Additional preparation for the end-of-course exam is available here:
[EOC Review Manual]
Showing posts with label Assignment Info. Show all posts
Showing posts with label Assignment Info. Show all posts
Thursday, May 8, 2014
Thursday, April 17, 2014
EOC Review #8
Ecology
1. Why is a herbivorous diet more energy efficient than a carnivorous diet? (SC.912.L.17.9)
2. How might the stability of an ecosystem be affected if all the decomposers were suddenly removed? (SC.912.L.17.9)
3. How might an oil spill in the ocean affect an aquatic food web? What might happen to the food web on land located near the spill? (SC.912.L.17.9)
4. Discuss four ways population size can change. Differentiate between exponential and logistic growth. (SC.912.L.17.5)
5. How might a density-dependent limiting factor be affected by a flood or some other natural disaster? (SC.912.L.17.5)
6. Compare and contrast primary and secondary succession. (SC.912.L.17.4)
7. What are introduced species? How are they a threat to biodiversity? (SC.912.L.17.8)
8. Explain how having bottled drinking products, and other bottled items, is both a benefit and a detriment to our environment. (SC.912.L.17.20)
9. How has human expansion impacted animal habitats and the environment? (SC.912.L.17.20)
10. The progressive increase in Earth’s human carrying capacity came from advances in technology. What density-independent and density independent limiting factors may prevent the human population from continued growth? (SC.912.L.17.11)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 13-16 in your textbook. For additional help see the [EOC Review Manual].
1. Why is a herbivorous diet more energy efficient than a carnivorous diet? (SC.912.L.17.9)
2. How might the stability of an ecosystem be affected if all the decomposers were suddenly removed? (SC.912.L.17.9)
3. How might an oil spill in the ocean affect an aquatic food web? What might happen to the food web on land located near the spill? (SC.912.L.17.9)
4. Discuss four ways population size can change. Differentiate between exponential and logistic growth. (SC.912.L.17.5)
5. How might a density-dependent limiting factor be affected by a flood or some other natural disaster? (SC.912.L.17.5)
6. Compare and contrast primary and secondary succession. (SC.912.L.17.4)
7. What are introduced species? How are they a threat to biodiversity? (SC.912.L.17.8)
8. Explain how having bottled drinking products, and other bottled items, is both a benefit and a detriment to our environment. (SC.912.L.17.20)
9. How has human expansion impacted animal habitats and the environment? (SC.912.L.17.20)
10. The progressive increase in Earth’s human carrying capacity came from advances in technology. What density-independent and density independent limiting factors may prevent the human population from continued growth? (SC.912.L.17.11)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 13-16 in your textbook. For additional help see the [EOC Review Manual].
Wednesday, April 16, 2014
EOC Review #7
Origin of Life and Classification
1. Describe Stanley Miller and Harold Urey’s famous experiment. Describe their results as well and the significance behind their findings. (SC.912.L.15.8)
2. Define and explain the endosymbiotic theory. (SC.912.L.15.8)
3. Why is it important for biologists to include scientific names for organisms when reporting their findings to other biologists around the world? (SC.912.L.15.6, SC.912.L.15.4)
4. What are some limitations of the Linnaean classification system? (SC.912.L.15.6)
5. What role does molecular evidence play in determining how closely two species are related to each other? (SC.912.L.15.4, SC.912.L.15.5)
6. How have new discoveries helped us to redefine the relationships among organisms? Give an example. (SC.912.L.15.5)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 12 & 17 in your textbook. For additional help see the [EOC Review Manual].
1. Describe Stanley Miller and Harold Urey’s famous experiment. Describe their results as well and the significance behind their findings. (SC.912.L.15.8)
2. Define and explain the endosymbiotic theory. (SC.912.L.15.8)
3. Why is it important for biologists to include scientific names for organisms when reporting their findings to other biologists around the world? (SC.912.L.15.6, SC.912.L.15.4)
4. What are some limitations of the Linnaean classification system? (SC.912.L.15.6)
5. What role does molecular evidence play in determining how closely two species are related to each other? (SC.912.L.15.4, SC.912.L.15.5)
6. How have new discoveries helped us to redefine the relationships among organisms? Give an example. (SC.912.L.15.5)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 12 & 17 in your textbook. For additional help see the [EOC Review Manual].
Tuesday, April 15, 2014
EOC Review #6
Theory of Evolution
1. Why doesn’t the phrase “survival of the fittest” accurately reflect Darwin’s concept of the evolutionary fitness? (SC.912.L.15.13, SC.912.L.15.14)
2. Why is it said that natural selection acts on phenotypes rather than on the genetic material of an organism? (SC.912.L.15.13)
3. What are the benefits and consequences of artificial selection? Compare the similarities and differences between natural selection and artificial selection. (SC.912.L.15.13)
4. What are five factors that can lead to evolution occurring at the population level? (SC.912.L.15.14)
5. How is the idea of common descent supported by examples of homologous structures? (SC.912.L.15.1)
6. What is wrong with the statement “it hasn’t been proven?” (SC.912.N.3.1)
7. “A larger brain means a smarter organism.” Explain why this is true or false. (SC.912.L.15.10)
8. Draw a basic diagram of the brain identifying the cerebrum, cerebellum, medulla oblongata, midbrain, pons, and the four lobes (frontal, occipital, temporal and parietal). (SC.912.L.14.26)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 10, 11 & 29 in your textbook. For additional help see the [EOC Review Manual].
1. Why doesn’t the phrase “survival of the fittest” accurately reflect Darwin’s concept of the evolutionary fitness? (SC.912.L.15.13, SC.912.L.15.14)
2. Why is it said that natural selection acts on phenotypes rather than on the genetic material of an organism? (SC.912.L.15.13)
3. What are the benefits and consequences of artificial selection? Compare the similarities and differences between natural selection and artificial selection. (SC.912.L.15.13)
4. What are five factors that can lead to evolution occurring at the population level? (SC.912.L.15.14)
5. How is the idea of common descent supported by examples of homologous structures? (SC.912.L.15.1)
6. What is wrong with the statement “it hasn’t been proven?” (SC.912.N.3.1)
7. “A larger brain means a smarter organism.” Explain why this is true or false. (SC.912.L.15.10)
8. Draw a basic diagram of the brain identifying the cerebrum, cerebellum, medulla oblongata, midbrain, pons, and the four lobes (frontal, occipital, temporal and parietal). (SC.912.L.14.26)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 10, 11 & 29 in your textbook. For additional help see the [EOC Review Manual].
Monday, April 14, 2014
EOC Review #5
Genetics and Biotechnology
1. How does information flow from within the cell nucleus to direct the synthesis of proteins in the cytoplasm? (SC.912.L.16.5)
2. Contrast the functions of the three main types of RNA. (SC.912.L.16.5)
3. Mendel might have been surprised to learn that genes simply contain the instructions for assembling proteins. What do proteins have to do with the phenotype of an organism? (SC.912.L.16.5)
4. Why is it that a Punnett Square is only useful as a predictive tool? (SC.912.L.16.1)
5. Why is it that a genotype of an organism can always tell you its phenotype, but a phenotype can only sometimes tell you its genotype? (SC.912.L.16.2)
6. Explain the difference between complete dominance, incomplete dominance and codominance. (SC.912.L.16.1, SC.912.L.16.2)
7. What potential dangers exist to the environment and to society if we allow every individual to make their own decisions with regards to increasing the use of biotechnology in our everyday lives? (SC.912.L.16.10)
8. Why do some kinds of point mutations cause greater changes in proteins than others? (SC.912.L.16.4)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 6-9 in your textbook. For additional help see the [EOC Review Manual].
1. How does information flow from within the cell nucleus to direct the synthesis of proteins in the cytoplasm? (SC.912.L.16.5)
2. Contrast the functions of the three main types of RNA. (SC.912.L.16.5)
3. Mendel might have been surprised to learn that genes simply contain the instructions for assembling proteins. What do proteins have to do with the phenotype of an organism? (SC.912.L.16.5)
4. Why is it that a Punnett Square is only useful as a predictive tool? (SC.912.L.16.1)
5. Why is it that a genotype of an organism can always tell you its phenotype, but a phenotype can only sometimes tell you its genotype? (SC.912.L.16.2)
6. Explain the difference between complete dominance, incomplete dominance and codominance. (SC.912.L.16.1, SC.912.L.16.2)
7. What potential dangers exist to the environment and to society if we allow every individual to make their own decisions with regards to increasing the use of biotechnology in our everyday lives? (SC.912.L.16.10)
8. Why do some kinds of point mutations cause greater changes in proteins than others? (SC.912.L.16.4)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 6-9 in your textbook. For additional help see the [EOC Review Manual].
Biology End-of-Course Exam (and Review)
The Biology End-of-Course Exam will be Monday, May 5, 2014 and Tuesday, May 6, 2014. Students must pass the End-of-Course Exam to receive credit for the course.
Below is the schedule for the EOC Review assignments students have been, and will be, provided in class.
Students will not be allowed to turn in after the "Too Late" deadline as the assignment will already have been reviewed in the class. NO EXCEPTIONS!
Below is the schedule for the EOC Review assignments students have been, and will be, provided in class.
| EOC REVIEW # |
DATE ASSIGNED (A-Day-B-Day) |
DUE DATE (A-Day/B-Day) |
FINAL DEADLINE (A-Day/B-Day) |
| 1 | April 8-9 | April 10/11 | April 16/17 |
| 2 | April 10-11 | April 14/15 | April 21/22 |
| 3 | April 14-15 | April 16/17 | April 23/24 |
| 4 | April 16-17 | April 21/22 | April 25/28 |
| 5 | April 21-22 | April 23/24 | April 29/30 |
| 6 | April 23-24 | April 25/28 | April 29/30 |
| 7 | April 25-28 | April 29/30 | May 1/2 |
| 8 | April 29-30 | May 1/2 | May 1/2 |
Students will not be allowed to turn in after the "Too Late" deadline as the assignment will already have been reviewed in the class. NO EXCEPTIONS!
Friday, April 11, 2014
EOC Review #4
Heredity and Reproduction
1. Describe the structure of a DNA molecule. What might the similarity between the four bases indicate about the origins of life on Earth? (SC.912.L.16.3, SC.912.L.16.9)
2. Describe the process of DNA replication. Why does a cell need to replicate its DNA quickly? (SC.912.L.16.3, SC.912.L.16.9)
3. How does cellular information pass from one generation to another? Explain why chromosomes, not genes, independently assort. (SC.912.L.16.16)
4. What is the relationship between meiosis and genetic disorders such as Down’s Syndrome and Turner’s Syndrome? (SC.912.L.16.16)
5. Compare and contrast the processes of mitosis and meiosis. How are the two processes similar? How are the two processes different? (SC.912.L.16.17)
6. If a human had their bone marrow removed, altered genetically, and re-implanted, would the change be passed on to their children? (SC.912.L.16.16)
7. How does a human develop from a single cell to a newborn baby? (SC.912.L.16.13)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 5, 6, 8 & 34 in your textbook. For additional help see the [EOC Review Manual].
1. Describe the structure of a DNA molecule. What might the similarity between the four bases indicate about the origins of life on Earth? (SC.912.L.16.3, SC.912.L.16.9)
2. Describe the process of DNA replication. Why does a cell need to replicate its DNA quickly? (SC.912.L.16.3, SC.912.L.16.9)
3. How does cellular information pass from one generation to another? Explain why chromosomes, not genes, independently assort. (SC.912.L.16.16)
4. What is the relationship between meiosis and genetic disorders such as Down’s Syndrome and Turner’s Syndrome? (SC.912.L.16.16)
5. Compare and contrast the processes of mitosis and meiosis. How are the two processes similar? How are the two processes different? (SC.912.L.16.17)
6. If a human had their bone marrow removed, altered genetically, and re-implanted, would the change be passed on to their children? (SC.912.L.16.16)
7. How does a human develop from a single cell to a newborn baby? (SC.912.L.16.13)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 5, 6, 8 & 34 in your textbook. For additional help see the [EOC Review Manual].
Thursday, April 10, 2014
EOC Review #3
Plants and Cell Division
1. In what ways do the leaves of a plant depend on the plant’s roots and stem? (SC.912.L.14.7)
2. Describe three main functions of a plant leaf. (SC.912.L.14.7)
3. Explain why the stomata of a plant open after the plant has been watered. (SC.912.L.14.7)
4. How can a tree which is rooted in place produce offspring with another tree hundreds of miles away? (SC.912.L.14.7)
5. How are fruits and seeds important adaptations for plants? (SC.912.L.14.7)
6. What kinds of problems does growth cause for cells? How does cell division help a cell solve these problems? (SC.912.L.16.14)
7. Describe what happens during the four phases of mitosis. (SC.912.L.16.14)
8. Describe how cancer cells are different from other cells. Based on these differences, explain why cancer has been such a difficult condition to cure. (SC.912.L.16.8)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 5 & 20-22 in your textbook. For additional help see the [EOC Review Manual].
1. In what ways do the leaves of a plant depend on the plant’s roots and stem? (SC.912.L.14.7)
2. Describe three main functions of a plant leaf. (SC.912.L.14.7)
3. Explain why the stomata of a plant open after the plant has been watered. (SC.912.L.14.7)
4. How can a tree which is rooted in place produce offspring with another tree hundreds of miles away? (SC.912.L.14.7)
5. How are fruits and seeds important adaptations for plants? (SC.912.L.14.7)
6. What kinds of problems does growth cause for cells? How does cell division help a cell solve these problems? (SC.912.L.16.14)
7. Describe what happens during the four phases of mitosis. (SC.912.L.16.14)
8. Describe how cancer cells are different from other cells. Based on these differences, explain why cancer has been such a difficult condition to cure. (SC.912.L.16.8)
State standards associated with each question is notated in parenthesis following the question. Content for the above questions may be found in Chapters 5 & 20-22 in your textbook. For additional help see the [EOC Review Manual].
Wednesday, April 9, 2014
EOC Review #2
Cells and Cellular Energy
1. Summarize three statements from the cell theory. Explain the significance of the cell theory to biology. (SC.912.L.14.1)
2. How does the everyday use of the word “theory” influence how people think about scientific theories? (SC.912.N.3.1)
3. Why is the interior membrane of the mitochondria highly folded? (SC.912.L.14.2)
4. Explain why a cell wall is needed in plant cells, but not in animal cells. (SC.912.L.14.2)
5. How do facilitated diffusion and active transport differ? (SC.912.L.14.2)
6. How is energy from sunlight used to make sugar? (SC.912.L.18.7)
7. Compare the storage capacity of ATP and glucose. How does the cell use each of these molecules to store energy? (SC.912.L.18.10)
8. Trace the events that occur in the chloroplast during photosynthesis. (SC.912.L.18.7, SC.912.L.18.9)
9. What effect does the presence of oxygen have on the events that follow glycolysis? Trace the events of cellular respiration that follow glycolysis. (SC.912.L.18.8, SC.912.L.18.9)
State standards associated with each question is notated in parenthesis following the question. Content for above questions may be found in Chapters 3-4 in your textbook. For additional help see the [EOC Review Manual].
1. Summarize three statements from the cell theory. Explain the significance of the cell theory to biology. (SC.912.L.14.1)
2. How does the everyday use of the word “theory” influence how people think about scientific theories? (SC.912.N.3.1)
3. Why is the interior membrane of the mitochondria highly folded? (SC.912.L.14.2)
4. Explain why a cell wall is needed in plant cells, but not in animal cells. (SC.912.L.14.2)
5. How do facilitated diffusion and active transport differ? (SC.912.L.14.2)
6. How is energy from sunlight used to make sugar? (SC.912.L.18.7)
7. Compare the storage capacity of ATP and glucose. How does the cell use each of these molecules to store energy? (SC.912.L.18.10)
8. Trace the events that occur in the chloroplast during photosynthesis. (SC.912.L.18.7, SC.912.L.18.9)
9. What effect does the presence of oxygen have on the events that follow glycolysis? Trace the events of cellular respiration that follow glycolysis. (SC.912.L.18.8, SC.912.L.18.9)
State standards associated with each question is notated in parenthesis following the question. Content for above questions may be found in Chapters 3-4 in your textbook. For additional help see the [EOC Review Manual].
Tuesday, April 8, 2014
EOC Review #1
Scientific Method and Chemistry of Life
1. How can you tell the difference between science and non-science? (SC.912.N.2.1)
2. What is the difference between inference and observation? (SC.912.N.1.6)
3. How is hydrogen bonding between molecules related to the structure of the water molecule? (SC.912.L.18.12)
4. What is the relationship between hydrogen ions (H+) and pH? How is pH related to a solution’s acidity? (SC.912.L.18.12)
5. Compare and contrast adhesion and cohesion, using capillary action as an example. (SC.912.L.18.12)
6. How does water’s polarity influence its properties as a solvent? (SC.912.L.18.12)
7. Describe the structure and functions of the four major macromolecules. (SC.912.L.18.1)
8. How does the protein’s structure relate to its function? (SC.912.L.18.1)
9. Compare enzyme activity to a lock and key.(SC.912.L.18.11)
10. How can changes in an enzyme’s surroundings influence its action? (SC.912.L.18.11)
State standards associated with each question is notated in parenthesis following the question. Content for question 1 may be found [here]. Content for questions 2-10 can be found in Chapters 1-2 in your textbook. For additional help see the [EOC Review Manual].
1. How can you tell the difference between science and non-science? (SC.912.N.2.1)
2. What is the difference between inference and observation? (SC.912.N.1.6)
3. How is hydrogen bonding between molecules related to the structure of the water molecule? (SC.912.L.18.12)
4. What is the relationship between hydrogen ions (H+) and pH? How is pH related to a solution’s acidity? (SC.912.L.18.12)
5. Compare and contrast adhesion and cohesion, using capillary action as an example. (SC.912.L.18.12)
6. How does water’s polarity influence its properties as a solvent? (SC.912.L.18.12)
7. Describe the structure and functions of the four major macromolecules. (SC.912.L.18.1)
8. How does the protein’s structure relate to its function? (SC.912.L.18.1)
9. Compare enzyme activity to a lock and key.(SC.912.L.18.11)
10. How can changes in an enzyme’s surroundings influence its action? (SC.912.L.18.11)
State standards associated with each question is notated in parenthesis following the question. Content for question 1 may be found [here]. Content for questions 2-10 can be found in Chapters 1-2 in your textbook. For additional help see the [EOC Review Manual].
Saturday, March 15, 2014
Unit 5 Study Guide
1. How is a food web related to energy flow within an ecosystem?
2. Give an example of one biogeochemical cycle and explain how it is important to living things.
3. When a population is declining, what is the possible relationship between births, deaths, immigration and emigration?
4. Create a table to answer the following. What are some factors that affect life in freshwater and saltwater ecosystems?
5. Compare and contrast primary and secondary succession.
6. If the temperature in an area drops five degrees between one day and the next, has the climate of the area changed? Explain.
7. What is a keystone species and how might the removal of it affect the stability of and the biodiversity within its ecosystem?
8. What would happen to a forest ecosystem if a fire killed most of its producers?
9. Explain how having bottled drinking products, and other bottled items, is both a benefit and detriment to our environment.
10. How can renewable resources, such as water and forests, become non-renewable? What can we do to help prevent these resources from becoming non-renewable?
Thursday, February 13, 2014
Unit 4 Test - Study Guide
There will be a test for Unit 4 on Friday, February 14, 2014 (A-day) and Tuesday, February 18, 2014 (B-day). The test will cover evolutionary theory, natural selection, primate evolution, brain structure, origins of life and classification. A study guide is provided below to assist students in preparing for the test.
Unit 4 Study Guide
1. Explain the specific mechanisms that have allowed for diversity in organisms.
2. Why doesn't the phrase “survival of the fittest” accurately reflect Darwin’s concept of evolutionary fitness?
3. Why is it said that natural selection acts on phenotypes rather than on the genetic material of an organism?
4. What are benefits and consequences of artificial selection? Compare the similarities and differences between natural selection and artificial selection.
5. While the statement “evolution is only a theory" is, strictly speaking, true, the idea it tries to convey is completely wrong. What is the idea behind this statement?
6. What is wrong with the statement “it hasn’t been proven?”
7. When might having an increasingly larger brain size no longer be a selective advantage?
8. How does the proportion of skull size relate to human cognitive ability and the development of language?
9. A larger brain means a smarter organism. Explain why this is true or false.
10. Has tool usage advanced human culture? Explain.
11. What evidence is there that humans did not descend from chimpanzees?
12. Draw a basic diagram of the brain and label the cerebrum, frontal lobe, parietal lobe, occipital lobe, temporal lobe, cerebellum, brain stem, midbrain, pons and medulla oblongata.
13. Thirteen of the 20 amino acids used to make proteins in modern-day cells were made by Miller-Urey’s simulation of early Earth’s conditions. How does this result support their hypothesis?
14. Astronomers determine the composition of the atmosphere around another planet by examining the light that travels from that planet. How would finding a lot of oxygen in the atmosphere strongly suggest that it supported life?
15. Why is it important for biologists to include scientific names when reporting their research to other biologists around the world?
16. What are some limitations of the Linnaean classification system?
17. Which two species are more closely related; Ursus maritmus, Ursus americanus or Bufo americanus? Explain your answer.
18. What role does molecular evidence play in determining how closely two species are related to each other?
Unit 4 Study Guide
1. Explain the specific mechanisms that have allowed for diversity in organisms.
2. Why doesn't the phrase “survival of the fittest” accurately reflect Darwin’s concept of evolutionary fitness?
3. Why is it said that natural selection acts on phenotypes rather than on the genetic material of an organism?
4. What are benefits and consequences of artificial selection? Compare the similarities and differences between natural selection and artificial selection.
5. While the statement “evolution is only a theory" is, strictly speaking, true, the idea it tries to convey is completely wrong. What is the idea behind this statement?
6. What is wrong with the statement “it hasn’t been proven?”
7. When might having an increasingly larger brain size no longer be a selective advantage?
8. How does the proportion of skull size relate to human cognitive ability and the development of language?
9. A larger brain means a smarter organism. Explain why this is true or false.
10. Has tool usage advanced human culture? Explain.
11. What evidence is there that humans did not descend from chimpanzees?
12. Draw a basic diagram of the brain and label the cerebrum, frontal lobe, parietal lobe, occipital lobe, temporal lobe, cerebellum, brain stem, midbrain, pons and medulla oblongata.
13. Thirteen of the 20 amino acids used to make proteins in modern-day cells were made by Miller-Urey’s simulation of early Earth’s conditions. How does this result support their hypothesis?
14. Astronomers determine the composition of the atmosphere around another planet by examining the light that travels from that planet. How would finding a lot of oxygen in the atmosphere strongly suggest that it supported life?
15. Why is it important for biologists to include scientific names when reporting their research to other biologists around the world?
16. What are some limitations of the Linnaean classification system?
17. Which two species are more closely related; Ursus maritmus, Ursus americanus or Bufo americanus? Explain your answer.
18. What role does molecular evidence play in determining how closely two species are related to each other?
Wednesday, January 8, 2014
Unit 3B Study Guide
1. Compare and contrast mitosis and meiosis and relate them to sexual and asexual reproduction.
2. Complete the Punnett Squares for the following, identify the genotype and phenotype ratios:
A. Complete Dominance: Rr * Rr (R = Red, r = white)
B. Incomplete Dominance: Rr * Rr (R = Red, r = white)
C. Codominance: Rr * Rr (R = Red, r = blue)
D. Sex-linked Genes: X^C X^c * X^C Y
E. Multiple Alleles: I^A I^B * i i
F. Complete Dominance: RrTt * RrTt (R = Red, r = white; T = Tall, t = short)
3. Explain the usefulness of restriction enzymes and 3 applications of biotechnology in relation to genetics.
4. What are the advantages of sexual reproduction over asexual reproduction?
5. How do genes influence the variety of organisms that exist?
6. Using the table on page 244 in your textbook, give the amino acid sequence for the following nucleic acid sequences:
A. TAC CCA CTA GAG ATG GCA ACT
B. AUU ACC ACA UGU GGG UUG UAG
2. Complete the Punnett Squares for the following, identify the genotype and phenotype ratios:
A. Complete Dominance: Rr * Rr (R = Red, r = white)
B. Incomplete Dominance: Rr * Rr (R = Red, r = white)
C. Codominance: Rr * Rr (R = Red, r = blue)
D. Sex-linked Genes: X^C X^c * X^C Y
E. Multiple Alleles: I^A I^B * i i
F. Complete Dominance: RrTt * RrTt (R = Red, r = white; T = Tall, t = short)
3. Explain the usefulness of restriction enzymes and 3 applications of biotechnology in relation to genetics.
4. What are the advantages of sexual reproduction over asexual reproduction?
5. How do genes influence the variety of organisms that exist?
6. Using the table on page 244 in your textbook, give the amino acid sequence for the following nucleic acid sequences:
A. TAC CCA CTA GAG ATG GCA ACT
B. AUU ACC ACA UGU GGG UUG UAG
Wednesday, December 18, 2013
Extending Mendelian Genetics - Practice Problems
For the following questions draw all Punnett squares and identify the
genotypes and phenotypes in ratio, fraction and percentage.
Example:
Complete Dominance, where R = Red and r = white
A heterozygous (Rr) mother is crossed with a heterozygous (Rr) father:
Rr * Rr
Answer:
Complete Dominance
1. RR * rr, where R=Red r=white
2. Tt * Tt, where T=Tall t=short
3. Tt * tt, where T=Tall t=short
Incomplete Dominance
4. Rr * RR, where R=Red r=white
5. rr * Rr, where R=Red r=white
6. Tt * Tt, where T=Tall t=short
Codominance
7. RR * rr, where R=Red r=blue
8. Rr * RR, where R=Red r=blue
9. Tt * Tt, where T=Tall t=short
Sex-linked Traits
KEY: C=Normal, c=Colorblind, Y=Male
10. CC* cY
11. Cc * CY
12. cc * CY
13. Cc * cY
Multiple Alleles
14. AA * BB
15. AB * ii
16. ii * AA
17. AB * AB
Polygenics
Identify the phenotype where A, B & C = +1 and a, b & c = 0
18. Aa,Bb,Cc
19. aa,bb,Cc
20. AA,Bb,Cc
Example:
Complete Dominance, where R = Red and r = white
A heterozygous (Rr) mother is crossed with a heterozygous (Rr) father:
Rr * Rr
Answer:
Complete Dominance
1. RR * rr, where R=Red r=white
2. Tt * Tt, where T=Tall t=short
3. Tt * tt, where T=Tall t=short
Incomplete Dominance
4. Rr * RR, where R=Red r=white
5. rr * Rr, where R=Red r=white
6. Tt * Tt, where T=Tall t=short
Codominance
7. RR * rr, where R=Red r=blue
8. Rr * RR, where R=Red r=blue
9. Tt * Tt, where T=Tall t=short
Sex-linked Traits
KEY: C=Normal, c=Colorblind, Y=Male
10. CC* cY
11. Cc * CY
12. cc * CY
13. Cc * cY
Multiple Alleles
14. AA * BB
15. AB * ii
16. ii * AA
17. AB * AB
Polygenics
Identify the phenotype where A, B & C = +1 and a, b & c = 0
18. Aa,Bb,Cc
19. aa,bb,Cc
20. AA,Bb,Cc
Thursday, December 5, 2013
Meiosis Drawing
1. Diagram the phases of Meiosis using Chapter 6 in your book.
2. Label each phase of Meiosis.
3. Outline what is occurring during each phase of Meiosis.
Keep in mind that you already created a diagram of Mitosis. Be prepared to compare and contrast what is occurring during Mitosis and Meiosis. The two are NOT the same!
2. Label each phase of Meiosis.
3. Outline what is occurring during each phase of Meiosis.
Keep in mind that you already created a diagram of Mitosis. Be prepared to compare and contrast what is occurring during Mitosis and Meiosis. The two are NOT the same!
Wednesday, November 20, 2013
Unit 3A Test
There will be a test covering Unit 3A on the following dates:
1st Period - Tuesday, November 26, 2013
3rd Period - Tuesday, November 26, 2013
4th Period - Friday, November 22, 2013
5th Period - Monday, November 25, 2013
7th Period - Monday, November 25, 2013
8th Period - Monday, November 25, 2013
Students need to work on and complete the [Plants Study Guide] and [Unit 3A Study Guide] to be fully prepared for the test.
As always, student should be carrying their notebooks to class everyday for teacher assessment. The [notebook contents] have been posted so that students may keep their notebooks up to date.
1st Period - Tuesday, November 26, 2013
3rd Period - Tuesday, November 26, 2013
4th Period - Friday, November 22, 2013
5th Period - Monday, November 25, 2013
7th Period - Monday, November 25, 2013
8th Period - Monday, November 25, 2013
Students need to work on and complete the [Plants Study Guide] and [Unit 3A Study Guide] to be fully prepared for the test.
As always, student should be carrying their notebooks to class everyday for teacher assessment. The [notebook contents] have been posted so that students may keep their notebooks up to date.
Unit 3A Study Guide
1. Explain the major stages of the cell cycle and cellular division (mitosis).
2. Describe specific events occurring in each of the phases of cellular division (mitosis) including cytokinesis.
3. Explain how cellular division (mitosis) functions to form new cells and maintain complex organisms.
4. Describe the role of mitosis in asexual reproduction and explain how it maintains the chromosome number, and how it may contribute to limiting genetic variation.
5. Compare and contrast binary fission, budding, and mitotic cell division.
6. Explain how a mutation might cause the cell cycle to be altered to allow for uncontrolled cell growth.
7. Describe the components and structure of DNA.
8. Describe the process of DNA replication and how the similarities in the genetic codes of organisms are due to common ancestry.
9. Describe the gene and chromosomal mutations in the DNA sequence.
2. Describe specific events occurring in each of the phases of cellular division (mitosis) including cytokinesis.
3. Explain how cellular division (mitosis) functions to form new cells and maintain complex organisms.
4. Describe the role of mitosis in asexual reproduction and explain how it maintains the chromosome number, and how it may contribute to limiting genetic variation.
5. Compare and contrast binary fission, budding, and mitotic cell division.
6. Explain how a mutation might cause the cell cycle to be altered to allow for uncontrolled cell growth.
7. Describe the components and structure of DNA.
8. Describe the process of DNA replication and how the similarities in the genetic codes of organisms are due to common ancestry.
9. Describe the gene and chromosomal mutations in the DNA sequence.
Friday, November 15, 2013
Wednesday, November 13, 2013
DNA Drawing
1. Draw/Diagram a strand of DNA demonstrating base pairing.
2. On your diagram describe the structure of the DNA strand to include: (1) the structure of a nucleotide (2) base pairing (3) the overall structure of the DNA strand.
2. On your diagram describe the structure of the DNA strand to include: (1) the structure of a nucleotide (2) base pairing (3) the overall structure of the DNA strand.
Friday, November 1, 2013
Mitosis Drawing
Use Chapter 5 to draw/diagram the stages of mitosis. Under or next to each of the stage drawings outline what is occurring during that specific stage. Note: do not copy paragraphs from the book!
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