BIOLOGY B FINAL REVIEW
Standard 1B: Genetics and Heredity
VOCABULARY
allele
genotypic ratio
inheritance pattern
punnett square
autosome
heredity
monohybrid
pure
codominance heterozygous
multiple allelic
recessive
dihybrid
homologous
pedigree
sex-linked
dominant
hybrid
phenotype
simple dominance
genetics
incomplete dominance phenotypic ratio
trait
genotype
 I can tell the difference between a genotype and a phenotype.
 I can explain the difference between genetics and heredity.
 I can explain the following terms in terms of their differences and similarities: hybrid, pure, heterozygous and
homozygous.
 I can define trait and allele and explain how they are similar and different.
 I can explain the difference between a sex and autosomal chromosome and I can tell you how many pairs of
each naturally occur within a human cell.
 I can identify the difference between a homozygous dominant, heterozygous and homozygous recessive
genotype.
 I can look at any genotype if I know the inheritance pattern and I can tell you the correct phenotype.
 I can identify and explain the difference in the following inheritance patterns: simple dominance,
codominance, incomplete dominance, multi-allelic and sex-linked.
 I can read a genetic problem and determine the genotypes of the parents to set up a cross.
 I can complete a monohybrid punnett square for simple dominance and determine the genotypic and
phenotypic ratios.
 I can complete a monohybrid punnett square for incomplete dominance and analyze the offspring’s
phenotypes using percents.
 I can complete a monohybrid punnett square for Codominance and analyze the offspring’s phenotypes using
percents.
 I can complete a monohybrid punnett square for Multiple Allelic inheritance pattern and analyze the
offspring’s phenotypes using percents.
 I can complete a monohybrid punnett square for Sex-Linked inheritance pattern and analyze the offspring’s
phenotypes using percents.
 I can look at a pedigree and determine which individuals are male or female and be able to determine which
generation they belong to.
 I can analyze a pedigree to determine if the trait being studied is dominant or recessive.
 I can analyze a pedigree to determine if the trait being studied is Autosomal or sex-linked.
 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.
 I can complete a dihybrid punnett square for Simple Dominance and calculate the genotypic ratio.
Standard 2B: Evolutionary Processes
VOCABULARY
Bottleneck Effect
Emigration
Lamarck
Sexual Selection
Class
Founder Effect
Mutation
Species
Darwin
Genetic Drift
Natural Selection
Stabilizing Selection
Directional Selection
Genus
Order
Trait
Disruptional Selection
Immigration
Phylum
Variation
Domain
Kingdom
 I can list the four steps of natural selection.
 I can explain how the four steps of natural selection lead to the survival of the fittest.
 I can define disruptional, directional and stabilizing selection.
 I can draw a graph of disruptional, directional and stabilizing selection.
 Given a graph, I will be able to determine if it represents disruptional, directional or stabilizing selection.
 Based on a scenario, I will be able to determine if its explaining disruptional, directional or stabilizing
selection.
 I can explain the difference between Darwin’s Theory of Natural Selection and Lamarck’s Theory of Use it or
Lose it.
 Given a scenario, I can determine if it represents Darwin or Lamarcks theories on evolution.
 I can explain how traits can be considered favorable or unfavorable depending on the environment in which
they evolved in.
 I can list the classification system in order from Domain to Species.
 I can look at two different classification hierarchies, such as family and genus—and determine which one
encompasses more organisms or less organisms.
 I can identify the five factors that drive evolution: small populations, mutation, sexual selection, movement in
and out of the population and natural selection.
 I can explain the difference between a bottleneck and founder effect, both of which result in small
populations.
 I can explain what sexual selection is and how it drives evolution.
 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.
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 disruptional selection—where one extreme phenotype is being favored.
Standard 3B: Theory of Evolution
VOCABULARY
Absolute Dating
Comparative Anatomy
Amphibian
Convergent Evolution
Analogous Structure
Dinosaur
Biogeography
Divergent Evolution
Birds
Embryology
Cladogram
Fish
Common Descent
Fossils
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Gradualism
Half-Life
Homologous Structure
Invertebrate
Law of Superposition
Mammal
Molecular Similarities
Natural Selection
Primate
Punctuated Equilibrium
Relative Dating
Reptile
Vertebrate
Vestigial Structure
I can identify and explain how scientists use fossils to support the Theory of Evolution.
I can identify and explain how scientists use natural selection and time to support the Theory of Evolution.
I can identify and explain how scientists use common descent to support the Theory of Evolution.
I can identify and explain how scientists use biogeography to support the Theory of Evolution.
I can identify and explain how scientists use comparative anatomy to support the Theory of Evolution.
I can identify and explain how scientists use embryology to support the Theory of Evolution.
I can identify and explain how scientists use molecular similarities (DNA) to support the Theory of Evolution.
I can look at a diagram and using the Law of Superposition, determine the relative age of the fossils and rock
layers.
I can identify the major adaptation that occurred between the evolutionarily advancement from invertebrate
and vertebrate.
I can identify the major adaptation that occurred between the evolutionarily advancement from fish to
amphibian.
I can identify the major adaptation that occurred between the evolutionarily advancement from amphibian to
reptile.
I can identify the major adaptation that occurred between the evolutionarily advancement from dinosaur to
birds.
I can identify the major adaptation that occurred between the evolutionarily advancement from reptiles to
mammals.
I can identify the major adaptation that occurred between the evolutionarily advancement from primate to
humans.
Given a formula for a half-life of a radioisotope, I can determine the age of a rock or fossil.
I can explain the difference between a homologous, analogous and vestigial structure.
I can explain the difference between convergent and divergent evolution.
I can explain the difference between punctuated equilibrium and gradualism.
I can look at a cladogram and determine if convergent or divergent evolution has occurred based on
homologous, analogous and vestigial structures.
I can look at a cladogram and determine if evolutionary processes are a result of punctuated equilibrium or
gradualism.
Standard 4B: Ecology
VOCABULARY
Food Web
Secondary Consumers
Food Chain
Tertiary Consumers
Energy Pyramid
Primary Producers
Primary Consumers Abiotic
Precipitation
Evaporation
Transpiration
Surface Water
Geological Carbon
Atmospheric Carbon
 I can diagram and label the water cycle.
Biotic
Water Cycle
Carbon Cycle
Nitrogen Fixation
Run-off
Carbon Reservoir
Organic
Denitrification
Phosphorus
Nitrogen
Carbon Sink
Groundwater
Fossil Fuel
Inorganic
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I can diagram and label the movement of carbon through the four major environmental reservoirs: (1)
How carbon dioxide enters and leaves the atmosphere (2) How carbon dioxide enters and leaves the
Water (3) How carbon dioxide enters and leaves the Land (both abiotic and biotic sources) and (4) How
carbon dioxide enters and leaves the subterranean sources.
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I can explain the vital function of carbon in a living organism.
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I can explain the vital function of nitrogen in a living organism.
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I can explain the vital function of phosphorus in a living organism.
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I can explain the vital function of water in a living organism.
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I can draw a food chain, showing the appropriate placement of primary producers, primary consumers,
secondary consumers and tertiary consumers and show the direction energy flows though the chain.
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I can show the multiple pathways of energy that flow in a food web and show when energy is lost or
transferred.
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I can fill in an energy pyramid to account for the primary producers, primary consumers, secondary
consumers and tertiary consumers and show the direction energy flows though the pyramid, how much
is lost in each trophic level and how much is retained.
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I can explain the difference between nitrogen fixation and denitrification.
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I can define abiotic and biotic factors in an ecosystem.
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I can label the abiotic and biotic factors in the carbon and nitrogen cycles.
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I can determine the amount of total energy found at each trophic level, showing the amount transferred
and lost at each level—if I am given the a set amount of energy for the primary producers.
Standard 5B: Ecological Issues
VOCABULARY
Abiotic
Density Dependent Factors
Biological Aspects: Niche
Density Independent Factors
Biotic
Habitat
Carrying Capacity
Interspecific Competition
Commensalism
Intraspecific Competition
Competition
Limiting Factor
Mutualism
Niche
Parasitism
Physical Aspects: Niche
Primary Succession
Predator
Prey
Resources: Niche
Secondary Succesion
Symbiosis
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I can define a habitat.
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I can define the resources of an organisms’ niche.
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I can define the physical aspects of an organisms’ niche.
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I can define the biological aspects of an organisms’ niche.
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I can define and identify a predator-prey relationship.
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I can identify and define the difference between interspecific and intraspecific competition.
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I can identify if a limiting factor is abiotic or biotic.
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I can identify if a limiting factor is density-dependent or density independent.
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I can look at a graph and draw a dotted line to indicate the carrying capacity.
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I can define and identify a parasitic symbiotic relationship.
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I can define and identify a commensalism symbiotic relationship.
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I can define and identify a mutualistic symbiotic relationship.
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If I am given a description of an organisms’ niche, I can determine which components represents the resources,
physical aspects and biological aspects of that niche.
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Given a natural environmental disruption (either abiotic or biotic) I can hypothesize the effect it will have on a
given ecosystem.
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Given a ecological disruption that is the result of a human modification of the environment (growth, technology
and/or consumption), I can identify the components of the ecosystem most at risk and identify corrective
action.