A.P. Biology Midterm Review Sheet
Chapter 5 The Structure and Function of Macromolecules (66-91)
*You should be able to recognize all of the macromolecules (sugars, carbs, lipids, nucleic acids and proteins)
* You should be able explain region and property of the amino acids basic components including the central carbon,
amino group, carboxyl group and R group.
* You should be able to explain why an R group likes water or not and also if it is acidic or basic
*You should know primary, secondary, tertiary and quaternary structure (know this well)
*You should be able to figure out which amino acid’s R groups would combine to form hydrogen bonds, ionic bonds,
hydrophobic interactions and disulfide bonds. You should also know the order of strength of R group interactions.
*You should know Table 5.13 on page 76 which provides examples of all the types of proteins and gives multiple
examples.
Chapter 8 Introduction to Metabolism (141-161)
*Understand the following terms – catabolic, anabolic, kinetic energy, potential energy, entropy, free energy,
endergonic &exergonic
*Be able to distinguish between the main components of ATP and explain how ATP can provide energy
Enzymatics
*Understand figure 8.13 and 8.14 on pages 152 and 153
*Be able to explain how pH, temp, substrate concentration, enzyme concentration can affect reactions
*Be able to distinguish between cofactor, coenzyme, vitamin and mineral. Also know examples of minerals and
vitamins (hint – they are important for both plants and animals!!)
*Be able to explain how competitive and noncompetitive inhibitors can affect enzyme action
*Understand how many enzymatic pathways work including how feedback inhibition/activation may affect the whole
pathway.
Chapter 7 Membrane Structure and Function (124-140)
*Know the components of the fluid mosaic semi-permeable phospho-bilipid selective membrane that makes up OH so
many components of living organisms.
*Be able to explain all of the following . . . osmosis, diffusion, facilitative diffusion, active transport, protein pumps,
exocytosis, endocytosis, concentration gradient, electrochemical gradient, membrane potential, and phagocytosis.
* Be able to explain which of the following can travel through a phospholipid bilayer or a protein embedded within a
membrane. . . H2O, H+, C6H12O6, O2, CO2, amino acids, proteins, starch, sucrose, lactose, maltose, galactose, fructose,
Na+, K+, Cl-, Ca2+, etc.
*KNOW WHAT IT MEANS TO BE POLAR OR NONPOLAR DAG NABBIT!!!!!!!!!!!
Chapter 3 Water and Life (44-55)
*Be able to explain cohesion and adhesion
*Be able to explain surface tension, water’s high specific heat, evaporative cooling, and hydrophobic vs. hydrophilic
*Be able to explain the differences between acids and bases
Chapter 9 Cellular Respiration (162-184)
*Know the overall reaction of cellular respiration. Be able to explain what reactants are being oxidized or reduced and
the resultant products
*Be able to compare and contrast the following, fermentation/respiration; oxidation/reduction ; oxidative/substrate
level phosphorylation
*Be able to explain the energy in and energy out phases of glycolysi ; appreciate the coolness of phosphofructokinase &
dehyrogenase -- also know ATP’s/NADH’s used/ produced
*Know how many ATP’s , NADH’s and FADH2’s are created in pyruvate entry/Krebs cycle
*Know the electron transport chain and how certain enzymes capture redox energy to pump H + ions
*Know the different parts of the mitochondrion and where each major respiratory action takes place (Glycolysis,
Pyruvate entry, Krebs, and ETC
*Know the shape and orientation of ATP synthase. Also understand how it converts chemical energy into usable
chemical energy.
* Be able to explain what chemiosmosis is and where is occurs
*Know how different food sources can be utilized for energy conversion (aka Figure 9.19)
*Know the order that organisms use the food sources above and be able to provide a reason why
*Know how cellular respiration is regulated – feedback inhibition/activation ---- AMP, ATP, Citrate
Chapter 10 Photosynthesis (185-209)
*Know the overall reaction of photosynthesis. Be able to explain what reactants are being oxidized or reduced and
the resultant products.
*Know the structure of the chloroplast and where the major processes occur such as light harvesting, electron
Transport, Calvin cycle, water splitting . . .
*Know the names /colors/ purpose of the four different pigments found in the light harvesting complex and be able to
explain that a special chlorophyll a – Big Kahuna is the first pigment where a chemical reaction occurs.
*Be able to explain what a photosystem is and compare/contrast photosystem II and photosystem I
*Be able to explain how the products of photosystem II/I are the reactants for the Calvin cycle and also be able to
explain the functions of sunlight and water for the photosystem/s.
*Know the electromagnetic spectrum – what are the wavelengths of blue/green/red light. Also know the Action
spectrum and absorption spectrum of a generalized plant and specific pigments (figure 10.10 on page 192)
*Be able to compare and contrast noncyclic and cyclic photophosphorylation. Realize that both are needed to complete
the Calivin cycle because more ATP is needed that NADPH.
*Know alternative mechanisms for carbon fixation. Be able to explain C 4 and CAM photosynthesis compared to C3
Photosynthesis.
*Be able to explain what photorespiration is and why it occurs in hot /arid climates
*Know the diagram on page 206-207. Be able to explain how photosynthesis, cellular respiration, movement across cell
membranes and flow of genetic information all are inter-related within the daily life of a cell.
Chapter 35 Plant Structure and Growth (752-765)
*Know the general makeup of a plant (roots/shoot – stem, leaf)
*Be able to explain the difference in the function between a root and the shoot system
*Know that the roots and shoots need each other !! What do the roots give to the shoots and visa versa
*Be able to explain the three types of tissues found in plants (Dermal, Vascular, Ground)
*Know representative cells found within each of the tissue categories (epidermal, guard, trichomes, vessel elements,
tracheids, sieve-tube members, companion cells, parenchymal cells found in root cortex, spongy/palisade parenchymal
cells in leaves, bundle sheath cells, fiber cells, endodermal, etc.)
*Know the cross sections of roots, stems, and leaves (dicot & monocot) -- be able to identify all the different types of
cells/and tissues involved and also be able to explain their purpose.
* Be able to explain the purpose of the Casparian strip and the waxy cuticle
*Know secondary growth of stems due to vascular cambium
Chapter 36 Resource Acquisition and Transport in Plants (778-798)
*Be able to explain how different types of proteins found on membranes facilitate diffusion, or actively transport
ion/molecules into plant cells. More specifically, know ion pumps, proton pumps, cotransport proteins, aquaporins
work together to ensure proper transport of materials into plant cells.
*Know the definition of osmosis
*Know passive transport through phospholipids and proteins. Give examples of molecules/ions that travels through
each.
*Know the concept of water potential including pressure potential and solute potential. Be able to explain how positive
and negative pressure affects water potential as well as how the ionization constant, temperature, and concentration
affect solute potential (-iCRT) as well as water potential.
*Know the following terms. . . flaccid, turgid, turgor pressure, tension, plamolysis
*Be able to explain in detail how root hair cells, cortex cells, endodermal cells pump specific ions into the xylem in the
root which eventually leads to osmosis and positive pressure “pushes” xylem sap up the root/stem
*Know the molecules and ions found in xylem sap
*Know how capillary action occurs within the xylem tubes (be able to explain how adhesion and cohesion are involved)
*Be able to explain how tension is created in xylem due to transpiration from leaves
*Know how transpiration is controlled by the opening and closing of guard cells. (Pumpage of K +) Know the
mechanism that controls opening and closing ---- light vs. dehydration
*Know how the difference in water potential is the driving factor in xylem sap movement and also be able to explain
how/why different types of environment can affect the rate of transpiration (humidity, light, wind, etc.)
*Be able to explain how phloem sap moves through tubes. Source to sink!!!! Proton pumps and cotransport of sucrose.
Chapter 37 Soil and Plant Nutrition (805)
*Know the importance of the following atoms, macronutrients and micronutrients . . . (Table 37.1 on page 805)
C, H, N, O, P, S
CO2, H2O, NO3-, SO42-, H2PO4-, K+, Ca2+, Mg2+, Fe2+, Mn2+, Zn2+,Cu2+
*Be able to recognize all of the molecular structures that I gave you on the colorful plant sheet. You should also know
their general function.
Chapter 27 Bacteria and Archaea (567-586)
*Know general structure of prokaryotic cell including, cell wall, membrane, pili, DNA, plasmids (R & F), flagella,
gram-/gram+ & etc.
*Also know differences between e.coli, cyanobacteria (blue-green bacteria) and purple sulfur bacteria
*Be able to explain nutritional and metabolic diversity in bacteria (photoautotrophs , chemoautotrophs,
photoheterotrophs, chemoheterotrophs) & ( nitrogen fixation, obligate aerobes, facultative anaerobes, obligate
anaerobes)
*Know importance that bacteria have for chemical recycling, ecological interactions, and be able to explain various
beneficial and harmful impacts of prokaryotes on humans
*Know conjugation, transduction, translocation, transformation in depth
Chapter 18 Regulation of Gene Expression (360-364) – Only Prokaryotic Regulation
*Understand the Operon theory and regulation including mechanics of repressible and inducible operons
*Be able to compare and contrast negative and positive control mechanisms
*Know the components of an operon -- (POGT) and regulatory gene
Chapter 19 Viruses (392-407)
*Know the basic structure of all of the viruses
*Know the differences between viruses that infect proks and viruses that infect euks
*Know that all of the viruses that we drew in class in detail – everything about them!
*Be able to compare and contrast the lytic and lysogenic cycle
*Be able to justify a theory on how viruses evolved
*Watch out for the viroids and prions!
Chapter 48 Neurons, Synapses, and Signaling (1061-1078) ONLY WHAT WE FINISH!!!!!
*Know the motor neuron and all of the different types of membrane proteins that you can find in different regions
*Know the internal and external concentrations of ions and molecules found in an excitable cell
*Be able to distinguish between action potential and graded potential
*Know a simple circuit
*Be able to distinguish multipolar, unipolar and bipolar neurons
*Know the action potential graph and all of the proteins involved.
*Know the following . . . threshold potential, resting potential, depolarization, repolarization, hyperpolarization,
undershoot, electrochemical gradient, active transport, facilitated diffusion, calcium mediated exocytosis, reuptake
*Know different types of neurotransmitters and their purpose
Know Specifics about the following labs
*Diffusion and Osmosis (potato core lab)
*Enzyme
*Photosynthesis
*Cellular Respiration
*Transpiration
*Transformation
*Know Experimental design – know it well !!!!!
Know the following calculations
*Any data manipulation from labs we have done or similar labs
*Surface Area and Volume (ratios) of different shapes
*Water potential
All equations will be provided!!!
2015 AP Biology Exam Information
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3 Hours Long
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Consists of two sections
o Multiple Choice (90 minutes) --- 50% of grade
o Free Response (90 minutes)
--- 50% of grade
Section I – Multiple Choice
o Part A consists of 63 multiple-choice questions that represent the knowledge and science practices
in the AP Curriculum. Students should not only understand the material, but should be able to
apply their knowledge to new situations.
o Part B includes 6 grid–in questions that require the integration of science and mathematical skills.
For the grid-in responses, students will need to calculate the correct answer for each question and
enter it in the grid-in section on their answer sheet, as shown below
o Students will be allowed to use simple four-function calculators (with square root) on the entire
exam. Students will also be supplied with a formula list as part of their testing materials.
o Multiple-choice questions will contain four answer options, rather than five. This change will save
students valuable time without altering the rigor of the exam in any way.
o Many multiple choice sections will contain a reading portion with pertinent knowledge in text,
diagrams, or graphical form which will enable you to answer the questions appropriately.
o The students total score on the multiple-choice section is based on the number of questions
answered correctly. Points are not deducted for incorrect answers or unanswered questions.
YOU MUST LEARN TO BUDGET YOUR TIME IN ORDER TO COMPLETE ALL PARTS OF
THE EXAM!!!!!!!!!!!!
Section II – Free Response (Must be in essay form)
o At the beginning of section II, you will be given a 10 minute time period to read the prompts and
plan/outline your responses before you may begin writing. This time period is very IMPORTANT.
You can write in notes and plan your time allotted for writing each answer.
o After the ten minute reading period, you will be given a response booklet in which you will write
your essays.
o This section will have 6 free-response questions. 4 short free response questions and 2 long free
response questions
o Short free response questions will begin instructions telling you to briefly answer the question.
Spend a maximum of 7 minutes on each short free response. These questions are worth 3 or 4
points each. (24 points total)
o Long free response questions will usually have an (A, B) or (A, B, C). You should spend 21
minutes on each question. Each long free response question is worth a maximum of 10 points.
Once again budget your time wisely. If the question is split into A, B, C, then the each letter is
worth a maximum of 4 points. So only allow about 7-8 minutes for each letter. (20 points total)
Make sure you know what the question is asking. Don’t start writing like crazy before you really
know what you should be writing about!
o Free Response questions usually have directive words. Underline these words to ensure you know
how to properly answer the prompt. Some common directives are shown below.
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Analyze (show relationships between events; explain)
Compare (discuss similarities and differences)
Contrast (discuss points of difference or divergence between two or more things)
Describe (give a detailed account)
Design (create an experiment and convey its ideas)
Explain (clarify; tell the meaning)
Predict (tell what you expect to happen when conditions change)
Justify (explain why a response is reasonable)
o This is not a typical essay you would write for English class. It should be well organized, but you
can get right to the point. You do not need an opening paragraph (Gasp) or even a topic sentence
(oh my).
o You must define scientific terms (I call them loaded terms). Don’t just write down lots of
vocabulary terms and expect to do well. The grader has to know that you know the concept –
SHOW WHAT YOU KNOW!!
o Handwriting can affect results -- be as neat as you can.
o Never leave a section blank. Write something down even if you do not think you know the answer.
Think outside the box!
o One free response question will be about a lab -- either one you have done or will force you to apply
knowledge/skills acquired from one of our labs to analyze a different lab.