Kipling C. I.
Name: ______________________________________
SBI3U Final Exam Practice Questions
UNIT 1: Diversity of Living Things (Chapters 1-3)
1. Define the following terms: species, taxonomy and phylogeny
-
Species: organisms that can interbreed and produce fertile viable offspring
-
Taxonomy: branch of biology that deals with identifying, classfiying and naming species
-
Phylogeny: the study of the evolutionary relatedness between and among species
2. Explain what a clade depicts
A clade includes a single ancestor species and all its living and extinct descendents
3. a) List the seven levels of classification from the largest grouping to the smallest
Kingdom > Phyla > Class >Order > Family > Genus >Species
b) Make a pneumonic to remember the order of taxa.
King Phillip Comes Over For Great Soup
4. a) Explain how a scientific name for an organism is written (binomial nomenclature).
Genus species
a. 1st letter of the Genus name is capitalized; species in lower case
b. always italicized if typed, or underlined if handwritten
b) What is the advantage to using the scientific name over the common English name?
can immediately tell if two or more species share most common ancestor; eliminates confusion and facilitates
efficient communication among scientists and taxonomists worldwide
5. How does the number of characteristics shared by all members of a classification level change as you progress
from kingdom to species? Becoming fewer
6. a) What is a dichotomous key? A step-by-step, two-choice only guide to help identify an organism
b) How does it work?First observe the characteristics of the organism who one want to classify;
Set up a series of yes-no questions; for example,
Use the established key to identify all species of interest
Chapter 2 – Archaebacteria, Eubacteria, Viruses and Protists
7. Draw driagrams of the following types of bacteria: staphylococcus and streptobacillus
streptobaccillus
(string of rod shaped bacteria)
staphylococcus (lump of spherical
shaped bacteria
8. Name 5 differences between prokaryotes and eukaryotes.
Characteristics
Prokaryotes:
Eukaryotes:
Archaebacteria and Eubacteria
Protists, Plants, Fungi, Animals
Size
1-10 m
100-1000 m
Genetic
materials
- Circular DNA including plasmids,
not bound by a membrane
- DNA in nucleus bounded by membrane
- Genome made up of a single
chromosome
- No plasmid
- Genome made up of several chromosomes,
thus contains many more genes than
prokaryotes
Cell division
Binary fission
Mitosis and meiosis
Reproduction
Asexual is common
Sexual is common
Number of
cells
Unicellular
Most are multicellular
9. Describe 3 uses where bacteria are helpful.
- can be used in food production to make yoghurt, cheese, soya sauce etc.
- can be genetically engineered to produce biochemicals such as insulin, growth hormones for humans as well as
biofuels
- can be used as vector in gene therapy to cure/treat diseases
10. What is the difference between the lytic cycle and the lysogenic cycle for the reproduction of viruses?
Lytic cycle
Lysogenic cycle
Fate of virus DNA/RNA after infecting the host
Take over host DNA
Becomes part of host DNA
Incubation time in host cell
Short; new viruses released within host’s
lifetime or in the next generation
Long; new viruses released after several
generations of host
Onset of viral diseases symptoms
Immediate
delayed
10. Explain why it is difficult to classify viruses
They are at the grey area of being considered living or non-living. They can only replicate within a host cell; they
are not independently efficient without a host cell; yet they replicates with the universal genetic code RNA/DNA
and have sophisticated mechanisms to manipulate host behaviour
11. Why aren't viruses considered "alive"? What makes them different from prokaryotes and eukaryotes?
They are considered non-living as they lack some key features:
-
Acellular: lack cell membrane and organelles
-
No metabolic activity
-
Lack energy generating system
-
They are obligate parasites - only capable of reproduction in a host cell.
-
Genetic material: DNA or RNA, housed within a protein coat called a capsid
12. What are the three classifications of protists and what are the characteristics that separate the groups?
They belong to a grab bag of organisms that do not fit the descriptions of any other kingdoms
-
Most are single-celled, some multi-cellular (algae)
All are eukaryotic
Can be heterotrophic or autotrophic
Some have cell walls
Some are motile
Most live in water, some live in moist soil or even the human body
Chapter 3 – Fungi, Plants and Animals
13. What is the difference between hyphae and mycelium? What is their function?
Hyphae
Branched network of fine filament; may or may not
have septa (porous walls in between cells)
Functions:
-
Mycelium
An extensive branched network of hyphae
Functions:
greater surface area for nutrient absorption
- anchoring the fungus to food source
- invading and digesting the food source
- building reproductive structures
14. How are fungi useful? How are they harmful?
Harmful
Causes diseases such as Athlete’s foot and causes food
Helpful
Recycle organic matters in the ecosystem
spoilage
Serve as food and are used in food production (e.g.
cheese making)
A source of antibiotics
Form mutualistic symbiosis with plants helping plants
increase nutrient absorption
15. D
raw a Venn diagram comparing Fungi and Plants.
Similarities
Unique to Plants
Unique to Fungi
-
Multicellular
-photosynthetic
- saprobial
-
Eukaryotic
-cellulose in cell wall
- chitin in cell wall
-
Can be heterotrophic
-
Both have cell wall
- incapable of extracellular
digestion
- capable of secreting enzymes
outside of body to digest materials
- store sugars as starch
- store sugars as glycogen
16. State and describe 4 adaptations that plants have for living on land.
Any of the following 4:
Vascular tissue to transport fluids against
gravity
Roots to gain access to water
Light weight pollen and seeds for dispersal by
wind, water, pollinators
Flowers to attract pollinators
Protective coating to resist desiccation
Fruits to protect seeds from dryness and
disperse them to the right locations for
germination
Waxy cuticle and stomata in leaves to minimize water loss and maximize CO intake
2
17. What is the difference between gymnosperms and angiosperms?
gymnosperms
angiosperms
-Seeds are naked (i.e. not engulfed by fruit)
- Seeds engulfed by fruit
- no flower
- reproduce with flowers
- naked seeds dispersed by cone
- seeds dispersed by wind, insects and especially
animals
- needle-like leaves
- more primitive than angiosperms (~ 600 species)
- broad leaves
- more recently evolved compared to gymnosperms
and more abundant (>200 000 species)
18. Define the concept of alternation of generations found in plants?
Alternation of generations is a terms describing the life cycle of plants in which plants switch between
multicelular haploid gametophyte stage and multicelular diploid sporophyte stage
19. Describe the main features of a leaf (structures and functions).
Structure
Function
Upper leaf 1. Cuticle
Middle
leaf
Lower
leaf
prevent water from evaporate
2. Epidermis tissue
protect leaf; do not perform photosynthesis
Structure
Function
1. Mesophyll tissue
consists of palisade tissue cells and spongy parenchyma cells
1a. Palisade tissue
cells
perform photosynthesis, have lots of chloroplasts inside. Lots of mitochondria
as well for cellular respiration
1b. Spongy
parenchyma
below palisade tissue. Contain loosely packed cells. This creates spaces like a
sponge to store water vapour, O2, CO2 for photosynthesis
4. Vascular bundles
made up of xylem and phloem; form veins that acts like water and nutrient pipes
that deliver to all cells in leaf
1. Epidermis
also the layer that protects leaves. Contain guard cells
2. Guard cells
Every 2 guard cells creates an opening called stomata which allow CO2 to enter
leaves and O2 and water vapour to exit the leaves. Many guard cells across leaf's
lower surface
20. Define cephalization.
The concentration of sensory organs and nerve cells at a head region or anterior end
21. Name the 3 parts of a body plan.
Symmetry
- Asymmetrical body plan
- Radial symmetry
- Bilateral symmetry
22. What is the difference between radial symmetry and bilateral symmetry?
Radial symmetry
Bilateral symmetry:
- can be divided into equal halves by a plane passing
- body can be divided into equal halves only
through the central axis in any direction
along a single plane
- No apperent head region
- organisms with bilateral symmetry exhibit
cephalization
b) Where do sense organs and nerve cells usually concentrate in a bilaterally symmetrical animal?
Head region (i.e. anterior end)
c) What is this called? cephalization
d) What is the advantage(of cephalization)?
- allows organism to respond to stimuli quickly
e) Classify the following organisms as either radial symmetrical or bilaterally symmetrical:
i) starfish radial
ii) shark bilateral
iii) jellyfish radial
iv) flatworm bilateral
23. a) What is a coelom? fluid-filled body cavity with organs suspended inside; developed from mesoderm
•
•
Coelomates: animals with a coelom.
Acoelomates: animals without a coelom (e.g. corals, jelly fish and flatworms)
b) What are the advantages of having a coelom?
• acts as a cushion for internal organs
• provides more room for internal organs to expand
• allows animal to become larger
• allows digestive tract to develop specialized regions and formation of blood vessels
24. Complete the chart on the worms in Kingdom Animalia:
Phylum
Platyhelminthes
Nematoda
Annelida
Common name
Flatworms
Round Worm
Symmetry
Segmented worms
All bilateral
Does it have a coelom?
No
Yes (pseudo one)
Circulatory system
present?
No; simple diffusion for gas exchange
Digestion
Single opening functions as a
mouth and anus
Cephalization?
yes
Yes due to large size
Separate mouth and
anus
Yes for all
UNIT 2: Genetic Processes (Chapters 4-6)
1. a) Name and briefly describe each phase of mitosis.
Prophase
Metaphase
chromosomes duplicated
Chromosomes aligned at
Centrioles move towards
middle of cell called
ends of cell
equatorial plate
Nuclear membrane dissolve
Anaphase
Sister chromatids split at
centromere and move
towards each end of cell
Telophase and Cytokinesis
Nuclear membrane reform
Chromosomes relax and
become uncoiled
Membrane pinches inwards
(in animal cell) or a cell
plate form (in plant cells) as
organelles divide to two
new identical daughter
cells
b) Draw a cell (with 4 chromosomes) in anaphase of mitosis. Label spindle fibres, chromosomes, centrioles.
c) How many pairs of homologous chromosome pair would an organism
with this cell have at the beginning of mitosis? 2
d) Explain the importance of mitosis. Maintains genetic continuity and helps
the body grow and repair
e) What are the stages of the Cell Cycle? Growth phase G1, DNA synthesis S
phase, Growth Phase G2, Mitotic division M phase
2. a) Name and briefly describe each phase of meiosis
Prophase 1
• Chromosomes
condense
Metaphase 1
- Homologous
chromosomes line up in
Anaphase 1
-Homologous
chromosomes separate
Telophase 1
-Homologues reach
opposite sides of the cell.
•
Nuclear membrane
dissolves; centrioles
move to opposite cell
poles; spindle fibers
form
• Homologous
chromosomes pair up
forming tetrads
• Crossing-over occuring
between homologous
chromosomes occurs
Prophase 2
• Chromatin coil
again
• Spindle fibers
attach to
chromosomes
• No duplication of
chromosome and
no crossing over
PAIRS in the middle of the
cell
and move to opposite end
of cell.
-A nuclear member reforms
forming 2 new nuclei
-Chromosomes relax
Metaphase 2
-Chromosomes line up
RANDOMLY in the middle
of each cell
Anaphase 2
-Centromeres split pulling
sister chromatids to
opposite end of each cell
Telophase 2
-Four nuclei form around
chromosomes
-Spindle fibers dissolve
-Cells divide
b) Explain the importance of meiosis. Ensure genetic variation with crossing over and random assortment of
chromosomes
c) What does “crossing over” refer to? The exchange of genetic materials between homologous chromosomes
occuring in prophase 1 of meiosis; it is an infrequent event
d) What are homologous chromosomes? Chromosomes of paternal and maternal origin that are similar in size,
shape and carry similar genetic information
e) What is “random assortment”? random alignment of chromosomes at metaphase 1 and 2 of meiosis
3. Define the following:
Mendel’s Law of
Segregation
During meiosis, two copies of each gene must separate (that is they won’t end up in
the same cell)
Mendel’s Law of
Independent
Assortment
Movement of each pair of chromosome is independent of the movement of another
pair of chromsomes
gene
Genes are small segments on DNA that code for proteins
allele
Different forms of the same genes
dominant
Traits that are always expressed
recessive
Traits that require two copies of non-dominant alleles from both parents to be
expressed
genotype
combination of alleles in an organism
phenotype
Observable characteristics of a genotype
zygote
The resulting diploid cell formed from the union of haploid sperm and egg
homozygous
Having identical alleles
heterozygous
Having different alleles
genotypic ratio
Probability of having certain combination of alleles in offpring generation
phenotypic ratio
Probability of having certain observable characteristics in offpring generation
P generation
The parent generation
F1 generation
Offpsring generation of P generation
F2 generation
Offpsring generation of F1 generation
4. In peas, the allele for tall plants (T) is dominant over the dwarf allele (t).
a) If you cross a homozygous tall plant and a short plant, what will the genotype and phenotype of the offspring
be?
P: TT x tt
F1: 100% Tt which is tall
b) Determine the F2 genotype and phenotype.
F1 x F1: Tt x Tt
F2:
T
t
Genotype: 25% TT; 50% Tt, 25% tt
T
TT
Tt
Phenotype: 75% Tall, 25% dwarf
t
Tt
tt
5. Dr. Pojo had 2 pet guinea pigs named Bailey and Ralph. Bailey's black coat colour is dominant to Ralph's cream
coat. Can 2 black coats (male and female) produce a cream-coloured offspring? Show the cross. Use (B) for the
dominant allele and (b) for the recessive allele.
The genotype for cream color is bb which means each parent donate a b allele. It is only possiblef or 2 black
coats parents to produce cream color offspring if they are both heterozygous
P: Bb x Bb
Check with Punnett square:
B
b
B
BB
Bb
b
Bb
bb
25% of the offspring will be cream color
6. In peas, the allele for purple flower colour (P) is dominant over the allele for white flower colour (p). Height is
inherited as in #4 above. Cross a purebred tall purple plant with a purebred dwarf white plant. What are the F1
and F2 phenotypic and genotypic ratios.
P: TTPP x ttpp
TP
Tp
tP
tp
F1: 100% TtPp & 100% tall purple
TP
TTPP
TTPp
TtPP
TtPp
F1x F1: TtPp x TtPp ( a dihybrid cross in which both
parents are heterozygous for both traits, expect to see
9:3:3:1 ratio)
Tp
TTPp
TTpp
TtPp
Ttpp
tP
TtPP
TtPp
ttPP
ttPp
Genotypic ratio:
tp
TtPp
Ttpp
ttPp
ttpp
1/16 TTPP
2/16 TtPP
1/16 ttPP
2/16 TTPp
4/16 TtPp
2/16 ttPp
1/16 TTpp
2/16 Ttpp
1/16 ttpp
Phenotypic ratio:
9 tall, purple: 3 tall, white: 3: short, purple: 1 short, white
7. Black is dominant to brown in guinea pigs while short hair is dominant to long. Cross 2 heterozygous black,
heterozygous short guinea pigs and determine the frequency of having brown pigs with short hair.
Let B be black allele and b be brown allele; let S be short hair and s be long hair
P: BbSs x BbSs
See how to establish a Punnett square in question 6
Brown, short genotype is: bbSS  genotypic ratio is 3/16 = 18.75%
8. What ratio does the following experimental ratio most closely respond to 29:10:8:3? What type of cross was
likely carried out.
Divide all # by 3 you’ll get: 9:3:3:1. This is dihybrid cross in which both parents are heterozygous for both traits
9. How is sex determined in mammals (ie. male and female)?
Male by the Y chromosome (i.e. XY); female by the X chromosome (i.e. XX)
10. Colourblindness is a recessive sex-linked disease. What are the chances that a colourblind man will have a
colourblind son if he has a child with a woman with no history of colourblindness. Show the cross.
Let N be normal allele and n is colorblind allele
Two scenario: the woman can be a carrier of colorblindness or not. Her genotype can either be X NXN or
XNXn
Colorblind son genotype: XnY. He must have received the n allele from his mom as his dad can only give
him the Y chromosomes. Therefore the mother’s genotype is XNXn
P: XnY x XNXn
F1:
Xn
Y
XN
XN
Xn
Xn
Xn Xn
XN
50% of this couple’s sons will be colorblind
Y
Xn Y
11. a) Cross a heterozygous type A with a type O blood.
Let
IAIA ; IAi be type A blood
IAIB be type AB blood
IBIB; IBi be type B blood
ii be type O blood
P: IAi x ii
i
IA
i
IAi
ii
b) What type of blood can a type A person receive? Type A and O
Which blood types can receive type O blood? All blood type can receive type O blood
12. Justify the pattern of inheritance in the pedigree on the right
Unaffected parents have affected child  disease gene must be recessive
Could either be X-linked recessive or autosomal recessive. Not enough generations to draw a conclusion here
UNIT 3: Evolution (Chapters 7 and 8)
1.
List the most important contribution to the theory of Evolution from each of the following theorists: Darwin,
Lamarck, and Malthus.
Darwin
Proposed evolution is descent with modification and that natural selection as a mechanism of evolution
Species not created in present forms during its lifetime
Species evolved (and continue to evolve) from a common ancestor
All organisms are related
Lamarck
One of the few who relied on fossil evidence to draw conclusion that life is not fixed and that species
change over time as environmental conditions change. He recognized the influence of the environment
in shaping the adaptions of organisms.
Proposed a mechanism of evolution in which organisms strive for greater complexity by way of natural
processes, not miraculous intervention
Malthus
The first to view human as a population rather than as individual
Proposed that there is a built-in agony to human existence, in that the growth of a population will
always outrun its ability to feed itself.
2.
Explain Lamarck’s hypothesis of “inheritance of acquired characteristics.”
Any traits acquired during an organism’s lifetime due to inner desire or use and disuse of body parts will be passed
on to their next generation
3.
What patterns did Darwin observe during his voyage on the HMS Beagle?
Species varies globally
4.
Species varies locally
Species varies over time
Traits are passed on to
next generation through
breeding practice
Suggest how the ideas of a changing Earth and evolving life forms might be related.
Earth was thought to be only 6000 years old and species are fixed.
Earth is actually ~4.5 billion years old. This is a long enough time for life to emerge and evolve to the diversity we
have today
It was James Hutton who first proposed that Earth was formed by slow-moving processes such as erosion and
sedimentation and these slow processes must have taken millions of years, not thousands, to form the current
landscape. Later, Charles Lyell expanded Hutton’s idea of uniformitarianism as he found more evidence to support
the idea that rock formationss were formed by incredibly slow processes that are still at work today.
The notion of species are fixed were also challenged. George Cuvier, based on fossil evidence, concluded that
mammoth’s skeleton is different enough from elephant’s skeleton to be considered as a separate species and that
mammoth has become extinct. Thus, both species and earth are slowly and constantly changing.
5.
How does natural selection depend on genetic variation?
If there is no genetic variation, there will be no preferential selection by the environment simply because all
organisms in the same pop are identical.
6.
Use the example of the peppered moth to explain the adaptation by the moths to the darker bark on trees in
England caused by the industrial revolution.
Post-industrial revolution coated trees with dark barks. Variation within the pepper moth population due to random
mutations create light and melanic moths. Melanic moths camouflaged better in dark bark environment thus were
not easily selected or caught by predators. The gene frequency for melanic allele in the moth pop. Increases.
Melanic moths were thus more successful in that they can pass on their genes to the next generation. Given enough
time, the entire pop of pepper moth will be melanic moth. The shift in color of this pop to darker color is an
adaption caused by dark bark environment.
7.
What are the main sources of genetic variation? Mutations and sexual reproduction
8.
What is the difference between homologous and analogous structures? Give examples.
Homologous structures
9.
Analogous structures
Structures though used for different purposes their
underlying anatomy are the same, suggesting common
ancestor
Structures that might look similar due to species living in
the same environment; they do not suggest a most
recent shared common ancestors
e.g. hair, bone arrangment in limbs of mammals
e.g. body plan of shark and dolphin
Give an example of directional, disruptive, and stabilizing selection
Directional
Disruptive
Stabilizing
e.g. cacti predation by pecany
e.g. coho salmon
e.g human birth weight
UNIT 4: Animals: Structure and Function (Chapters 9-11)
1. Using a flow chart, trace a molecule of oxygen from the outside air, into a pulmonary capillary.
O2 nasal cavity  pharynx  larynx  trachea  bronchi  bronchioles alveoli  capillary  body cells
2. Describe what happens to a plate of french fries, eaten for lunch. Describe the pathway, chemical and mechanical
digestion, absorption and activity of enzymes and bile etc.
Fries are first chewed in the mouth into smaller bits which helps increase surface area for salivary amylase to break
down starch into simpler sugars. Fries mixed with saliva and enzymes now is a bolus that does down the esophagus
into the stomach by peristalsis.
3. Trace a blood cell from the foot to the heart. Start with a deoxygenated blood
cell and show how it becomes oxygenated. Use a flow chart to describe the
path it takes. Don’t forget that the pulmonary circuit is involved!
Deoxygenated blood from rest of body to right atrium via superior and inferior
vena cava  right atrium  right ventricle  pulmonary artery  lung where
blood picks up O2  left atrium via pulmonary veins  left ventricle 
oxygenated blood left heart via aorta to rest of the body
4. Describe how breathing is controlled. Include a labeled diagram using proper
terminology.
Breathing is controlled by the concentration of CO2 in blood thereby
decreasing blood pH. This triggers the medulla oblongata to increase breathing
rate to reduce the amount of CO2 in the body and restoring normal level pH.
Inspiration
Diaphragm
& diaphragm
movement
Intercostal muscle
involvement
Volume of thoracic
cavity
Pressure inside
thoracic cavity
compared to
atmospheric pressure
Air movement
Lungs become
Expiration
Contracts
Downwards
Relaxes
upwards
External Intercostal muscle
Internal Intercostal muscle
Increases
decreases
Decreases
Increases
Into lungs
Inflated
Out of lungs
deflated
5. Review the diagrams of the heart, digestive system and respiratory system on your handouts (from your classroom
notes).
UNIT 5: Plants: Anatomy, Growth and Function (Chapter 12)
1. Draw a sketch of a cross-section of a leaf and label fully.
2. Give four differences between monocots and dicots (also eudicots).
Monocots
Dicots