Biology 2nd Semester Study Guide
Part 1: Key Terms
term
asexual reproduction
cancer
chemotherapy
mutation
parthenogenesis
radiation (to treat cancer)
vegetative reproduction
crossing over
diploid
fertilization
gamete
haploid
homologous chromosomes
meiosis
nondisjunction
ovum
zygote
carrier
codominance
dihybrid
dominant
F1 generation
F2 generation
genotype
heterozygous
homozygous
hybrid
incomplete dominance
inheritance/heritability
linked genes
locus (loci)
Mendel
multiple alleles
P1 generation
pedigree
phenotype
polygenic
unit #
5
5
5
5, 8, 10
5
5
5
6, 7
6
6
6
6
6, 7
6
6
6
6
7
7
7
7
7
7
7
7
7
7
7
7, 10
7
7
7
7
7
7
7
7
unit description
5: Asexual Reproduction and Cancer
6: Meiosis and Sexual Reproduction
7: Genetics
Biology 2nd Semester Study Guide
term
pure/true-breeding
recessive
variability
x-linked (sex-linked)
amino acid
anticodon
codon
codon chart
DNA
double helix
genetic code
peptide bond
promoter
ribosome
RNA (m, r, t)
termination
transcription
translation
adaptation
analogous structures
comparative anatomy
Darwin
differential reproductive success
embryology
evolution
finch
fitness
fossil record
founder effect
Galápagos Islands
gene flow
gene pool
genetic drift
homologous structures
Lamarck
migration
natural selection
Origin of Species
population bottleneck
unit #
7
7
7, 10
7
8
8
8
8
8
8
8
8
8
8
8
8
8
8
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
unit description
8: DNA and Protein Synthesis
10: Principles of Evolution
Biology 2nd Semester Study Guide
term
vestigial structures
Wallace
abiotic
autotroph
biosphere
biotic
carnivore
community
competition
consumer
decomposer
ecology
ecosystem
food chain
food web
habitat
herbivore
heterotroph
host
lichen
mortality
niche
omnivore
parasitism
population
population density
predation
prey
producer
scavenger
symbiosis
unit #
10
10
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
unit description
12: Principles of Ecology
Part 2: Key Questions
1. Meiosis before sexual reproduction prevents WHAT from happening?
2. What is the end result of meiosis?
3. Why did Mendel start his experiments with true-breeding plants?
4. Mendel’s Law of Segregation was confirmed by the discovery of what process?
5. Describe the double helix structure of DNA. Who gets credit for the model?
6. Why were the Galápagos Islands especially interesting to Darwin?
Biology 2nd Semester Study Guide
7. What was missing from Darwin’s theory?
8. How did Mendel’s findings affect Darwin’s work?
9. What types of things do ecologists study?
10. Give examples of:
a. abiotic factor
b. autotrophs
c. carnivores
d. community
e. competition
f. consumers
g. decomposers
h. ecosystem
i. herbivores
j. heterotrophs
k. host
l. omnivores
m. parasite
n. population
o. predator
p. prey
q. producers
r. symbiosis
11. If the population of a secondary or tertiary consumers declines, what will happen
to the corresponding population of primary consumers?
12. What abiotic factor has the biggest effect on determining the habitat of a land
organism?
13. Trace the steps of protein synthesis, beginning in the nucleus. Be sure you know
what to do with the universal codon chart.
Part 3: Possible Essay Questions
1. Describe the process of DNA replication in eukaryotes.
2. How does transcription differ from DNA replication? Describe at least four
differences.
3. How might karyotyping be useful to doctors?
4. How has Darwin’s work on evolution held up over the years in the scientific
world?
5. Discuss whether you think food webs change over time (for example, in the
course of a year) and why. Suggest examples to back up your arguments.
Biology 2nd Semester Study Guide
6. What are the possible outcomes of the extinction of a species in a biological
community? Use the structure of a food web to explain what might happen in the
event of an extinction.
Part 4: Practice Genetics Problems
1. Suppose a father of blood type A and a mother of blood type B have a child of
type O. What blood types are possible in their subsequent children?
2. Suppose a father of blood type B and a mother of blood type O have a child of
type O. What are the chances that their next child will be blood type O? Type B?
Type A? Type AB?
3. Suppose a father and mother claim they have been given the wrong baby at the
hospital. Both parents are blood type A. The baby they have been given is blood
type O. Could the baby belong to them?
4. Yellow guinea pigs crossed with white ones always produce cream colored
offspring. Two cream colored guinea pigs when crossed produced yellow, cream
and white offspring in the ratio of l yellow: 2 cream: l white. How are these colors
inherited?
5. In northeast Kansas there is a creature know as a wildcat. It comes in three colors,
blue, red, and purple. This trait is controlled by a single gene with incomplete
dominance. A homozygous (BB) individual is blue, a homozygous (bb) individual
is red, and a heterozygous (Bb) individual is purple. What would be
the genotypes and phenotypes of the offspring if a blue wildcat were crossed
with a red one?
6. A mother and father with normal color vision produce six male children, two of
whom exhibit red-green colorblindness. Their five female children exhibit normal
color vision. Explain the inheritance of red-green colorblindness in their male
children.
7. In a cross between a white-eyed female fruit fly and red-eyed male, what percent
of the female offspring will have white eyes? (White eyes are X-linked, recessive)
8. In a cross between a pure bred, red-eyed female fruit fly and a white-eyed male,
what percent of the male offspring will have white eyes? (white eyes are X-linked,
recessive)
9. A boy, whose parents and grandparents had normal vision, is color-blind. What
are the genotypes for his mother and his maternal grandparents. Use XB for
the dominant normal condition and Xb for the recessive, color-blind phenotype.
10. Use the Punnett square to determine all of the offspring genotypes (and their
relative frequencies) from the following crosses (assume independent
assortment):
a. RrYy x RrYy
b. RrYy x rryy
Biology 2nd Semester Study Guide
c. RrYy x Rryy
11. In the problem above, the "R" allele is a dominant allele specifying for round
seeds (in peas), while the "r" allele is the recessive allele specifying for wrinkled
seeds; in addition, the "Y" allele specifies for the dominant yellow seed color trait,
while "y" specifies for green seeds (recessive). Give the expected frequencies (as
percentages or ratios) for the phenotypes of the offspring resulting from each of
the crosses above.
12. In turkeys a dominant gene R produces the familiar bronze color; its recessive
allele r results in red. Another dominant gene H results in normal feathers; its
recessive allele h produces feathers without webbing, so that they resemble tufts
of hair. Two bronze turkeys with normal feathers were mated, and their offspring
consisted of 8 bronze with normal feathers, three bronze with hairy feathers, two
red with normal feathers, and one red with hairy feathers. What were the
genotypes of the parents?
13. In horses black is dependent upon a dominant gene, B, and chestnut upon its
recessive allele, b. The trotting gait is due to a dominant allele T, and the pacing
gait to its recessive allele, t. If a homozygous black pacer is mated to a
homozygous chestnut trotter, what will be the appearance of the F1 generation?
14. Use the Punnett square to determine all of the offspring genotypes (and their
relative frequencies) from the following crosses:
a. Rr x Rr
b. Rr x rr
c. RR x Rr
15. In the problem above, the "R" allele is a dominant allele specifying for round seeds (in
peas), while the "r" allele is the recessive allele specifying for wrinkled seeds. Give the
expected frequencies (as percentages or ratios) for the phenotypes of the offspring
resulting from each of the crosses above.
16. In sheep white is due to a dominant gene (W), black to its recessive allele (w). A white
ewe mated to a white ram produces a black lamb. If they produce another offspring,
could it be white? If so, what are the chances of it being white? List the genotypes of all
animals mentioned in this problem.
Biology 2nd Semester Study Guide
Part 5: Practice Analysis Questions
1. Use the diagram to complete the table below. Classify each member of the food
web as autotroph or heterotroph, and identify the heterotrophs as herbivores,
carnivores, or omnivores.
Autotrophs
Heterotrophs
Herbivore, carnivore,
or omnivore
2. A scientist wrote the following summary of her observations:
Milkweed is a plant commonly found throughout fields and pastures and along
roadsides in eastern and central North America. It gets its name from the milky
white sap that oozes when the plant is broken or cut. Milkweed plants bloom in
June and July. When fertilized, the flowers form large seedpods that open in the fall.
The following observations were taken from a scientist's field study of milkweed
plants from spring through fall.
In the summer, the sugary nectar secreted by the milkweed's flowers attracts
many bees, butterflies, moths, and a variety of smaller insects that carry away
pollen when they depart. Milkweed nectar seems to be the major source of nutrition
for several species of small moths, flies, mosquitoes, and ants. Monarch butterflies,
Biology 2nd Semester Study Guide
which visit in large numbers, lay their eggs on milkweed plants, and the hatching
caterpillars feed on the leaves. As fall approaches, milkweed bugs begin to attack
the developing seeds, and milkweed beetles eat the foliage.
Aphids, which suck milkweed sap, are found throughout the year. Crab spiders
do not feed on the plant itself, but rather on most of the insects that visit the plant.
In the two to three weeks while the milkweed plants are in bloom, successful adult
female crab spiders may increase ten times in mass before laying their eggs on the
inner surface of leaves. Some species of flies and wasps, which feed on crab spider
eggs, visit the plants periodically. Harvestmen, also known as "daddy longlegs,"
recover the remains left by predators.
a. Based on the scientist's observations, formulate two possible hypotheses
about the effects of crab spiders on the survival of the milkweed plant.
b. How would you describe the symbiotic relationship between the milkweed
plant and aphids?
c. From the scientist's data, infer which abiotic factor affects milkweed.
Explain how the data support your inference.
d. Based on the scientist's observations, what is one food chain that begins
with a milkweed plant?
e. What would you call a patch of milkweed plants plus all the organisms that
visit or live on the plants?
f. Did this scientist perform quantitative or descriptive research?
3. http://www.actstudent.org/sampletest/science/sci_03.html (ACT test prep)