BIOLOGY FINAL EXAM/KEYSTONE REVIEW
Date:____________________________
Test Format:
Time:____________________________
-
Place:____________________________
65 multiple choice
8 constructed response scenarios
Helpful Hints:
1.
2.
3.
4.
Read over your notes/packets.
Read over the sections of the book that pertains to each topic.
Be able to define ALL vocabulary listed in the back of this packet.
Complete this packet in enough time to ask for help on any topics that might still confuse you.
Test day:
1. Get a good night sleep (or stay up all night studying, whichever)
2. Bring two sharpened #2 pencils.
3. Read each question thoroughly. Look for key words to help you answer the question. Eliminate
obvious wrong responses first.
4. When in doubt, make the best educated guess you can.
-0-
Unit 1 Introduction (Basic Biological Principals)
1. Use the provided Venn diagrams to compare and contrast the two topics:
Prokaryote cells vs Eukaryote cells
Prokaryote
Smaller
Less Complex
No membrane bound
organelles
No nuclear membrane
Eukaryote
Cell
Membrane
Cytoplasm
DNA/RNA
Ribosomes
Bacteria (Archaea and
Eubacteria)
Larger
More Complex
Contain membrane bound
organelles
Contain Nucleus
Protists, Fungi, Plants,
Animals
Plants Cells vs Animal Cells
Plants
Cellulose Cell Wall
Large Central Vacuole
Plastids (Chloroplast,
chromoplast, leucoplasts)
Animals
Eukaryotes
(see above)
Centrioles
Mitochondria
Lysosomes
Cytoskeleton
Heterotrophs (consumers)
Autotrophs (producers)
2
Characteristics of Life:
1. Give two examples of how structure fits function that you learned about this year.
a. Many examples accepted
b. Chloroplasts and mitochondria have folded membranes to increase surface area of electron
transport; nerve cells are long and thins to transmit signals, and so on
2. All living things must reproduce. List and describe the two main types of reproduction. Circle which
type increases genetic diversity.
a. Asexual (Budding, binary fission, regeneration) produces exact genetic copies (clones)
b. Sexual reproduction- involves mixing genes. More genetic diversity due to recombination
(crossing over, independent assortment, etc)
3. All living things have some sort of biological system.
a. What is the difference in systems between a unicellular organism and a multicellular organism?
Define generalization and specialization
Unicellular means one celled organism- Generalization means they must do all jobs
Multicellular means many cells- Specialization means these cells have specific jobs
(neuron=signals, muscle=movement, etc)
b. Give the levels of organization in a multicellular organism.
Atoms=> organic macromolecules=> cells => tissues => organs=> organ system=> organism
Nonliving
living
4. All living things maintain homeostasis. Give two examples of conditions that are maintained in
humans and describe how. Identify each as positive or negative feedback.
a. Sweating- negative feedback (you need to stop the change in temperature, hence negative)
Insulin- negative feedback (you need to stop the raise in blood sugar)
b. Blood clotting- positive feedback (you need to speed up the clotting to keep your blood, hence
positive)
Many other acceptable answers
3
Unit II Biochemistry
1. Label all seven parts of following diagram of water. Show the relative charges.
a. Why are these molecules considered polar?
They are unevenly charged and form hydrogen bonds
With other polar molecules
Oxygen
Hydrob. What is unique about the dotted line?
Hydrogen
gen
Bond
It is a weak bind between two molecules
+
(ionic and covalent are strong bonds between atoms)
Hydrogen
+
c. List and describe 4 reasons this molecule is important to life.
a. Temperature Moderation- sweating cools the body; large bodies of water control nearby
climate.
b. Low Density of life: Allows for aquatic organisms to live through cold weather by insulating
water bodies from the top- life could not have evolved if ice sunk
c.
Universal Solvent- allows for all chemical reactions in the body (metabolism) to occur
d. Polarity allows for capillary action and surface tension, important for many functions
including transpiration
Macromolecules:
1. What element do all macromolecules share that make them “organic”? Why is this element so
important?
All life is based on CARBON, which is what makes macromolecules organic. Carbon can create four
bonds, which allows for many varied structures based on it.
-C-
4
2. Identify each of the following macromolecules and describe important characteristics of each.
Lipid (Saturated triglyceride)
High carbon to hydrogen ratio
Protein
-
Nonpolar (even charges; see all the
hydrogens on the outside)
Functions:
Energy storage, insulation
Other lipids include
Phospholipids- membranes
-
-
Carbohydrate
Made of sugars
1C:2H:1O ratio
All monomer same (glucose,
etc.
Made of amino acids
Nitrogen group and
functional groups
All monomer different (AAs)
Polar
Polar
Functions:
Enzymes- catalyze reactions.
Importnant in most
metabolic reactions of the
body
Structures (keratin, actin and
myosin in muscles)
Hormones (insulin, glucagon)
Functions:
Primary energy molecule
Structures (cellulose)
Steroids/hormones
(cholesterol, testosterone,
estrogen)
Nucleic Acid
DNA and RNA
Contains nucleotides with a
pentose sugar, phosphate
group, and nitogen base
4 types of monomers per
molecule
Polar
Functions:
Store genetic material
Assist in protein synthesis
(RNA)
Enzymes
1. The above diagram shows an enzyme at work. What is an enzyme?
Organic catalyst- speeds up a reaction at the active site by reducing activation energy needed for the
reaction
2. What would happen if the pH or temperature of the environment above were to change? Be specific
using key words.
3. The enzyme would begin to denature. The shape would change as hydrogen bonds between amino
acids break. The shape change would change the active site, not allowing the lock and key function
of the enzyme to work properly. This would slow down or halt the desired reaction.
5
Unit III Cells
Eukaryote
Prokaryote
1. Identify each type of cell. Then, label and give the function of each of the organelles.
f.
a. Ribosomes- protein synthesis
Nucleolus- Ribosome production
g.
Mitochondria- convert chemical energy from
sugars into ATP
h. Endoplasmic Reticulum- intracellular transport
b.
Cell (plasma) membrane- maintains homeostasis,
controls what goes in and out of cells
c. Nucleoid region (DNA)
i.
d. Nucleus (DNA)- controls cellular activities
e. Cell wall (plants, bacteria, and fungi only)- provides
support/structure
j.
Golgi- Packaging, modifying, and shipping out
materials (Proteins, lipids)
Lysosome- breaking down molecules
k.
Flagellum- cellular movement
2. What process uses organelles D, A, H, and I in order? Which organelle is missing from this label that is
important for the process?
Protein Synthesis (Gene expression)- missing the vesicles that transport proteins from ER to Golgi and
Golgi to cell membrane
6
Bioenergetics
Use the following diagram to complete this section
1.
Identify the 4 types of energy as it
flows through the system.
A.
B.
C.
D.
Light
Chemical (sugar)
Chemical (ATP)
Heat
2.
Identify the matter as it flows
through the system.
A.
B.
C.
D.
H2O or CO2
H2O or CO2
O2
C6H12O6 (Sugar)
3. Identify the organelles, label their parts and describe which energy conversions happen in each.
A. Chloroplast- Thylakoid membrane has the proteins for the light reactions, allowing sunlight to
split water and convert the energy to ATP and electrons in NADPH
Stroma is the fluid in which the Calvin cycle converts the ATP, NADPH, and CO 2 into Sugars
B. Mitochondria- Matrix is the fluid in which the Krebs cycle harvests electrons and ATP and releases
CO2 from sugars
Cristae is the folded inner membrane that contains the ETC, allowing the electrons to move leading
to the formation of ATP
7
Unit IV Cell Membrane
1. The main structure of the cell (plasma) membrane is made of part A.
1. What is part A called? Phospholipid
2. Part A1 and A2 are essential to the structure. What properties allow them to make the
membrane semipermeable (selectively permeable) and how?
A1 – Phosphate head; polar and therefore hydrophilic, attracted to the water of the cytoplasm in the cell
and the extracellular fluid(ECF) outside the cell.
A2 – Lipid Tail; non-polar and therefore hydrophobic; turns in away from cytoplasm and ECF; does not
allow certain polar materials through the membrane
2. Name, then compare and contrast processes 1 and 2.
1. Simple diffusion
- does not need a protein, straight through membrane
2. Facilitated diffusion - needs a protein to get through
a. BOTH- move from high concentration to low concentration
3. Name, then compare and contrast processes 2 and 3.
1. Active transport - Uses energy to go from low concentration to high (protein pumps)
2. Facilitated diffusion
- Does not need energy to go from High to Low (Protein channels)
a. BOTH- use membrane proteins for transport
4. Choose one of these processes and describe how it helps maintain homeostasis in a cell.
Simple diffusion- how oxygen
and carbon dioxide get in and
out of cells. Keeps gasses
constant in cells and blood.
Facilitated diffusion- how ions
such as sodium and calcium
move into and out of cells
during a nerve impulse; how
sugars get into cells
8
Active transport- pumping ions
out of the cell against the
gradient
Osmosis
1. Label the type of solution that each beaker has compared to the cell (dialysis tubing).
a. Beaker 1- hypotonic- water will go into the cell swelling it up
b. Beaker 2- isotonic- water will move in and out equally
c. Beaker 3- Hypertonic- water will leave the cell, shrinking it
d. Beaker 4- hypotonic
2. List and describe two situations where tonicity (osmosis) applies to help living things.
a. Turgor pressure in plants- plants are in a slightly hypotonic solution (fresh water) causing water
to move into the central vacuole. This presses against the rigid cell wall helping support the
plant.
b. Osmosis in kidneys- allows for animals to conserve water by filtering out solutes, then using
osmosis to have water diffuse back into the blood stream.
Various other examples available
9
Unit V DNA
Structure
Helicase
DNA Polymerase
Complimentary strand
Original Strand
1. What do both chromosomes and genes have in common?
Both made of DNA- Genes are located within chromosomes
2. Assume the above chromosome has 18 percent thymine.
a. How much adenine will it have and why?
18%, because adenine pairs with thymine
b. How much guanine? 32%
If A and T are both 18%, that’s 36%. That leaves 64% for G and C, or 32% each
3. Continue the above picture to show the DNA replicating. Include the important enzymes.
Mutations
1. Use the following strand of DNA as a template. Mutate it 3 separate times; once showing a silent point
mutation, once showing a missense (nonsense) mutation, and once showing a frameshift mutation.
Transcribe and translate each.
Orininal:
TACGGAGCATTGTCAAGC
mRNA
AUGCCUCGUAACAUUCG
Protein
Met-Pro-Arg -Asn-Ile
A. Silent mutation: (example: Your answers will vary)
TACGGCGCATTGTCAAGC
mRNA
AUGCCGCGUAACAUUCG
Protein
Met-Pro-Arg -Asn-Ile
B. Nonsense mutation(example: Your answers will vary)
TACGGAUCATTGTCAAGC
mRNA
AUGCCUAGUAACAUUCG
Protein
Met-Pro-Ser -Asn-Ile
C. Frameshift mutation(example: Your answers will vary)
TACGGAGCATTGTCAAGC
mRNA
AUGCCUC UAACAUUCG
Protein
Met-Pro-Leu -Thr-Phe
10
Gene expression
1. Label the diagrams. A=mRNA, B=tRNA, C=Aminmo acids, D=protein (polypeptide), E= ribosome
Cytoplasm
Figure 1
Figure 2
2. What is the difference between the gene expression in figure 1 and figure 2? How do you know?
Figure 1 is a prokaryote because there is no nucleus and transcription and translation are happening at the same
time.
Figure 2 is a eukaryote because there is a nuclear membrane
3. Name and describe process 1 and process 2 above.
a. Process 1
Transcription- helicase splits the DNA; RNA Polymerase adds RNA bases together according to the DNA
sequence, replacing Thymine with Uracil, making mRNA
b. Process 2
Translation- Ribosomes bind to the mRNA looking for the start codon (AUG). Once found, tRNA brings in
amino acids, which are put together using dehydration synthesis to for polypeptide strands (proteins)
Genetic Engineering
1. Define each type and explain the positives and negatives:
a. Gene therapy- beneficial genes are spliced into viral DNA, then the virus is given to the person
who needs the beneficial gene. The virus inserts the gene into the person’s DNA, where is can
be expressed. Could be a cure for many genetic disorders- currently only works limitedly
b. GMOs/Gene splicing- Engineered genes are added to seeds or embryos, causing the new
organism to express the desired gene. Creates bigger plants and animals that can be resistant
to pests or herbicides. Disrupts the natural ecosystem. Ethically questionable.
c. DNA Fingerprinting- DNA strands are cut at various places, creating different lengths of DNA
that are specific to an individual. This allows for DNA identification. Helps solves crime.
Invasion of privacy concerns for innocent citizens.
d. Cloning-Identical copies of animals are creating by taking the DNA of an organisms placing it
into a fertilized egg that had had its DNA removed. Has medical and agricultural benefits. Not
perfected yet and many oppose it as “playing God”.
11
Unit VI Cell Cycle
1. Explain the comic from the front page using the appropriate terminology.
a. What is lying on the couch? Single chromosome/sister chromatid
b. What was grabbed? The other sister chromatid (or homologous pair)
c. What grabbed it? Spindle fibers
d. When was it grabbed (two possible answers)? Metaphase/Anaphase of Mitosis ot Meiosis II
e. What is it called now? Single chromosome Before the “abduction”? double chromosome
2. Use the diagram on the next page to complete the following questions.
a. In the white boxes, identify what is occurring on the left and right of the diagram.
b. What is occurring in Process A? What in what part of the cell cycle does this occur?
DNA replication during Synthesis (S) of Interphase
c. What is letter b and what is occurring in Process B? Why is this important?
Letter B is a Tetrad (in synapsis). Crossing over is occurring between the homologous pairs,
therefore increasing genetic diversity.
d. What does the “2n=4” and “n=2” refer to on the diagram?
2n=4 means that the diploid number of the cell is 4. N=2 means the haploid number is 2.
Therefore, body cells would have 4 chromosomes total and sex cells would have 2
e. What is the function of meiosis? How is this different from the function of mitosis?
Meiosis makes 4 unique haploid cells from diploid cells. This is important because when the sex
cells come back together, they need to have a full set of chromosomes.
Mitosis makes 2 identical cells from one cell. This is important for growth and repair in
organisms
12
Mitosis
Meiosis I
Meiosis II
3. Look at the following karyotype.
a. What two things can you tell about this person from the karyotype? Be specific.
1. It is a male. The 23rd pair of
chromosomes, or sex
chromosomes, contain both an X
and a Y chromosome. XX would be
female.
2. The person has trisomy 18. There
should be only 2 copies of each
chromosome, but this person has an
extra one.
13
Unit VII Genetics
Phenotype
Genotype
FF
Ff
Ff
ff
1. Label columns 1 and 2 as genotype and phenotype. The write the letters that would represent each
type in column 2. What two alleles are there for pea plant color?
2. Cross a heterozygous flowered pea plant with a white pea plant. Show all your work.
Ffxff
F
f
f
Ff
ff
f
Ff
ff
Genotypes-50% Ff, 50%ff
Phenotypes- 50% purple, 50% white
3. Suppose a special pea plant produced lavender colored flower (blend of white and purple). What type
of inheritance would this be showing? How would this change the above question?
Incomplete dominance: pw x ww
p
w
w
pw
ww
w
pw
ww
Genotypes-50% pw, 50%ww Phenotypes- 50% lavender, 50% white
a. What about if the flowers were white with purple edges? Codominance
Cocomplete dominance: PW x WW
b.
P
W
W
PW
WW
W
PW
WW
Genotypes-50% pw, 50%ww Phenotypes- 50% lavender, 50% white
14
4. List the genotypes and phenotypes for human blood typing.
Genotype
Phenotype
A
A
A
I I and I i
Type A
B
B
B
I I and I i
Type B
A
B
II
Type AB
Ii
Type O
5. Predict the phenotypes and genotypes of the offspring between a mom with type AB and a dad with
type O.
IAIB x ii
Geno= 50% IAi, 50% IBi
Pheno=50% A and 50% B
i
i
IA
IAi
IAi
IB
IBi
IBi
6. Hemophilia is sex linked. Predict the phenotypes and genotypes of the offspring between a
heterozygous mom and a dad who has hemophilia.
XHXh x XhY0
Genotype
25% XH Xh
25% Xh Xh
25% XH Y0
25% Xh Y0
Phenotype
Female Normal
Female Hemophiliac
Male Normal
Male Hemophiliac
XH
X H Xh
XH Y0
Xh
Y0
Xh
Xh Xh
Xh Y 0
a. Who passes a sex-linked trait to males? Why?
Female- they are the only one who can give the X to a male, the father gives a Y with no
allele
7. What does it mean if a trait is considered polygenic? Give one example.
It means the trait is controlled by multiple genes. This results in a wide range of phenotypes, such as
height.
15
Unit VIII Evolution
1. Name and describe 3 different types of evidence that supports the theory of evolution.
a. Fossil evidence- finding transitional fossils shows the link between extinct animals and modern
animals
b. Anatomical evidence- homologous structures, such as bat wings and rat arms, are evidence that
those animals once shared a common ancestor
c.
DNA- DNA analysis shows how closely related some organisms are. Some genes are common
throughout all animals
2. Suppose a population of mice was exposed to a new cat that had better camouflage. The mice cannot
see the new cat very well, and therefore their numbers begin to decline. Over many generations, the
mouse population begins to develop better eyesight, therefore they are able to recognize the cats
better and escape.
a. The mice are described as being a population. What does that mean in a biological sense and
how is it different from being a species?
A population is a group of the same species that live and interact together. Specifically, they can
reproduce together, sharing genes. There can be multiple populations of the same species,
which is all the animals that can successfully reproduce.
b. Name and describe 2 adaptations mentioned above. Why are they adaptations?
1) Camouflage on the cat- helps them hide when hunting the mice. They get more mice, survive
better and therefore have more offspring, increasing the beneficial gene
2) Mouse eyesight- they can see the cat better, therefore get eaten less. This means they have
more offspring, passing down the good gene (adaptation)
c. Describe the 4 steps of natural selection that must have occurred in the mouse population
1. Overproduction
2. Variation in population
3. Struggle for survival
4. Differential reproduction- better traits reproduce more
d. What is the selective pressure in the scenario above? Predation
16
3. In a population of frogs there is variation in color. Some are lighter green, some are darker green, and
some are brown.
a. Read each scenario below and determine the type of microevolution that is occurring.
Genetic drift
(bottleneck effect)
Gene flowimmigration
Natural selection
i. A disease spreads through the frog population, randomly killing frogs before they can
reproduce. Slightly more brown frogs happen to be killed, reducing the frequency of the
brown gene.
ii. A boy coming back from vacation hundreds of miles away releases a few brown frogs
into the population near his home. The brown allele has therefore become more
frequent in the population.
iii. Amongst the green grasses, the brown frogs are sticking out more. This allows raccoons
to find the easier and therefore they are eaten more. The brown allele decreases in the
population.
4. Differentiate microevolution and macroevolution.
Microevolution
- changes allele
frequency
- new species
are not formed
EvolutionChange in life
through time
Macroevolution
- Speciationnew species
are formed
- Result of many
microevolution
events
5. New species form when populations of the same species become isolated, then change differently
through time. Name and give examples for two ways a population can become isolated.
a. Geographic isolation- population is separated by some physical boundary (canyon,
deforestation, volcanic activity, etc.
b. Reproductive isolation- groups in the same area do not reproduce, therefore separating their
gene pools (Timing, behaviors, reproductive incompatibility,etc)
17
Unit IX Ecology
1. Use the following information about a community in a local ecosystem to create a food web.
a. Snakes eat frogs and mice.
Hawk
b. Hawks eat snakes and squirrels.
Foxes
c. Mice eat grasses (seeds)
Snakes
d. Squirrels eat acorns (oak tree)
Frogs
e. Frogs eat pill bugs
Mice
Squirrel
f. Pill bugs eat dead leaves (oak tree)
g. Foxes eat mice and squirrels
Pill Bugs
Oak tree
Grass
2. How does the 10% rule apply to the above food web?
Oak and Grass get 100%=>pillbugs, mice and squirrels get 10%=>frogs snakes, and foxes get 1%, and
the hawk gets 0.1% or 1%, depending on if it’s eating the snake or squirrel
3. The above items are all considered biotic. Why? They are all living
a. Name 3 things that would be abiotic in the above ecosystem.
Rocks, air, water
4. Give one example of each type of interspecies relationship: (many examples possible)
a. Predation- snakes eating mice
b. Symbiosis “Living together”
i. Mutualism- Lichens; fungi get organic molecules form algae, which gets water and
support from the fungi
ii. Parasitism- Ticks sucking blood from deer, harming the deer
iii. Commensalism- remora fish; eats scraps from shark’s meals, shark neither benefitted
nor harmed.
5. Draw a simple carbon cycle diagram including: Autotrophs, heterotrophs, CO2, organic
macromolecules, fossil fuels
18
19
Biology Keystone Exam Blueprint
SYLLABUS, ANCHORS, VOCABULARY
Unit 1: Life Traits / Homeostasis
A. Life Traits
B. Homeostatic Systems and Conditions
C. Regulation - Feedback Loops
BIO.A.1.1 - Explain the characteristics common to all organisms.
 BIO.A.1.1.1 - Describe the characteristics of life shared by all prokaryotic and
eukaryotic organisms.
BIO.A.4.2 - Explain mechanisms that permit organisms to maintain biological balance between
their internal and external environments.
 BIO.A.4.2.1 - Explain how organisms maintain homeostasis (e.g., thermoregulation,
water regulation, oxygen regulation).
science
biology
multicellular
unicellular
homeostasis
homeostatic mechanism
system
Unit 2: Biochemistry
A. Matter, Water & pH
B. Macromolecules and Metabolism
C. Enzymes
BIO.A.2.1 Describe how the unique properties of water support life on Earth.
 BIO.A.2.1.1 Describe the unique properties of water and how these properties
support life on Earth (e.g., freezing point, high specific heat, cohesion).
BIO.A.2.2 Describe and interpret relationships between structure and function at various levels
of biochemical organization (i.e., atoms, molecules, and macromolecules).
 BIO.A.2.2.1 Explain how carbon is uniquely suited to form biological macromolecules.
 BIO.A.2.2.2 Describe how biological macromolecules form from monomers.
 BIO.A.2.2.3 Compare the structure and function of carbohydrates, lipids, proteins,
and nucleic acids in organisms.
BIO.A.2.3 Explain how enzymes regulate biochemical reactions within a cell.
 BIO.A.2.3.1 Describe the role of an enzyme as a catalyst in regulating a specific
biochemical reaction.
 BIO.A.2.3.2 Explain how factors such as pH, temperature, and concentration levels
can affect enzyme function.
20
atom
molecule
adhesion
cohesion
freezing point
specific heat
pH
organic molecule
monomer
biological macromolecules
carbohydrate
lipids
nucleic acid
protein
catalyst
enzyme
temperature
Unit 3: Cells
A. Structure and Function of Prokaryotic and Eukaryotic Cells
B. Organelles
C. Bioenergetics – Cellular Respiration and Photosynthesis
BIO.A.1.2 - Describe relationships between structure and function at biological levels of
organization
 BIO.A.1.2.1 - Compare cellular structures and their functions in prokaryotic and
eukaryotic cells.
 BIO.A.1.2.2 - Describe and interpret relationships between structure and function at
various levels of biological organization (i.e., organelles, cells, tissues, organs, organ
systems, and multicellular organisms)
BIO.A.4.1.3 - Describe how membrane‐bound cellular organelles (e.g., endoplasmic reticulum,
Golgi apparatus) facilitate the transport of materials within a cell.
BIO.A.3.1 Identify and describe the cell structures involved in processing energy.
 BIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and
mitochondria in energy transformations.
BIO.A.3.2 Identify and describe how organisms obtain and transform energy for their life
processes.
 BIO.A.3.2.1 Compare the basic transformation of energy during photosynthesis and
cellular respiration.
 BIO.A.3.2.2 Describe the role of ATP in biochemical reactions.
cell
prokaryote
eukaryote
tissue
organ
organ system
organism
chloroplast
endoplasmic reticulum (ER)
endosymbiosis
golgi apparatus
mitochondrion
nucleus
organelles
plastids
ribosome
bioenergetics
adenosine triphosphate (ATP)
cellular respiration
photosynthesis
plasma membrane
impermeable
Unit 4: Cell Membrane
A. Structure
B. Passive Transport
C. Active Transport
BIO.A.4.1 - Identify and describe the cell structures involved in transport of materials into, out of,
and throughout a cell.
 BIO.A.4.1.1 - Describe how the structure of the plasma membrane allows it to function
as a regulatory structure and/or protective barrier for a cell.
 BIO.A.4.1.2 - Compare the mechanisms that transport materials across the plasma
membrane (i.e., passive transport—diffusion, osmosis, facilitated diffusion; and active
transport—pumps, endocytosis, exocytosis).
intracellular
extracellular
concentration
concentration gradient
passive transport
osmosis
diffusion
facilitated diffusion
active transport
carrier (transport) protein
pumps (ions or molecular)
endocytosis
exocytosis
21
Unit 5: DNA
A. Structure / Replication
B. Protein Synthesis
C. DNA Mutations
BIO.B.1.2 Explain how genetic information is inherited.
 BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and
chromosomes and their roles in inheritance.
BIO.B.2.2 Explain the process of protein synthesis (i.e., transcription, translation, and protein
modification).
 BIO.B.2.2.1 Describe how the processes of transcription and translation are similar in all
organisms.
 BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi apparatus,
and the nucleus in the production of specific types of proteins.
BIO.B.2.3 Explain how genetic information is expressed.
 BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or may
not affect phenotype (e.g., silent, nonsense, frame‐shift).
deoxyribonucleic acid (DNA)
gene
gene expression
protein synthesis
transcription
translation
mutation
point mutation
frame-shift mutation
forensics
Unit 6: Cell Cycle
A. Chromosomes
B. Mitosis
C. Meiosis
BIO.B.1.1 Describe the three stages of the cell cycle: interphase, nuclear division, cytokinesis.
 BIO.B.1.1.1 Describe the events that occur during the cell cycle: interphase, nuclear
division (i.e., mitosis or meiosis), cytokinesis.
 BIO.B.1.1.2 Compare the processes and outcomes of mitotic and meiotic nuclear
divisions.
BIO.B.1.2 Explain how genetic information is inherited.
 BIO.B.1.2.1 Describe how the process of DNA replication results in the transmission
and/or conservation of genetic information.
 BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and
chromosomes and their roles in inheritance.
22
cell cycle
DNA replication
chromosomes
mitosis
interphase
cytokinesis
meiosis
gamete
crossing-over
gene recombination
chromosomal mutation
nondisjunction
translocation
Unit 7: Genetics
A. Basics / Probability
B. Patterns
C. Genetic Engineering
BIO.B.2.1 Compare Mendelian and non‐Mendelian patterns of inheritance.
 BIO.B.2.1.1 Describe andor predict observed patterns of inheritance (i.e., dominant,
recessive, co‐dominance, incomplete dominance, sex‐linked, polygenic, and multiple
alleles).
BIO.B.2.4 Apply scientific thinking, processes, tools, and technologies in the study of genetics.
 BIO.B.2.4.1 Explain how genetic engineering has impacted the fields of medicine,
forensics, and agriculture (e.g., selective breeding, gene splicing, cloning, genetically
modified organisms, gene therapy).
genetics
inheritance
alleles
phenotype
genotype
dominant inheritance
recessive inheritance
codominance
incomplete dominance
multiple alleles
polygenic trait
sex-linked trait
gene splicing
gene therapy
genetic engineering
genetically modified organism
biotechnology
cloning
Unit 8: Evolution
A. Natural Selection
B. Microevolution
C. Macroevolution
BIO.B.3.1 Explain the mechanisms of evolution.
 BIO.B.3.1.1 Explain how natural selection can impact allele frequencies of a
population.
 BIO.B.3.1.2 Describe the factors that can contribute to the development of new
species (e.g., isolating mechanisms, genetic drift, founder effect, migration).
 BIO.B.3.1.3 Explain how genetic mutations may result in genotypic and phenotypic
variations within a population.
BIO.B.3.2 Analyze the sources of evidence for biological evolution.
 BIO.B.3.2.1 Interpret evidence supporting the theory of evolution (i.e., fossil,
anatomical, physiological, embryological, biochemical, and universal genetic code).
BIO.B.3.3 Apply scientific thinking, processes, tools, and technologies in the study of the
theory of evolution.
 BIO.B.3.3.1 Distinguish between the scientific terms: hypothesis, inference, law,
theory, principle, fact, and observation.
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evolution
theory (scientific)
law (scientific)
principle (scientific)
hypothesis
selective breeding
natural selection
population
population dynamics
allele frequency
mechanism (scientific)
genetic drift
founder effect
migration (genetics)
gradualism
punctuated equilibrium
species
speciation
isolating mechanisms
vestigial structure
embryology
fossils
analogous structure
homologous structure
Unit 9: Ecology
A. Ecosystems
B. Species Relationships
C. Food Web / Energy Flow
BIO.B.4.1 Describe ecological levels of organization in the biosphere.
 BIO.B.4.1.1 Describe the levels of ecological organization (i.e., organism, population,
community, ecosystem, biome, and biosphere).
 BIO.B.4.1.2 Describe characteristic biotic and abiotic components of aquatic and
terrestrial ecosystems.
BIO.B.4.2 Describe interactions and relationships in an ecosystem.
 BIO.B.4.2.1 Describe how energy flows through an ecosystem (e.g., food chains, food
webs, energy pyramids).
 BIO.B.4.2.2 Describe biotic interactions in an ecosystem (e.g., competition,
predation, symbiosis).
 BIO.B.4.2.3 Describe how matter recycles through an ecosystem (i.e., water cycle,
carbon cycle, oxygen cycle, and nitrogen cycle).
 BIO.B.4.2.4 Describe how ecosystems change in response to natural and human
disturbances (e.g., climate changes, introduction of nonnative species, pollution,
fires).
 BIO.B.4.2.5 Describe the effects of limiting factors on population dynamics and
potential species extinction.
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ecology
ecosystem
environment
biome
biosphere
abiotic
biotic
aquatic
terrestrial
agriculture
habitat
community (ecological)
food chain
producer (ecological)
consumer (ecological)
decomposer
food web
energy pyramid
energy transformation
trophic level
symbiotic relationship
competition
biochemical conversion
biogeochemical cycles
succession
nonnative species
endemic species
limiting factor
extinction