TIPS TO PREPARE FOR THE BIOLOGY 1st

SEMESTER FINAL EXAM:

FINAL EXAM DETAILS:

80 questions

Multiple choice

Will assess your mastery of the biological concepts covered in Units 1 and 2

Will assess your scientific reasoning and literacy skills FINAL EXAM TOPICS:

The pages that follow should look VERY familiar because they are the Learning Objective sheets you received for Units 1 & 2. While all of these learning objectives have been important to gaining a strong understanding of biology, some topics will not be covered specifically on the final exam.

Objectives that cannot be directly linked to a test question have been crossed out.

All other objectives have at least 1 one question that can be tied to this topic or skill. STYLE OF QUESTIONS:

By now, you know that test questions you encounter are more than simple memorization or recall of “science facts”. Knowing the terminology is important, but it is just a small part of achieving mastery. High school science questions require you to analyze, interpret, compare, summarize, connect, predict, and infer/draw conclusions. Many of the questions on the final exam appear as part of question sets that refer to a particular reading passage, graph, diagram, table, or combination. Your ability to read or analyze these pieces of information is critical to your ability to identify the correct answer.

HOW TO STUDY FOR MASTERY NOT MEMORIZATION!

Explain or Teach the topic to someone else. If you can teach it, then you know it!

Don’t Recite, Put things into YOUR OWN WORDS! If you can’t do this, you don’t really understand it.

Compare the topic to something that is not biology: “mitochondria is kind of like a car’s engine because . . .”

Give examples that are NOT the ones given by the textbook or your teacher.

Make connections of individual learning objectives to larger ideas: “the circulatory system is involved in maintaining homeostasis in the following ways. . .”

Find relevant scientific graphs, diagrams, and tables and explain them out loud. Try your textbook or the internet!

Unit 1: Core Learning Objectives

Living Things and Non-living Things are Interrelated

“Science can help humans understand their role and impact on the world they live in”

A. What is Biology? QUIZ NOTES

LEARNING RESOURCES

VOCABULARY

1A Define biology and describe what types of things a biologist would study?

2A What are the 8 Characteristics that all living organisms possess?

Be able to describe and give examples of each characteristic

3A Describe the difference between Biotic and Abiotic components within

an ecosystem and be able to identify each.

Text: Sections 1.1, 1.2, & 2.1 See Blackboard for:

*Class Notes/Powerpoints, Worksheets, and Lab Activities What is Life? Activity

- Biology - Science - Biotic - Abiotic - Homeostasis - Stimuli - Adaptation - Growth - Development - Organism

B. The Purpose and Methods of Science QUIZ NOTES

LEARNING RESOURCES

VOCABULARY

1B Distinguish between Science and Non-Science What are the characteristics of something that is scientific? (remember C.O.N.P.T.T.) 2B Distinguish between an Observation and an Inference.

3B Define Hypothesis. Be able to identify and design a testable Hypothesis.

4B Design and implement an experiment that reflects proper scientific methods.

5B Recognize and explain the significance of each of the components of a scientifically valid experiment (see vocabulary list)

6B Create and interpret graphical data in order to draw scientific conclusions.

Text: Section - 1.3 Lab Safety (Sec. xxviii - xxxii)

See Blackboard for:

*Class Notes/Powerpoints, Worksheets, and Lab Activities Evaluation of Redbull Experiments Termite Lab

- Observation - Inference - Hypothesis - Dependent variable - Independent variable - Experimental group - Control group - Constant - Qualitative Data - Quantitative Data

C. Energy Flows and Nutrients Cycle through an Ecosystem QUIZ NOTES

LEARNING RESOURCES

VOCABULARY

1C Describe the different levels of organization that life can be studied at. (from Organism Biosphere) 2C Understand what is meant by the statement ‘Energy flows, nutrients cycle’

3C Explain where energy for all life comes from and how if flows from one organism to the next through the food chain.

4C Identify the important components and characters of a food web and

describe the characteristics of each

5C Describe the principle behind the Ecological Pyramids:

Energy, Numbers, and Biomass 6C Explain how limiting factors play a role in controlling populations

and give examples. Describe the difference between Density Dependent and Density Independent limiting factors

Text: Sections - 2.2 & 4.1 See Blackboard for:

*Class Notes/Powerpoints, Worksheets, and Lab Activities

My Favorite Animal Poster ‘Oh Deer’ activity

- Autotroph - Heterotroph - Producer - Primary Consumer - Secondary Consumer - Tertiary Consumer - Herbivore - Omnivore - Carnivore - Decomposer - Trophic Level - Biomass - Limiting Factor - Carrying Capacity

D. Human Impact on the Living World QUIZ NOTES

LEARNING RESOURCES

VOCABULARY

1D Define what Biodiversity is and why it is essential to a healthy planet.

2D Describe and give examples of the major threats to the ecosystems of this planet (use the H.I.P.O. acronym given in class)

3D Identify threats that you contribute to and suggest ways of limiting or eliminating your contribution to these threats. (i.e. What can YOU do about this problem?)

4D Reflect on the ecological concerns facing this planet and what role you will

play in fixing these problems for the future.

Text: Sections - 5.1, 5.2, & 5.3 See Blackboard for:

*Class Notes/Powerpoints, Worksheets, and Lab Activities

Prairie Chicken Activity Ecological Footprint Activity

- Biodiversity - Habitat Destruction - Invasive Species - Pollution - Human Population

Growth - Overexploitation - Ecological Footprint

Unit 2: Core Learning Objectives

Living Organisms Maintain Homeostasis

“Living organisms have specialized structures to maintain homeostasis in order to survive”

A. Why Do Living Organisms Need To Maintain Homeostasis? ASSESSMENT NOTES

LEARNING RESOURCES

VOCABULARY

1A What essential requirements do living things need in order to stay alive?

2A Define Homeostasis and give several examples

Text: Section - 1.1 See Edline for:

*Class Notes/Powerpoints, Worksheets, and Lab Activities

- Homeostasis

B. Structure Compliments Function ASSESSMENT NOTES

LEARNING RESOURCES

VOCABULARY

1B Describe the levels of organization that an organism can be studied at. (From Organism down to Molecular level)

2B Describe the concept that “Structure Compliments Function”

- give specific examples of this at each of the levels defined in 1B 3B Explain the three principles of the Cell Theory.

4B Describe the basic structures that a cell would possess and explain the function(s) of each: 5B Explain how the plasma membrane (a.k.a. cell membrane) is semi-permeable and explain how this is important to maintaining homeostasis.

6B Identify and describe the function of the basic parts of a microscope: - eye piece, stage, objectives (low, medium, & high power),

fine adjustment knob, coarse adjustment knob 7B Demonstrate proper microscope technique to bring a slide into

focus under high power

Text: Sections – 7.1, 7.2, 7.3 Microscope (Pgs. xxxvi - xxxix)

See Edline for:

*Class Notes/Powerpoints, Worksheets, and Lab Activities Labs/ Demos: -Tools – Structure Compliments Function -Introduction to Microscopy -Plasma Membrane Website http://www.wisc-online.com/objects/ViewObject.aspx?ID=ap1101

- Organism - Organ system - Organ - Tissue - Cell - Organelle - Molecule - Nucleus - Plasma Membrane

(cell membrane) - Cytoplasm - Semi-permeable - Microscope

C. Transportation of Substances in the Body – The Circulatory System ASSESSMENT NOTES

LEARNING RESOURCES

VOCABULARY

1C Give Examples of each of the following: What comes into the body to sustain life? What goes out of the body to sustain life? What is transported throughout the body to sustain life?

2C Explain the function of the Blood. Describe the different components of Blood and the function that each serves. (Listen to the Blood Mobile!)

- Red Blood Cell, White Blood Cell, Platelets, Plasma

3C Describe the major organs of the circulatory system and the function of each.

- Heart, Arteries, Veins, Capillaries

4C Identify the chambers and major vessels of the heart and describe the path of blood flow as it travels from the heart to the rest of the body.

5C Explain why “the Circulatory System” is an appropriate name.

Text: Section – 34.1 See Edline for:

*Class Notes/Powerpoints, Worksheets, and Lab Activities

Easy Listening: -“The Blood Mobile” by They Might Be Giants

- Heart - Left & Right Ventricle - Left & Right Atrium - Aorta - Pulmonary arteries - Superior vena cava - Inferior vena cava - Artery - Vein - Capillary - Blood - Red Blood Cell - White Blood Cell - Platelet - Plasma

D. Why Do We Need Oxygen? ASSESSMENT NOTES

LEARNING RESOURCES

VOCABULARY

1D Explain how the Respiratory System works together with the Circulatory System to get oxygen to our cells.

2D Describe the major organs of the respiratory system and the function of each.

- Lungs, Trachea, Diaphragm 3D Explain what Diffusion is and how it is involved is respiration. Explain how it is involved in getting O2 from the lungs into the bloodstream. Explain how it is involved in getting O2 from the bloodstream into our cells. 4D Explain why cells need Oxygen (O2) in order to sustain life.

5D Describe the purpose of Cellular Respiration:

- What is the overall chemical equation? (What goes in and what comes out?)

- Where does cellular respiration take place in the cell? - What kinds of organisms perform cellular respiration?

6D Explain where the Carbon Dioxide (CO2) that we exhale comes from.

Describe how it gets out of the body. 7D Explain why “the Respiratory System” is an appropriate name.

Text: Sections – 7.4, 8.3, 34.2 See Edline for:

*Class Notes/Powerpoints, Worksheets, and Lab Activities

Labs/Demos: -Factors of Diffusion in Water -Pushups for Science

- Lungs - Trachea - Diaphragm - Bronchioles - Alveoli - Diffusion - Cellular Respiration - Mitochondria - Glucose - ATP - Aerobic - Anaerobic

E. Why Do We Need Water? ASSESSMENT NOTES

LEARNING RESOURCES

VOCABULARY

2E Explain why water (H2O) is so important to maintaining homeostasis and how

the human body controls the proper amount of water. 3E Describe why Osmosis happens and predict which way water will flow across a membrane given the internal and external concentrations. 4E Explain how Osmosis contributes to maintaining proper cellular environments.

- Describe the difference between intracellular & extracellular concentration

1E Describe the major organs of the excretory system and know their function(s). - kidneys, renal artery, renal vein, & urinary bladder 5E Defend the statement that Lungs, Skin, and Large Intestine are part of

the Excretory System. 6E Explain why “the Excretory System” is an appropriate name.

Text: Sections – 7.4, 34.3 See Edline for:

*Class Notes/Powerpoints, Worksheets, and Lab Activities Labs/ Demos: -Eggsperiment - Kidney Dialysis Lab

- Osmosis - Concentration

Gradient - Solute - Solvent - Kidney - Urinary Bladder - Skin - Intracellular Fluid - Extracellular Fluid

F. Why Do We Need Food? ASSESSMENT NOTES

LEARNING RESOURCES

VOCABULARY

1F Define “food” and describe the difference between Energy and Nutrients.

2F Describe the purpose of Photosynthesis:

- What is the overall chemical equation? (What goes in and what comes out?)

- Where does photosynthesis take place in the cell? - Why is photosynthesis important to all organisms (even heterotrophs)?

3F Describe the function of the 4 classes of molecules that make up all organisms.

- Carbohydrates, Lipids, Proteins, Nucleic Acids - Provide the dietary source for each of these classes of molecule

4F Explain the relationship between the macromolecules listed in 3F and the monomers that each is built from.

5F Explain the difference between Breakdown and Absorption as each pertains to the process of Digestion 6F Describe the major organs of the digestive system and know their functions.

- Mouth, esophagus, stomach, small intestine, large intestine, liver, pancreas

7F Explain what an Enzyme is and describe the function they serve in digestion

- What are Enzymes made of? - Explain how the shape of an enzyme allows it to perform its Function. - What factors affect enzyme activity?

Text: Sections – 6.2, 6.4, 8.2, 35.1, 35.2 See Edline for:

*Class Notes/Powerpoints, Worksheets, and Lab Activities Labs/ Demos: - Amylase Enzyme Lab

- Energy - Nutrition - Photosynthesis - Chloroplast - Glucose - Macromolecule - Monomer - Carbohydrate - Monosaccharide - Lipid - Fatty Acid - Protein - Amino Acid - Nucleic Acid - Mouth - Esophagus - Stomach - Small Intestine - Large Intestine - Liver - Pancreas - Enzyme - Substrate - Energy of Activation