EOC REVIEW

EOC REVIEW

2013

Lesson 1

Before You Begin

Check the Station Information Sheet to make sure that all items are present and organized.

NOTIFY your teacher immediately if you notice a problem. Example: Missing pieces

Essential Question

(Discuss with teammate and record answer)

If two different cells each contain DNA, how can one cell be classified as prokaryotic and the other as eukaryotic?

Activities and Instructions R -Record Answer

C - Teacher check off answer

1) Locate the Prokaryotic and Eukaryotic Cell Comparison Table and the envelope containing the Cell Structure and Function Cards.

Remove the cards from the envelope and place them in the correct column on the table. Note that there are 3 copies of each card; this is because some cards may belong with more than one cell type. C

2) Locate the Characteristics of Prokaryotic and Eukaryotic Cells

Cards and accompanying Venn diagram. Place each card in the appropriate place on the Venn diagram.

C

3) Locate the envelope that contains the Unknown Cell Type Cards.

Determine the type of cell each card represents.

R

4) Select one of the Unknown Cell Type Cards and justify how you decided to classify it as either prokaryotic or eukaryotic.

R

After You Are Finished




(Modify or change your original response)

If two different cells each contain DNA, how can one cell be classified as prokaryotic and the other as eukaryotic?

I need to remember…

• Prokaryotic cells do not have a true nucleus

• In eukaryotic cells, the DNA is surrounded by a membrane.

• Both types of cells have ribosome.

• Some eukaryotic cells and all prokaryotic cells are surrounded by a cell wall.

• Eukaryotic cells have organelles surrounded by membranes.

• Prokaryotic cells can reproduce only asexually, by fission or budding.

• Eukaryotic calls reproduce asexually and sexually

Lesson 2






How can the processes of photosynthesis and cellular respiration be used to explain energy conversion?



1) Locate the Photosynthesis and Cellular Respiration sheet and the envelope with the Photosynthesis and Cellular Respiration Cards.

Select the cards that show the reactant and product parts of the formulas for photosynthesis and cellular respiration. Place the appropriate card over the correct box on the sheet C

2) Answer questions 2 – 7 using the paper in the page protectors R

3) Locate the Comparing Photosynthesis and Cellular Respiration

Venn diagram and the envelope with the Photosynthesis and Cellular

Respiration Cards. Place the cards in the correct area of the Venn diagram.

C






How can the processes of photosynthesis and cellular respiration be used to explain energy conversion?


• Photosynthesis: 6H

2

O + 6CO

2

 C

6

H

12

O

6

+ 6O

2

• Cellular Respiration: C

6

H

12

O

6

+ 6O

2

 6H

2

O + 6CO

2

• Cellular Respiration is the opposite of Photosynthesis

• Cellular respiration occurs in plant and animal cells to burn glucose and create ATP for cell energy

• Plants use sunlight during photosynthesis to convert energy from the sun in order to manufacture glucose.

Lesson 3






Why should a freshwater fish not be placed in a saltwater aquarium?



1) Using the marker, copy the Before submersion Length (mm) and

Mass (g) onto the Data Table C

2) Using forceps, remove potato core from Beaker A (blue liquid) and pat dry. Measure length of core (mm) and mass (g). Use marker to record data in “After submersion” section. Return potato to beaker.

C

3) Repeat procedures for potato cores in Beaker B (red liquid) and the

Distilled Water beaker (clear liquid). Use marker to record data.

C

4) Sketch each beaker and potato on student worksheet. Label everything. Draw arrows on potato cores to show what happened. R

5) Determine which beaker contains hypertonic, hypotonic, and isotonic solutions. Label each beaker accordingly.

R

6) If a fresh potato core is placed in a solution containing more sucrose than Beaker A, predict what’ll happen to potato core’s mass.

R






Why should a freshwater fish not be placed in a saltwater aquarium?


• Osmosis is the movement of water molecules across a semipermeable membrane.

• Sometimes the movement of molecules across a semipermeable membrane requires energy.

• When the number of molecules inside a cell is equal to the number of molecules on the outside of the cell, homeostasis has been reached – the cell is in equilibrium

Lesson 4






Why is it necessary for a virus to invade a living cell to make copies of itself?



1) Use the Structures of Viruses and Cells sheet to examine the structures of cells and viruses. Use the words below to fill out the

Venn diagram with the marker: C

• Vesicles

• Nucleus

• Fibers

• Nucleic acids

• Protein coat

• Mitochondria

• Chloroplasts

• Capsid

• Cytoplasm

• Cell membrane

• Tail

• Membrane envelope

2) Based on Venn diagram, would you say viruses are living? Explain.

R

3) Using the Lytic Infection Cycle sheet and the Lytic Infection Cards, put the cards in proper sequence to show how a virus infects a cell.

C

4) Study the model of a virus at your station. If a scientist tried to use this model to understand the structure and function of a virus, what limitations would they have?

R



Read the following passage, then answer the questions that follow:

Not all viruses replicate through lytic infection. Some viruses replicate by another method, called lysogenic

infection. In this method, as in lytic infections, the virus injects DNA into the host cell. Then the virus

DNA combines with the DNA of the host cell. This may not cause any damage to the cell for weeks, months, or years, but eventually the virus DNA begins a process of replication similar to the lytic infection.

Question: HIV attacks our immune system (white blood cells) and replicates by the lysogenic infection method. Explain how the HIV virus replicates and why a person with HIV has difficulty fighting infections. R






Why is it necessary for a virus to invade a living cell to make copies of itself?


• Viruses lack the cell structures necessary for reproduction.

• Viruses are considered to be nonliving.

• Viruses can replicate by two methods – lytic infection and lysogenic infection.

• Lysogenic infections occur when the nuclear material of the virus combines with the DNA of a cell before replication of the virus begins.

• Viruses and cells have one structure in common, nucleic acids.

• HIV is a virus that infects and destroys immune system cells.

Lesson 5






What happens to a eukaryotic cell that does not complete all stages in the cell cycle?



1) Locate the Eukaryotic Cell Cycle sheet and the Cell Cycle C

Characteristics Cards. Place each card on correct part of the cell cycle

2) What must happen to a eukaryotic cell before it can go from G

1 phase to the S phase?

R

3) What happens to a cell in the G

0 phase?

R

4) What happens at the G

1

/S and the G

2

/M checkpoints?

R

5) Arrange the Phases of Eukaryotic Mitosis and Cytokinesis Cards in the order they follow during cell division. Then arrange the Plant and

Animal Cell Mitosis and Cytokinesis Cards on the correct phase card.

C

6) Which phase of the cell cycle is cancer cell most likely to develop?

R

7) What happens to a cell that can cause cancer?

R

8) What’s the relationship between mitosis & growth in an organism?

R



9) Use the Mitosis in an Onion Root Tip sheet. Count the number of cells in each phase of mitosis. Create the table below on your answer sheet and record the numbers: R

10) Which phase has the largest number of active cells? Explain why.

11) Were some of the cells difficult to classify in a stage? Explain why.

R

R






What happens to a eukaryotic cell that does not complete all stages in the cell cycle?


• The cell cycle is a continuous process of cell growth and reproduction.

• The cell cycle goes through interphase, the longest phase, before undergoing mitosis and cytokinesis.

• A cancer cell is a cell that goes through the cell cycle continuously, never stopping in Interphase.

• Growth results from mitosis.

• There are checkpoints during the cell cycle to help cells divide correctly

Lesson 6

VIDEO?






Biomolecules are organic molecules produced by living organism. Which biomolecule is produced during the process of photosynthesis and used as an energy source in cellular respiration?



1) Use the 3 Structural Formula Cards for glucose, lipid, and protein.

Which elements do all biomolecules have in common?

R

2) Protein and glucose have 4 calories per gram, but lipids have 9 calories per gram. How do a biomolecule’s size and the number of bonds it contains affect the amount of energy that is available?

R

3) Copy this chart. Count and record the model of glucose into the table. How does the formula,

C

6

H

12

O

6

, compare to the table?

R



4) Copy and R complete the table.






Biomolecules are organic molecules produced by living organism. Which biomolecule is produced during the process of photosynthesis and used as an energy source in cellular respiration?


• Sugars, the smallest carbohydrates, serve as fuel.

• Lipids store large amounts of energy.

• A protein’s function depends on its unique sequence of amino acids.

• Nucleic acids store and transmit hereditary information.

• Organic molecules contain carbon-hydrogen bonds and are produced by organisms.

Lesson 7






How does the structure of DNA make it possible for traits to be passed on from one generation to another?



1) Use the DNA Base Cards to complete the DNA molecule on the

DNA Strand sheet.

C

2) What are the components of a DNA molecule?

R

3) Use the DNA Facts Cards and sort them into correct and incorrect

R

4) Use a vis-à-vis marker to fill in the DNA double Helix on the laminated page 156. C

5) Which structures make up the DNA backbone?

R






How does the structure of DNA make it possible for traits to be passed on from one generation to another?


• DNA has 4 nitrogenous bases: adenine, guanine, cytosine, and thymine

• Genes are pieces of DNA that pass traits to offspring

• Nucleotides are made of sugar, phosphate group, a base, and hydrogen bonds

• A DNA molecule is a double helix made of 2 strands held together by hydrogen bonds

• All living organisms have DNA

• DNA is the code for all the proteins that keep a cell alive

Lesson 8






Humans have approximately 75,000 to 100,000 genes in a typical cell. A single gene contains about 10,000 nitrogen base pairs. How is it possible for a single mutation to one of these base pairs to cause a lifethreatening condition.



1) Read instructions for Part 1. Record the amino acid for each codon on your notes in the correct order. R

2) Follow instructions for part 2. R

3) Follow instructions for part 3. R

4) Follow instructions for part 4. Write the new codon arrangement and ID the amino acids using the mRNA Genetic Code Chart. R

5) What is the significance of this frame-shift mutation for the structure of the protein? R



6) What’s the new mRNA sequence on the mutated hemoglobin? R

7) Read the Genetic Mutations Cards. How does this mutation change the type of hemoglobin produced?

R

8) Which of the Genetic Mutations Cards represents mutations that are considered beneficial to humans? Explain why.

R






Humans have approximately 75,000 to 100,000 genes in a typical cell. A single gene contains about 10,000 nitrogen base pairs. How is it possible for a single mutation to one of these base pairs to cause a lifethreatening condition.


• Mutations are changes in DNA that can be inherited.

• A codon is a 3 letter sequence of mRNA that codes for 1 amino acid

• Mutations occur when bases are added or deleted and when segments of DNA are missing.

• Not all mutations are harmful—some are very beneficial

Lesson 9






Hemophilia is a sex-linked trait that is carried on the X chromosome. Why is there a higher probability that males will exhibit the characteristics of hemophilia than females?

1 BODY COLOR = (G) yellow or (g) brown

There is a change to the key

2

Change the brown beads to

GREEN beads

G g

Use Y or X for these chromosomes

3



For today’s activities, you will have a copy of all the student pages in page protectors. Follow those instructions.

1) Copy charts as seen on student handout and fill in.

2) Copy charts as seen on student handout and fill in.

R

R

3) Choose (A or B) for female and (C or D) for male. R

4) Follow the instructions on filling in the Genetic Cross Flowchart. C

5) Record answer to step 5. R

6) Create Punnett Square in student handout and record what the parent’s genotypes. R



7) Record the missing genotypes for the Punnett Square by number: R

4

3

2

1






Hemophilia is a sex-linked trait that is carried on the X chromosome. Why is there a higher probability that males will exhibit the characteristics of hemophilia than females?

I need to be able to…

• Analyze and make inferences about dominant and recessive traits.

• Interpret and make predictions about genotypes and phenotypes.

• Determine and interpret phenotypic rations.

• Understand the difference between Mendelian and non-Mendalian traits.

• Use Punnett squares to predict results of X-linked traits

• Understand monohybrid and dihybrid crosses

Lesson 10






What information can be gained by examining the fossil remains of ancestors of modern organisms?



1) Pull out the Whale Skeleton Cards and arrange them in order from the oldest fossil to the most recent.

C

2) What do the fossil remains of earlier whales indicate about changes in the whales’ habitats over time?

R

3) If 2 different species have homologous structures, what does this tell you about their evolutionary history?

R

4) Use DNA Sequence Cards and DNA Sequence Cladogram. The more closely the DNA sequences match, the more closely related the organisms are to each other. Place the cards for fish, cow, hippo, and whale in the correct places on the cladogram.

C

5) Based on the animals in the DNA Sequence Cladogram find an example of homologous and analogous structures.

R



6) Use the Horse Evolution Cards. Arrange cards on the Horse

Evolution Sheet to show changes that have occurred in the anatomy of a horse over time.

C

7) Describe the major changes in the anatomy of the horse. R






What information can be gained by examining the fossil remains of ancestors of modern organisms?


• DNA sequences are used to determine how closely related organisms are to one another.

• Examining fossil remains enables scientists to understand how modern organisms developed over time.

Lesson 11






How can natural selection affect the frequency of the occurrence of certain traits in a population over many generations?



Fitness refers to an organism’s reproductive capability

Follow instructions for part 1-6

1) R 2) C 3) Skip 4) R 5) R 6) R

Glossary on the next slide






How can natural selection affect the frequency of the occurrence of certain traits in a population over many generations?


• Adaptations are due to genes that are inheritable

• Natural selection occurs as a result of:

1) variations in characteristics in a population,

2) heritable traits, 3) differences in fitness among organisms

• Survival of the fittest refers to an organism’s ability to reproduce and pass on its traits to next generation

• Natural selection does not act on an individual

• There are biological and physical influences that determine the survival and success of organisms.

• 3 types of evolution as a result of natural selections:

1) divergent, 2) convergent, 3) coevolution

Lesson 12






How can a biologist tell if two organisms belong to the same kingdom?


C

- Teacher check off answer

1) Follow steps 1. – 3. to complete the Domain and Kingdom Chart C

2) Write the kingdom that best fits each example below

A B C D E

R

F


C


3) Use the Organism Cards. Place each card under the correct kingdom they belong.

C

4) Create chart below in handout. Place the name of each kingdom in the top row. Write the name of each organism in the bottom row.

R


C


5) Use the Taxonomy Cards and arrange them on the Hierarchical

Classification Sheet in the correct order.

C

6) Record the correct order on your handout.

R






How can a biologist tell if two organisms belong to the same kingdom?


• Scientists use internal and external characteristics to classify organisms into similar groups.

• Largest to smallest: domain, kingdom, phylum, class, order, family, genus, species (COF)

• Taxonomy is a branching classificaiton system that provides a standardized method for grouping organisms.

Lesson 13






Why is it important that an organ system interact with other organ systems?



1) Find the Systems and Events Cards as well as the System Functions

and Parts Cards to place on the System Interactions Mat.

2) Separate the Systems and Events Cards into 2 stacks: system cards and events cards.

3) Select the event card showing infection and place it in the center of the mat, as shown on the diagram.

4) From the Systems Cards & the System Functions and Parts Cards, select circulatory, lymph, and immune system cards and place on mat

C

Follow instructions for steps 1. - 4. on the handout:

1) R 2) R 3) R 4) C






Why is it important that an organ system interact with other organ systems?


• Systems do not stand alone; they must work with other systems to enable the organism to function properly.

• Each system has specific functions that it must perform, but each system is closely connected to other systems in the body and works with them to perform its functions.

Lesson 14






In order for a plant to survive, why must its different systems interact?


C


1) Use the Tropism and Plant Events Cards to match tropisms with the pictures of plants responding to stimuli.

C

2) How’s it useful for a plant to respond to stimuli in its environment?

R

3) Place the System Parts Interactions Cards on the Plant Systems

Interactions Flowchart C

4) How does the Transport System interact in the leaves, stems, and roots of a plant so that the plant benefits?

R

5) Explain the effects of: A) Thigmotropism on a plant’s tendrils,

B) Phototropism on the stems and leaves of a plant,

C) Geotropism on the roots and leaves of a plant

R

6) Take the System Parts Interactions Cards off the flow chart.

Explain the interactions that occur among these 3 systems that enable a plant to grow, thrive, and reproduce.

R






In order for a plant to survive, why must its different systems interact?


• Plants, like animals, are composed of different systems that interact to benefit the plant.

• Some systems respond to stimuli such as touch, light, and gravity

• Each system depends on the other systems for survival

• Each system is composed of smaller systems; for example, the transport system is composed of xylem and phloem found in leaves, stems, & roots

• Plant can reproduce sexually or asexually

Lesson 15






How do the processes and events that occur within an ecosystem affect the species and populations of organisms that live in that ecosystem?



1) Arrange the all the Processes and Events Cards on the Ecological

Succession Model in the correct places.

C

2) Why are there no heterotrophs in the primary succession stage? R

3) How do the events in primary succession lead to appearance of more diverse populations of autotrophs in secondary succession?

R

4) What effect does more diverse autotrophs have on heterotrophs?

R

5) What conditions exist in a climax community that support, “a climax community is in a steady stat of ecological equilibrium”?

R



6) Select 1 Natural Disturbance Card at random and place it on the

Ecological Succession Cycle sheet between the primary succession and the secondary succession. C

7) What effects would the natural disturbance you chose have on the diversity of organisms in the ecosystem if the ecosystem were in a young stage of secondary succession? R

8) List the types of disasters that can be caused by humans R

9) Select one human caused disaster and discuss the effects it could have on the diversity of species in the ecosystem it disturbs.

R






How do the processes and events that occur within an ecosystem affect the species and populations of organisms that live in that ecosystem?


• Ecosystems gradually change over time: physical and chemical environments as well as species

• Succession follows predictable stages: primary, secondary, and climax communities

• Autotrophs are the first pioneer species to inhabit an ecosystem

• Heterotrophs follow autotrophs in stages of succession: first herbivores heterotrophs, then carnivores and omnivores

• A climax community is stable, mature, self-sustaining, and has reached ecological equilibrium

Lesson 16






What types of relationships may exist among the different organisms living together in an ecosystem?



1) Use the Organism Relationship Cards for the first activity. For each card, complete the following: A) Write the card #, B) Write the organisms involved in the relationship, C) Write the type of relationship between the 2 organisms R

Parasitism // Commensalism // Mutualism,

Predator-Prey // Competition

Use the Food Web Sheet to answer the rest of the questions

2) Who has to compete more for its food, the roadrunner or the owl?

R

3) Which organism in the food web exist only as a predator?

R

4) For each organism tell whether it is predator, prey, or both: Bobcat,

Butterfly, Lantana, Earthworm, Grasshopper, Grass Prairie, Hawk,

Lizard, Owl, Robin, Roadrunner R






What types of relationships may exist among the different organisms living together in an ecosystem?


• Organisms in an ecosystem exhibit different types of relationships as they interact.

• Some ways organisms interact is by competing for food and other resources.

• Relationships that may be found in an ecosystem include parasitism, commensalism, mutualism, competition, and predator/prey.

Lesson 17






Why is it necessary for the number of prey to be greater than the number of predators in order for an ecosystem to be balanced?



1) Remove the cards from Food Chain Cards Set 1 baggie and use the

4 Matter and Energy Flow Arrows to make a food chain.

C

2) Explain the flow of matter in the food chain. Explain the flow of energy in the food chain. How is the flow of matter different than the flow of energy? R

3) Create a food chain with Set 2 and Set 3. There should be 3 complete food chains. C

4) Which food chain is most sustainable? Explain why?

R

5) Choose at least 10 food chain cards and create a food web. Draw in your handout.

R

6) Place each Food Chain Card at the appropriate trophic level on the

Ecological Pyramid Sheet.

C



7) Copy the table below then use your filled-in pyramid to write the organisms on each trophic level into the appropriate column: R

8) Explain the 10% rule of an ecosystem using the info from the ecological pyramid.

R






Why is it necessary for the number of prey to be greater than the number of predators in order for an ecosystem to be balanced?


• Organisms in an ecosystem interact in ways that can be shown in food chains and food webs.

• Ecological pyramids are used to illustrate how organisms in an ecosystem transfer matter and energy from one trophic level to another.

• Energy enters the food chains through sunlight that is captured by plants through photosynthesis.

• 10% of energy is passed to the next trophic level. The other 90% is used for metabolic functions or escapes as heat.

Lesson 18






How is the stability of an ecosystem affected by a hurricane?



1) Using the Ecosystem Cards that match the food web you have been assigned and the Energy Flow Arrows… Construct a food web similar to the one represented on your food web that was assigned. C

2) Locate either or card:

2) (cont) How can this organism occupy 2 different consumer levels? R

3) Select 1 of the Environmental Impact Cards. How would the stability of the ecosystem be affected if the producers in your food web were destroyed by the disaster? Redraw ecosystem to illustrate the effects of the disaster on the producers.

R



4) How would the ecosystem be affected if the primary and secondary consumers were destroyed by the disaster?

R

5) If the quaternary consumer is eliminated from the food web, how would that affect the ecosystem?

R






How is the stability of an ecosystem affected by a hurricane?


• Mutualism, commensalism, parasitism, comptetitino, and predator/prey relationships are all types of interactions that occur among organisms in an ecosystem.

• The stability of an ecosystem can be affected by a ntatural disaster

• Natural disasters include hurricanes, droughts, floods, tsunamis, fires, etc…

• Disasters can cause some organisms to diminish or go extinct so that their niche in an ecosystem is altered.

• In can take years for an ecosystem to recover from a natural disaster and regain stability

EOC REVIEW

EOC REVIEW

2013

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

I need to be able to…

Lesson 10

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Lesson 17

Lesson 18

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EOC REVIEW

EOC REVIEW

2013

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

Lesson 9

I need to be able to…

Lesson 10

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

Lesson 16

Lesson 17

Lesson 18

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