments? can kill mosquitos or use drugs that are quinine based
Environmental Toxins
1. Explain the effects on human health of:
Lead: vomiting, diarrhea, convulsions, coma or even death; mental effects in young
Mercury: nerve system poison; possible cancer trigger