Biology EOC exam review
Mr. Carr
Topics Covered
Unit 1- The Nature and Chemistry of Life
 In your textbook: Chapters 1-1 (pages 3 & 4), 1-3 (pages 15 and 21), and 2-2 through 2-4 (pages 37-53)
 Your learning targets w/chapters & class activities
1.
2.
3.
4.
5.
6.
I can give examples of, and describe the difference between, an observation and inference (1.1).
I can give examples of, and describe the difference between, qualitative and quantitative data (1.1).
I can identify the common characteristics of living organisms and the 8 biological levels of organization (1.3).
I can identify the structure of an atom and explain the two most common ways they are bonded together (2.1).
I can identify the rules for covalent bonding for hydrogen, oxygen, and carbon (2.1 & Molecule Building lab).
I can build and/or diagram molecular models that contain hydrogen, oxygen, and carbon (2.1 & Molecule
Building lab).
7. I can build and/or diagram a water molecule (2.2 & Molecule Building lab)
8. I can explain how polar molecules differ from non-polar molecules (2.2 and Properties of Water POGIL).
9. I can identify and explain how water is polar and the 4 consequences of its polarity (2.2, Water Lab, & Properties
of Water POGIL).
10. I can provide an explanation of acids, bases, and where acids and bases are found on the pH scale (2.2 &
Acid/Base Observation lab).
11. I can identify the 4 groups of organic compounds found in living organisms, their building blocks, and their
functions (2.3 & Biological Molecules POGIL).
12. I can explain the role of enzymes in living organisms (2.4).
Unit 2-Biomass, Matter Cycling, and Population
 In your textbook: Chapters 3-2 and 3-3 (pages 67-80) and 5-1 5-2 (pages 118-127)
 Your learning targets w/chapters & class activities
1.
2.
3.
4.
5.
6.
7.
8.
I can summarize the similarities and differences between producer and consumer organisms and identify
examples of each (3.2 & Leaf Litter Lab)
I can summarize and give examples of the flow of energy through an ecosystem in the form of food chains, food
webs, trophic levels, and biomass pyramids (3.2 & Leaf Litter Lab)
I can summarize and identify specific examples (carbon, nitrogen, and phosphorus) of how matter cycles through
an ecosystem (3.3 & Matter Cycle POGIL)
I can summarize the three important characteristics of a population (5.1)
I can identify the three factors that affect population growth (5.1 & Yeast Pop. Lab)
I can summarize the patterns of population growth and identify those trends on a graph (5.1, Rabbits v. Wolves
activity, Yeast Population Lab)
I can identify and summarize the factors that limit population growth and whether those factors are affected by
population density or not (5.2 & Yeast Pop. Lab)
I can calculate population density (5.1 and Population Density activity)
Unit 3- The Cell
 In your textbook: Chapters 7-1 through 7-3 (pages 169-189) and 12-1 (pages 291-294)
 Your learning targets w/chapters & class activities
1.
2.
3.
4.
5.
6.
7.
I can describe the three parts of the Cell Theory (7.1).
I can summarize the similarities and differences between prokaryotic and eukaryotic cells (7.1).
I can recognize and label the key organelles (wall, membrane, nucleus, mitochondria, chloroplast, ribosome, ER,
golgi) of both plant and animal cells (7.2, Organelle POGIL, organelle diagram)
I can explain the function of the key organelles (wall, membrane, nucleus, mitochondria, chloroplast, lysosome,
ribosome, ER, golgi) of both plant and animal cells (7.2, Organelle POGIL, organelle diagram)
I can describe and label the make-up of the cell membrane (7.3, Membrane diagram, Membrane Structure &
Function POGIL, Transport in Cells POGIL).
I can describe how materials get into and out of a cell with diffusion or active transport (7.3 Membrane Structure
& Function POGIL, Transport in Cells POGIL, Egg & Cell Size Labs).
I can explain why cells are mostly small in size (Cell Size Lab).
Unit 4- DNA, RNA, and Protein Synthesis
 In your textbook: Chapters 12-1 through 12-3 (pp 287 to 306) and 13-2 (pp 322 to 326), and 13-4 (pp
331-333).
 Your learning targets w/chapters & class activities
1.
2.
3.
I can recognize and label a molecule of DNA (12.1, DNA WebQuest, & DNA Licorice activity)
I can state the importance of DNA via the Central Dogma of Molecular Biology (DNA to RNA to Protein)
I can describe the structure of DNA molecules in terms of the four nucleotides (A, C, G, and T) subunits are
combined in various sequences (12.1, Simulating Protein Synthesis, DNA to Disease, Genes R Us).
4. I can describe that the sequence of the four nucleotides in the DNA molecule encodes genetic information (12.1,
Simulating Protein Synthesis, DNA to Disease, Genes R Us).
5. I can describe the relationships among DNA, chromosomes, genes, amino acids, proteins, and traits (12.1-12.3,
Simulating Protein Synthesis, DNA to Disease, Genes R Us ) .
6. I can describe how the sequence of the nucleotides in a gene specifies the amino acids needed to make a protein
(12.1-12.3, Simulating Protein Synthesis, DNA to Disease, Genes R Us).
7. I can describe inherited traits and cell functions as primarily determined by the proteins expressed by genes
(12.3, Simulating Protein Synthesis, DNA to Disease, Genes R Us).
8. I can predict the complementary strand of mRNA given the nucleotide sequence in an open strand of DNA (12.3,
Simulating Protein Synthesis, DNA to Disease, Genes R Us).
9. I can describe the steps of protein synthesis and the structures involved in it (12.3, Simulating Protein Synthesis,
DNA to Disease, Genes R Us).
10. I can explain how biotechnologies use DNA analysis to help solve societal issues (13-2 and 13-4, Simulating
Protein Synthesis, DNA to Disease, Genes R Us).
Unit 5- Mitosis, Meiosis, and Mendelian Genetics
 In your textbook: Chapters 10-2 (pp 244-249) and 11-1 through 11-4 (pp 262-278).
 Your learning targets w/chapters & class activities
1.
2.
3.
4.
5.
I can describe that typical animal cells contain two copies of each chromosome (one from each biological parent) with
genetic information that regulates body structures and body functions (10.2, Cell Division notes, Whitefish Flipbook,
Whitefish Mitosis Lab)
I can explain the process of cell division called mitosis and how the genetic information is copied and each of two new
cells receives exact copies of the original chromosomes (10.2, Cell Division notes, Whitefish Flipbook, Whitefish
Mitosis Lab).
I can describe the products of cell division by mitosis as two new cells each with the same number of chromosomes as
the original cell (10.2, Cell Division notes, Whitefish Flipbook, Whitefish Mitosis Lab).
I can explain the process of meiosis as the method of genetic diversity in sexually reproducing organisms that ensures
each gamete receives one complete haploid (1n) set of chromosomes (11.4—Cell Division Notes, Meiosis POGIL).
I can predict the outcome of specific genetic crosses involving two characteristics (11.1 to 11.3—Punnett Practice).
Unit 6- Photosynthesis
 In your textbook: Chapters 8 (200-209).
 Your learning targets w/chapters & class activities
1.
2.
3.
4.
I can identify the inputs (carbon dioxide, water, & light energy) required for photosynthesis and the source of these
inputs using words, chemical formulas, and/or diagrams (8.2, Photosynthesis Lab).
I can identify the outputs (glucose & oxygen) produced during photosynthesis and the source of these outputs using
words, chemical formulas, and/or diagrams (8.2, Photosynthesis Lab).
I can model and describe the rearrangement of atoms during photosynthesis using the chemical equations for:
a. Light Dependent reactions that capture energy and
b. Light Independent reactions that store chemical energy as glucose (aka: Calvin Cycle)(8.2, Photosynthesis Lab)
.
I can explain the role of photosynthesis in the life of animals, including:
a. Photosynthesis as the only source of glucose that provides chemical energy,
b. Photosynthesis as the only source of glucose incorporated into larger biomolecules.
c. How Carbon cycles through ecosystems and why that cycle is important for maintaining life (8.2,
Photosynthesis Lab, Cellular Respiration and Photosynthesis POGIL).
Unit 7- Cellular Respiration
 In your textbook: Chapter 9 (220-232).
 Your learning targets w/chapters and class activities
1.
2.
3.
I can describe cellular respiration as the process cells use to change the energy of glucose into energy in the form of
ATP and/or the process that provides the energy source for most living organisms (9.1 & 9.2, Cellular Respiration
and Photosynthesis POGIL, Clothespin & Muscle Fatigue Experiment, Exercise & CO2 Experiment).
I can compare cellular respiration to the burning of fossil fuels, including how large carbon based molecules are
broken down into carbon dioxide and water and energy as chemical energy is changed into other forms of energy
(kinetic, heat, other kinds of chemical potential energy…) (9.1 & 9.2, Cellular Respiration and Photosynthesis
POGIL, Clothespin & Muscle Fatigue Experiment, Exercise & CO2 Experiment)
I can describe the inputs of cellular respiration as glucose (and other large carbohydrates) and oxygen and the
outputs as carbon dioxide, water and ATP (energy) (9.1 & 9.2, Cellular Respiration and Photosynthesis POGIL,
Clothespin & Muscle Fatigue Experiment, Exercise & CO2 Experiment)