SEMESTER 2 I Can Statements
UNIT 5
1. I can explain the difference between a sex chromosome and autosomal chromosome and I can tell
you how many pairs of each naturally occur within a human cell. (11.1)
2. I can explain the difference between genetics and heredity.(12.1)
3. I can tell the difference between a genotype and a phenotype.(12.2)
4. I can explain the differences and similarities for the following terms: hybrid, pure, heterozygous
and homozygous. (12.2)
5. I can define trait and allele and explain how they are similar and different.(12.1-12.2)
6. I can identify the difference between a homozygous dominant, heterozygous and homozygous
recessive genotype.(12.2)
7. I can look at any genotype if I know the inheritance pattern and I can tell you the correct
phenotype. (12.3)
8. I can read a genetic problem and determine the genotypes of the parents to set up a cross.(12.3)
9. I can complete a monohybrid punnett square for simple dominance and determine the genotypic
and phenotypic ratios. (12.3)
10. I can complete a monohybrid punnett square for incomplete dominance and analyze the
offspring’s phenotypes using percents.(12.3)
11. I can look at a pedigree and determine which individuals are male or female and be able to
determine which generation they belong to.(12.3)
12. After I have analyzed a pedigree and have determined the inheritance pattern and type of
chromosome being affected, I can determine the possible genotypes of the individuals within the
pedigree. (12.3)
13. I can analyze a pedigree to determine if the trait being studied is dominant or recessive. (12.3)
14. I can analyze a pedigree to determine if the trait being studied is Autosomal or sex-linked. (12.3)
15. I can complete a monohybrid punnett square for Sex-Linked inheritance pattern and analyze the
offspring’s phenotypes using percents. (12.4)
16. I can complete a monohybrid punnett square for Codominance and analyze the offspring’s
phenotypes using percents. (12.4)
17. I can complete a monohybrid punnett square for Multiple Allele inheritance pattern (blood type)
and analyze the offspring’s phenotypes using percents. (12.4)
18. I can identify and explain the difference in the following inheritance patterns: simple dominance,
codominance, incomplete dominance, multi-allele and sex-linked.(12.4)
19. I can complete a dihybrid punnett square for Simple Dominance and calculate the genotypic
ratio.(12.2)
UNIT 6
1. I can explain the attributes of DNA in terms of its four nitrogen bases, type of sugar, helical form
and function. 13.1
2. I can identify the complete nucleotide for any DNA molecule. 13.1
3. I can describe how DNA is replicated (copied). 13.2
4. I can explain the attributes of RNA in terms of its four nitrogen bases, type of sugar, helical form
and function. 13.3
5. I can identify the complete nucleotide for any RNA molecule. 13.3
6. I can define the term transcription in my own words. 13.3
7. I can define the term translation in my own words. 13.3
8. I can determine the cellular location of where transcription occurs. 13.3
9. I can determine the cellular location of where translation occurs. 13.3
10. I can take a strand of DNA and convert it into a complementary strand of mRNA. 13.3
11. I can take a strand of mRNA, allocate it into codons and determine its correct amino acid sequence.
13.3
12. I can draw a picture of a cell and show how the steps of transcription and translation in their
appropriate location, labeling the appropriate components necessary to produce a peptide
(Nucleus, DNA, Ribosome, tRNA, rRNA, mRNA, amino acids, peptide). 13.3
13. I can look at a strand of mRNA that has been mutated from the original strand of DNA and
determine if a frameshift or point mutation has occurred. 14.1
14. I can look at mutated strands of mRNA and determine which one would affect the function of the
peptide the most, by translating the mutated strand into the amino acid sequence and comparing
it to the unmutated strand. 14.1
15. I can describe DNA fingerprinting and its practical applications. 15.1
16. I can explain how a stem cell is different from other cells. 15.2
17. I can explain how large animals (such as a mouse) can be cloned and describe the biological
relationship between the clone and it’s surrogate, somatic cell donor, and egg donor. 15.2
18. I can explain how a restriction enzyme functions, and demonstrate with a given sequence of DNA
where the enzyme will cut the DNA. 15.3
UNIT 7
1. I can list the four steps of natural selection. (16.2)
2. I can explain how the four steps of natural selection lead to the survival of the fittest. (16.2)
3. Given an organism and a specific environment, I can create a scenario which reflects
Darwin’s four postulates of Natural Selection and determine the model of selection
that is occurring. (16.2)
For Example:
Organism: Turtle, Aquatic Environment
Environment: Florida Everglades, Natural Predators: Young Turtles = Snakes Mature Turtles = Alligators
Four Postulates of Natural Selection—this is just one of the possible solutions
(1) Turtles produce more offspring than can survive. Some of the snakes and small mammals eat the turtle eggs.
(2) Turtles in the Everglades vary in the thickness of their shell. Some turtles have thin, medium and thick shells.
(3) The turtles with the thick shells are less likely to be eaten by predators, while the thinner shelled turtles can easily be
eaten by alligators.
(4) Each generation of turtles will have more thick shelled turtles because they are the ones that are more likely to survive
and reproduce.
This is an example of directional selection—where one extreme phenotype is being favored.
4. I can explain the difference between Darwin’s Theory of Natural Selection and
Lamarck’s Theory of Inheritance of acquired traits. (16.1)
5. Given a scenario, I can determine if it represents Darwin or Lamarck’s theories on
evolution. (16.1)
6. I can explain how traits can be considered favorable or unfavorable depending on
the environment in which they evolved in. (16.2)
7. I can define and draw a graph of disruptional, directional and stabilizing selection.
8. Given a graph, I will be able to determine if it represents disruptional, directional or
stabilizing selection. (17.2)
9. Based on a scenario, I will be able to determine if its explaining disruptional,
directional or stabilizing selection. (17.2)
10. I can identify the five factors that drive evolution: small populations, mutation,
sexual selection, movement in and out of the population and natural selection. (17.2)
11. I can explain the difference between a bottleneck and founder effect, both of
which result in small populations. (17.2)
12. I can explain what sexual selection is and how it drives evolution.
13. I can use the Hardy-Weinberg equation to predict genotype frequencies in a
population. (17.2)
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UNIT 8
 1. I can describe the major events of the Precambrian time period including the
formation of oxygen and the development of eukaryotic cells.
 2. I can look at a diagram and using the Law of Superposition, determine the relative
age of the fossils and rock layers.
 3. Given a formula for a half-life of a radioisotope, I can determine the age of a rock or
fossil.
 4. I can explain the differences between bacteria and viruses and explain how each
reproduces.
 5. I can look at two different classification hierarchies, such as family and genus—and
determine which one encompasses more organisms or less organisms.
 6. I can list the classification system in order from Domain to Species.
 7. I can explain the difference between a homologous, analogous and vestigial structure.
 8. I can explain the difference between convergent and divergent evolution.
 9. I can explain the difference between punctuated equilibrium and gradualism.
 10. I can look at a cladogram and determine if convergent or divergent evolution has
occurred based on homologous, analogous and vestigial structures.
 11. I can look at a cladogram and determine if evolutionary processes are a result of
punctuated equilibrium or gradualism.
 12. I can identify and explain how scientists use fossils to support the Theory of
Evolution.
 13. I can identify and explain how scientists use natural selection and time, common
descent, biogeography, comparative anatomy, embryology, and molecular similarities
(DNA) to support the Theory of Evolution.
 14. I can identify the major developments in body plan that occurred between the nine
major animal phyla (Porifera, Cnidaria Platyhelminthes, Nematoda, Annelida,
Echinodermata, Mollusks, Annelids, Arthropods)
 15. I can identify the major developments in body plan that occurred between the seven
vertebrate classes ( Agnatha, Chondrichthyes, Osteichthyes, Amphibia, Reptilia, Aves,
Mammalia)
 16. I can identify the major developments in body plan that occurred between from
primate to humans.