EOI REVIEW PACKET
NAME
___
Standard 1: The Cell—Cells are the fundamental unit of life, composed of a variety of structures that
perform functions necessary to maintain life.
1. Cells are composed of a variety of structures, such as the nucleus, cell membrane, cell wall, cytoplasm,
ribosomes, mitochondria, and chloroplasts. FIVE QUESTIONS ON EOI
function
structure
cytoplasm
Where all chemical
reactions take place
ribosome
Produce proteins
“protein synthesis
cell wall
To provide support and
protection for the cell
Material inside the cell
membrane but outside the
nucleus
Small particles of RNA and
protein found throughout
the cytoplasm
Lie outside the cell
membrane, allow H2O,
O2, CO2 to pass throughmade from fibers of
carbohydrates and
proteins
chloroplasts
nucleus
mitochondria
cell
membrane+
Capture the energy from
sunlight and convert it
into chemical energy in a
process called
photosynthesis
Controls most cell
processes and contains
the hereditary
information of DNA
Convert the chemical
energy stored in food
into compounds that are
more convenient for the
cell to use – power
house of the cell
Regulates what enters
and leaves the cell and
provides protection and
support
Plant, animal
and/or bacteria*
all
all
Plant and bacteria
Surrounded by 2
membranes-inside are
large stacks of thylakoid
membranes
plant
Surrounded by nuclear
envelope, contains DNA,
may contain a small,
dense region called the
nucleolus
Plant and animal
Enclosed by two
membranes-Inner
membrane is folded up
inside the organelles
a double layered sheet
with proteins embedded in
the bilayer
Plant and animal
all
* Be sure you can classify a cell as animal plant or bacteria based on the structures they have.
+
Define the following terms and explain how they relate to the cell membrane:
osmosis – p185 diffusion of water through a selectively permeable membrane
??Do we want to put in isotonic? Hypertonic? Hypotonic?
diffusion – p184 the process by which molecules of a substance move from areas of
higher concentration to areas of lower concentration. The substance will move across the
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cell membrane from higher to lower until the concentration is equal on both sides of the
membrane
surface area to volume ratio – p242 A large cell would not have a large enough surface
area for substances to move easily into and out of the cell. When a cell becomes too large,
it divides.
2. Cells can differentiate and may develop into complex multicellular organisms (i.e., cells, tissues, organs,
organ systems, organisms). THREE QUESTIONS ON EOI
List the following in order from least complex to most complex and define them:
cells
organisms
organs
organ systems
tissues
p192-193
cells → tissues → organs → organ systems → organisms
Standard 2: The Molecular Basis of Heredity—DNA determines the characteristics of organisms.
1. Cells function according to the information contained in the master code of DNA (i.e., cell cycle, DNA to
DNA, and DNA to RNA). FOUR QUESTIONS ON EOI
What is a chromosome and what does it do? P244 Structure – made up of DNA and proteinsnot visible except during cell division. Function – contains the genetic information that is
passed on from one generation of cells to the next. Location – located in the nucleus of the
cell
Put in Bacteria?
Define the following:
gene – p265 chemical factors that determine traits – a sequence of DNA that codes
for a protein and determines a trait
codon – p302 a group of 3 consecutive nucleotides on messenger RNA (mRNA) that
specify a single amino acid that is to be added to a polypeptide (protein)
genome –
Describe the process of replication, why it important, when it occurs and the base pairing rules.
P298 Have students draw
Pairing old/new strand=complimentary
Need Pics
Base Pairing C-G A-T
Before a cell divides, it duplicates its DNA in a copying process called replication. Result:
each daughter cell will have a complete set of DNA molecules. During DNA replication, the DNA
molecule separates into 2 strands, then produces two new com;limentary strands following the
rules of base pairing. Each strand of the double helix of DNA serves as a template, or model, for
the new strand.
Describe the process of transcription, why it important, when it occurs and the base pairing rules.
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P301 During transcription, RNA polymerase binds to DNA and separates the DNA strands.
RNA polymerase then uses one strand of DNA as a template from which nucleotides are
assembled into a strand of RNA. Important! Most genes contain instructions for assembling amino
acids into proteins. The RNA molecules carry copies of the instructions (mRNA) Rules? C-G and
A-U When? When proteins are need in the cell or body
What is a mutation and what affect does it have?
P307 mutations are changes in the genetic material.
??List all??
** In case you didn’t make the connection, proteins are responsible for expressing traits coded for on DNA.
# of nuclear divisions
# of daughter cells
compare parent cell to
daughter cell
type of cell produced
Are the cells produced
haploid or diploid?
Mitosis
1
Meiosis
2
2
2 daughter 4 gametes
2 genetically identical daughter cells
4 genetically different haploid cells
Identical
Somatic (body)
Gametes
Diploid
haploid
2. A sorting and recombination of genes in reproduction results in a great variety of possible gene
combinations from the offspring of any two parents (i.e., Punnett squares and pedigrees). Students will
understand the following concepts in a single trait cross: alleles, dominant trait, recessive trait, phenotype,
genotype, homozygous, and heterozygous. FIVE QUESTIONS ON EOI
Define the following:
allele – p265 the different forms of a gene
Dominant trait (allele?) – p264 an organism with a dominant allele for a particular form
of a trait will exhibit that form of the trait
recessive trait (allele?) – p264 an organism with a recessive allele for a particular from
of a trait will exhibit that form only when the dominant allele for the trait is not present
phenotype – p 268 physical characteristics
genotype – p268 genetic makeup
homozygous – p268 having two identical alleles for a particular trait ( TT or tt )
True-breeding for a particular trait
heterozygous – p268 2 different alleles for the same trait (Tt)
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What genotypes would parents have to have to end up with 73% of their children having the dominant trait?
Show the punnett square.
Brown eyes = B
BB Bb
Blue eyes
=b
Bb
bb
Which pedigree below shows a dominant trait? a recessive trait? an X-linked trait?
Write your choice in the box.
P342
X Linked
Dominant
Recessive
What is a sex linked trait?
P 350 genes located on the x or y chromosome
What is an incomplete dominant trait?
P 272 When one allele is not completely dominant over another Example: pink offspring when red
an white cross
What is a codominant trait?
P 272 both alleles contribute to the phenotype Example: speckled black and white feathers on a
chicken
What is a multiple allele trait?
P 273 more than two possible alleles exist in a population
Standard 3: Biological Diversity—Diversity of species is developed through gradual processes over many
generations.
1. Different species might look dissimilar, but the unity among organisms becomes apparent from an
analysis of internal structures, the similarity of their chemical processes, and the evidence of common
ancestry (i.e., homologous and analogous structures). FOUR QUESTIONS ON EOI
P 384
Summarize evolution.
Ch 15, p 380, 369 A change in a species over time, the process by which modern
organisms have descended from ancient organisms
Explain how each of the following is used to show evidence of change over time.
Fossils – p 382 fossils, from older rock layers, can be compared with fossils from
younger layers to show a change over time. There are hundreds of transitional fossils that
document intermediate stages in the evolution of modern species from organism that are now
exticnt
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Genetic Data – DNA best way to show how closely related species are.
Embryology – p385 the same groups of embryonic cells develop in the same order
and in similar patterns to produce the tissues and organs of all vertebrates. These common cells
and tissues, growing in similar ways, produce the homologous
Morphology – change in body forms through an organisms lifetime (tadpole to frog)
Define: a. analogous structures – similar structures that evolved to fulfill the same
function in unrelated species Example: bat wings and butterfly wings
b. homologous structures – p384 structures that have different mature
forms but develop from the same embryonic tissues. Homologous structures provide strong
evidence that all fou8r-limbed vertebrates have descended, with modifications, from common
ancestors
c. vestigial structures – p384 organs that are so reduced in size that
they are just traces of homologous organs in other species. They serve no usefule function in an
organism
Define the term species – p64 a species is a group of organisms so similar to one another that
they can breed and produce fertile offspring
How would you determine which species are most closely related? Any of the above
How would you determine which species are not closely related? Any of the above
When determining relatedness, what type of evidence is better to use? DNA
2. Species acquire many of their unique characteristics through biological adaptation, which involves the
selection of naturally occurring variations in populations. Biological adaptations include changes in
structures, behaviors, or physiology, which may enhance or limit the survival and reproductive success in a
particular environment. FOUR QUESTIONS ON EOI
Fitness – the ability of an individual to survive and reproduce in its specific environment
What is Natural Selection? P381 The process by which individuals that are better suited to
their environment survive and reproduce most successfully; also called survival of the fittest
How does natural selection work? P381 Only certain individuals of a population produce new
individuals. In natural selection, the traits being selected - and therefore increasing over time contribute to an organism’s fitness in its environment
What does it mean to be reproductively successful? Organisms that have acquired traits will be most
fit to reproduce in their enviornment
Can learned behaviors be passed down to offspring genetically? Why or why not? No, learned behaviors
develop over time
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Standard 4: The Interdependence of Organisms—The interrelationships and interactions between
and among organisms in an environment.
1. Matter on the earth cycles among the living and nonliving components of the biosphere. FOUR
QUESTIONS ON EOI
Define the following:
abiotic – p90 Physical, or non-living factors that shape ecosystems, such as
temperature, precipitation, and humidity, wind, nutrient availability, soil type, sunlight
biotic – p90 the biological influences on organisms within an ecosystem which
decomposition – p69 The breakdown of organic matter; decomposers = bacteria and
fungi
??Scavenger vs decomposition??
recycling – reusing material over again
Describe how biotic and abiotic components are involved with cycling matter.
Biogeochemical cycles
Explain the law of conservation of matter.
Matter can neither be created nor destroyed.
2. Organisms both cooperate and compete in ecosystems (i.e., parasitism and symbiosis). FIVE
QUESTIONS ON EOI
Explain the relationship between organisms involved in the following type of symbiosis and give an
example.
??3 types of symbiosis = mutual, parasitism, commensalisms; any relationship in which two
species live closely together??
P92 = community interactions
predator/prey – p126 One of the best-known mechanisms of population control-the
regulatin of a population by predation. An increase in prey eventually leads to an increase in
predators. When the predators increase, they cause the number of pery to fall. There is then a
decline in the predator population. CYCLE
mutualism – p93 Both species benefit from the relationship. Example: insects/flowers
and nectar/pollination
commensalism – p93 One member of the association benefits and the other is neither
helped nor harmed. Ex: barnacles on a whale.
parasitism – p93 One organism lives on or inside another organism and harms it. The
parasite obtains all or part of its nutritional needs from the other organisms, called the host.
Generally parasites weaken but do not kill their host. Ex: tapeworms, fleas, ticks, lice on mammals
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competition – p92 Occurs when organism of the same or different species attempt to
use an ecological resource in the same place at the same time. Direct competition in nature often
results in a winner and a loser
3. Living organisms have the capacity to produce populations of infinite size, but environments and
resources limit population size (i.e., carrying capacity and limiting factors). FIVE QUESTIONS ON EOI
Explain how each of the following would be a limiting factor: Limiting factor – p124 A factor that
cuases population growth to decrease
predation – p93 An interaction in which one organism captures and feeds on another
food supply – not enough food would equal starvation in a population and casue the
population to decrease
habitat – p90 The area where an organism lives, including the biotic and abiotic
factors that affect it
Predict how each of the following would affect a population:
natality – birthrate would cause population to increase
mortality – death rate would cause population to decrease
immigration – “in” the movement of individuals into an area – causes the population
to grow
emigration – “exit” the movement of individuals out of an area, can cause a population
to decrease in size
Define the following words:
biotic potential- is the maximum reproductive capacity of a population if resources are
unlimited.
colonization – The spreading of a new species into a habitat.
Ecological succession – Ecosystems are constantly changing in response to natural
and human disturbances. As an ecosystem changes, older inhabitants gradually die aout and new
organisms move in, causing further changes in the community. Predictable changes that occur in
a community over time; slow changes in the physical environment or sudden natural disturbances
from human activities, such as clearing a forest.
carrying capacity – p122,94 The largest number of individuals that a given
environment can support
population density – p119 The number of individuals per unit area
Draw and Contrast the pattern of population growth seen in a J-shaped graph to an S-shaped graph.
J-shaped curve – exponential growth – occurs when the individuals in a population reproduce at a
constant rate (under ideal conditions with unlimited resources)
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S-shaped graph – as resources become less available, the population growth rate slows or stops,
following a period of exponential growth
Standard 5: Matter, Energy, and Organization in Living Systems—Living systems require a continuous
input of energy to maintain their chemical and physical organizations.
1. The complexity and organization of organisms accommodates the need for obtaining, transforming,
transporting, releasing, and eliminating the matter and energy used to sustain the organism (i.e.,
photosynthesis and cellular respiration). FOUR QUESTIONS ON EOI
Purpose
Reagents/Reactants
Photosynthesis p68, 204
Adds oxygen and removes CO2
from Earth’s atmosphere
6 CO2 + 6 H20 + light energy
C6H12o6 (glucose) + 6 O2
Products
Organisms that
undergo
Organelle in which
it occurs
Cellular Respiration p221
Releases energy by breaking down
glucose in the presence of oxygen
6 O2 + C6H12O6
6 CO2 + 6 H2O + energy (ATP)
Autotrophs (producers)
All cells
Chloroplast
Mitochondria
Type of energy
Sugar
ATP
Predict how each of the following factors might affect the two processes: Remind of Elodea Lab
temperature –
wavelength of light –
concentration of gases –
2. As matter and energy flow through different levels of organization of living systems and between living
systems and the physical environment, chemical elements are recombined in different ways by different
structures. Matter and energy are conserved in each change (i.e., water cycle, carbon cycle, nitrogen cycle,
food webs, and energy pyramids). FIVE QUESTIONS ON EOI
Explain the role of the following organisms: all heterotrophs, p69
herbivore – obtain energy by eating only plants
carnivore – eat animals
omnivore – eat both plants and animals
decomposer – break down organic matter (bacteria and fungi)
Trace the water cycle through biotic and abiotic components. P75 ADD PICTURE
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Trace the nitrogen cycle through biotic and abiotic components. P77 ADD PICTURE
Trace the carbon cycle through biotic and abiotic components. P77 ADD PICTURE
Summarize how energy moves from one level to the next.
P 72 10% rule
Only part of the energy (10%) of the energy available within one trophic level is transferred to
organisms at the next trophic level
Write the following term on the appropriate level of the pyramid. Use the terms below to label the food web.
herbivore
herbivore carnivore omnivore producer
carnivore
top carnivore
producer
most energy
most biomass
most number of organisms
Biomass is expressed in terms of grams of organic matter per unit area
Standard 6: The Behavior of Organisms—Organisms have behavioral responses to internal changes and
to external stimuli.
1. Specialized cells enable organisms to monitor what is going on in the world around them (e.g., detect
light, sound, specific chemicals, gravity, plant tropism, sense organs, homeostasis, etc.). FIVE
QUESTIONS ON EOI
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Describe the relationship between a stimulus and a response. P870 A stimulus is any kind of
signal that carries information and can be detected. Stimuli can be internal or external. A
response is a specific reaction to a stimulus
A response to stimuli may include sense organs, nervous system and muscles – these
interact to produce the resultant behavior. Not every animal can detect every stimulus.
Define homeostasis. P895 The process by which organisms maintain a relatively stable
internal environment
How can specialized cells help an organism respond to the following stimuli:
light – p881 Animals with good eyesight often use visual signals involving movement
and color
sound – p882, 872 Animals with strong vocal abilities sometimes elaborate
communication systems. Ex: crickets, toads, birds dolphins
chemicals – p882 Animals with a well-developed sense of smell, insects, fishes, many
mammals, communicate with cemical signals. Ex: pheremones, a chemical messenger that affects
behavior of other individuals of the same species – to mark territory, or to signal readiness to mate
gravity – allows organisms to stay on the ground
What is plant tropism? Plant will grow in the direction of the light
2. Responses to external stimuli can result from interactions with the organism’s own species and others, as
well as environmental changes; these responses either can be innate or learned. Broad patterns of behavior
exhibited by animals have changed over time to ensure reproductive success. THREE QUESTIONS ON
EOI
Evaluate how each of the following types of behavior can affect reproductive success. Infer whether
the behavior is innate or learned.
migration – p 878 Innate – the periodic movement from one place to another and then
back again – influenced by changing seasons, allows reproductive success because food
supply can become limited in colder months.
hibernation – innate deep sleep in winter. Causes reproductive success to decline, but then
increase after hibernation takes place.
schooling – learned. School of fish. Students in school.
territoriality – p881 Innate. A specific area that is occupied and protected by an
animal or group of animals
mating rituals – p879 Courtship – Innate. a type of behavior in which an animal
sends out stimuli in order to attract a member of the opposite sex
feeding – Innate. If organisms are well nourished then they will become reproductively
successful.
??What about circadian rhythms and aggression p881??
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Standard 1: Observe and Measure — Observing is the first action taken by the learner to acquire new
information about an organism or event. Opportunities for observation are developed through the use of a
variety of scientific tools. Measurement allows observations to be quantified.
1. Identify qualitative and quantitative changes in cells, organisms, populations, and ecosystems
given conditions (e.g., temperature, mass, volume, time, position, length, quantity, etc.) before,
during, and after an event.
Define qualitative. Narrative data. Uses words to describe the quality of something.
Define quantitative. Numerical Data. Data that can be displayed in charts and graphs.
2. Use appropriate tools (e.g., microscope, pipette, metric ruler, graduated cylinder, thermometer,
balances, stopwatches, etc.) when measuring cells, organisms, populations, and ecosystems.
Identify the use of the following tools and what unit it measures in:
microscope – measures microscopic organisms in micrometers
pipette – measures liquid volume in milliliters
metric ruler – measures distance or length in meters
graduated cylinder – measures liquid volume in milliliters
thermometer – measures temperature in degrees celcius
balance – measures mass in grams
stopwatch – measures time in seconds
What tool should you use to measure the following:
cells – microscope
organisms – triple beam balance
populations – population density
biomass – ecological pyramid
pH – litmus paper
gases – gas syringe
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3. Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and
seconds); and SI prefixes (i.e., micro-, milli-, centi-, and kilo-) when measuring cells, organisms,
populations, and ecosystems.
What are each of the following used to measure: (ex. mass, length, volume, etc.)
grams – mass
meters – length
liters – volume
degrees Celsius – thermometer
seconds – stopwatch
List the following prefixes in order from smallest to largest:
3. centi-
4. kilo-
1. micro-
2. milli-
How many millimeters in a meter or milliliters in a liter? 1000
How many centimeters in a meter? 100
How many micrograms in a gram or micrometers in a meter? 1,000,000
How many meters in a kilometer or grams in a kilogram? 1000
Standard 2: Classify —Classifying establishes order. Organisms and events are classified based on
similarities, differences, and interrelationships.
1. Using observable properties, place cells, organisms, and/or events into a biological classification
system.
How do you classify things if you want to know how closely related they are?
Derived characteristics
What do you use to classify things as least closely related?
Derived characteristics
Who is most closely related in the cladogram?
C and D
Who is least closely related?
A and D
2. Identify the properties by which a biological classification system is based.
What characteristics are most
helpful in determining the relateness of
the organisms in the table?
Native Range, horns and toes
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Standard 3: Experiment—Experimenting is a method of discovering information. It requires making
observations and measurements to test ideas.
1. Evaluate the design of a biology laboratory investigation.
How many variables do you change in an experiment? 1
What do you do with all the other variables in an experiment? Stay the same
2. Identify the independent variables, dependent variables, and controls in an experiment.
What is an independent variable? The variable that the experimenter chooses, picks,
manipulates, etc.
What is a dependent variable? Measured variable
What is a control? Does not receive the independent variable, used for comparison
DOES _____IV________ AFFECT DV
?
Which part of the above question relates to the independent variable?
Which part relates to the dependent variable?
3. Use mathematics to show relationships within a given set of observations (e.g., population studies,
biomass, probability, etc.).
How do you calculate the following:
density of a population – divide number of organisms per square meter
biomass – trophic levels, ecological pyramid
probability of having a baby girl – punnett square 50%
averages – add up list of numbers and divide by how many numbers there are
energy flow – ecological pyramid, food chain, food web
4. Identify a hypothesis for a given problem in biology investigations.
What is a hypothesis? Prediction of what you think will happen
How do we write a hypothesis? If, then format
DOES ______if______ AFFECT
then
?
Which part of the question correlates to the “if” part of a hypothesis?
Which part of the question correlates to the “then” part of a hypothesis?
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5. Recognize potential hazards and practice safety procedures in all biology activities.
REVIEW YOUR SAFETY RULES!!!! LOOK OVER YOUR SAFETY SYMBOLS!!!!!!!
Standard 4: Interpret and Communicate—Interpreting is the process of recognizing patterns in collected
data by making inferences, predictions, or conclusions. Communicating is the process of describing,
recording, and reporting experimental procedures and results to others. Communication may be oral,
written, or mathematical and includes: organizing ideas, using appropriate vocabulary, graphs, other
visual representations, and mathematical equations
1. Select appropriate predictions based on previously observed patterns of evidence.
How could you predict whether a behavior was innate or learned? If they can do the behavior
from birth
How can you predict what happens to a food web if a species is removed? If something is
removed then whatever it ate will increase and whatever eats it will decrease or find something else to eat
How can you predict the affects of a change in an environment? technology
3. Interpret data tables and line, bar, trend, and/or circle graphs.
On which axis of a graph do you put the independent variable? X axis
On which axis of a graph do you put the dependent variable? Y axis
DOES _____X________ AFFECT
?
Y
Which part of the question correlates to the x-axis?
Which part of the question correlates to the y-axis?
4. Accept or reject hypotheses when given results of a biological investigation.
When do you accept a hypothesis? When your data supports the original hypothesis
When do you reject a hypothesis? When the date does not support the hypothesis
Is a hypothesis written in past tense? no
5. Evaluate experimental data to draw the most logical conclusion.
Read ALL your choices and compare them with the data you are GIVEN!
8. Identify and/or create an appropriate graph or chart from collected data, tables, or written
description (e.g., population studies, plant growth, heart rate, etc.).
LINE graph – used for continuous data; can be read at any point along the line
BAR graph – used for comparison
PIE or CIRCLE graph – used to show percentages
Make sure numbers match up with what the question is asking.
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Standard 5: Model—Modeling is the active process of forming a mental or physical representation from
data, patterns, or relationships to facilitate understanding and enhance prediction.
1. Interpret a biological model which explains a given set of observations.
2. Select predictions based on models, such as pedigrees, life cycles, energy pyramids, etc.
You will most likely be given a picture or diagram – make sure you read every bit of information included in
the pictures. Look over you pedigrees, pyramids, cycles, food chains, food webs, DNA model, etc.
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