FY BIO June 2017 Exam Review.

Exam outline:

Time: 90 minutes

Question types: multiple choice (Grademaster sheet included),

matching,
short answer,
data based (Punnett squares, raw data from experiments),
diagrams (including those based on dissections)

What to bring: pencil, calculator (graphing calculators must have memory

cleared), pen, eraser

Topic Outline: The exam covers material from the Diversity, Plants, Genetics,
and Internal Systems units.

I) Unit 1: Diversity: What is life?

Text sections: 1.1, 1.2, 1.4, 2.1, 2.2, 3.2, 3.3, 8.1

1. Explain the fundamental principles of taxonomy. (1.1, 1.2)

2. Describe representative organisms from each of the kingdoms. (1.4)

a. List the six kingdoms and three characteristics of each.

b. Which of the five listed organisms is LEAST similar to the other four?

Lion Dog Cat Human Catbird

Chordata Chordata Chordata Chordata Chordata
Mammalia Mammalia Mammalia Mammalia Aves
Carnivora Carnivora Carnivora Primates Passeriformes
Felicidae Canidae Felicidae Hominidae Minidae
Felis Cannis Felis Homo Dumetella
leo familiaris domesticus sapiens carolinensis

c. What kingdom do mosses belong in?

Page 1 of 7 sbi3u exam review 2017

3. Design and/or use dichotomous keys to identify and classify organisms. (1.2.1)

a. Make a dichotomous key to distinguish between mosses, ferns, gymnosperms,

angiosperms, monocots and dicots.

4. Distinguish between independent and dependent variables.

5. Explain why the animal kingdom is so diverse. (3.3)

6. Know the major animal phylum (porifera, cnidaria, arthropods, nematodes,

mollusks, annelids, rotifers, platyhelminthes, echinoderms, and chordates) and
their common namesand be able to compare some of your own choice.

7. Know the main features of the vertebrate classes. (Table 2, page 105).

8. Identify the main groups of plants (3.2, ch 12).

a. Explain the major types of plant divisions: vascular and non-vascular, seeds and
non-seed plants, flowering and non-flowering, monocot and eudicots.

9. Explain the processes related to natural selection: directional, stabilizing,

disruptive, and sexual selection (8.1)

II) Unit 2 Genetics What is the value of variation?

Text sections:
4.1, 4.2, 4.3, 4.4, 5.1, 5.3, 5.7

Sample Review Questions:

Ch 4 review p176: 10, 13, 15, 16, 20, 22, 24, 25, 30, 41, 64

Ch 5 review, p 220:
1, 2, 7, 8, 10, 11, 20-23, 25, 28, 30, 31, 33, 53, 73

1. Define heredity.

2. Distinguish between: haploid and diploid; mitosis and meiosis.

3. Draw a diagram of a chromosome (centromere, sister chromatid, chromatin, gene,

allele)

4. Identify the stages of meiosis.

a. p177 #20

Page 2 of 7 sbi3u exam review 2017

5. Describe the role of homologous pairs and the formation of tetrads.

6. Explain how meiosis leads to genetic variation.

b. page 270: 45.

7. Explain what disorders can result from errors in meiosis, using a karyotype.

c. page 179 q 64

d. What does the following karyotype show?

8. Describe Mendels experiments.

a. page 221: 29; page 269: 19; page 270: 51

9. Define: true breeding, allele, dominant, recessive, homozygous, heterozygous,

genotype, phenotype, dominance, sex-linked

10. Analyze genetic data using Punnett Squares for monohybrid (normal, sex-linked)
and dihybrid crosses

a. page 222: 49 - 53, 65, 71

11. Conduct a Chi-Square test.

a. You cross RrYy x RrYy and get 80 R_Y_; 20 R_yy; 40 rrY_; and 20 rryy.
Compare the observed values to the expected values for this cross, and
2 2
calculate the x value. Explain what the x value means.

Page 3 of 7 sbi3u exam review 2017

12. Use pedigrees to determine inheritance patterns (sex-linked, dominant, recessive)

a. Draw a pedigree chart that shows a family with an affected father and an
unaffected mother whose children are, in the following order, an
unaffected son, an affected daughter, and a second unaffected son.

b. Interpret this pedigree: Can it be sex linked? Is the trait dominant or

recessive?

13. Use a Chi-Square test to analyze the results of a dihybrid cross.

c. If Mr. and Mrs. Mouse are both heterozygous for both traits (TtFf), then
their offspring should follow the 9:3:3:1 ratio. So if they had 160 babies,
how many of each type would you expect?

d. Mr. and Mrs. Mouse have 80 normal, 33 fanged, 33 fuzzy, and 14 fuzzy
fanged babies. Does this data support the double hybrid model of the
data?

III) Unit 4 Internal Systems: Are organisms more alike than different?

Text Sections:
9.1 (p396-397), 9.3, 9.4, 9.5, 10.1, 10.2, 11.1, 11.2, 11.3,

Sample Review Questions:

p429: 6, 15-17; p430: 5, 11, 13, 21, 22 (a-d, h), 23, 26, 27, 39, 55, 59, 60, 61, 72

p517: 1, 2, 3, 5, 13, 14; p518: 1-5 (a-c, e) , 7 (c-h), 15, 17, 18, 31-33, 35, 38-40, 50, 51,
64, 65, 71

p528: 3, 4, 6, 7, 11, 12, 13, 14, 15, 17, 21, 34, 38, 40, 43, 46, 50, 75,

1. List all the parts and state the functions for all the parts of the human digestive
system. The general locations of chemical and mechanical digestion are expected
to be known.

2. Describe the significance of having an internal transport system.

Page 4 of 7 sbi3u exam review 2017

3. List the components of blood and their functions.

4. Describe the structure and function of blood vessels.

5. Examine the relationship between activity and heart rate.

a. explain how to take your pulse

b. What are the challenges that heart rate activities provide for data
collection?

6. Explain the process of breathing and the anatomy involved.

a. label all the sections of the following graph:

Page 5 of 7 sbi3u exam review 2017

7. Compare humans and frogs in terms of digestion, respiration, and circulation.
a. label the following diagrams:

b. Are the animals we studied this year more alike than different?
Explain.

Page 6 of 7 sbi3u exam review 2017

 IV) General studying questionsand preparing for questions that cover more
than one unit

1. Make a list of terms for each unit.

2. For each unit, decide what are the key question types you can expect.

3. Design a table to compare and contrast kingdoms and key organisms or even
organs studied during the year with respect to:
a. circulating materials (ex: single cell organisms vs open vs closed
systems)
b. digesting food (ex: sponge vs echinoderms, frogs, crayfish and
humans)
c. exchanging gasses
d. maximizing surface area (ex: lungs, intestines, gills, red blood
cells)
e. reproduction (what cells go through meiosis vs mitosisbut not
the life cycles of fungi and plants)

4. Go over in-class notes, homework, notes you took on chapters, both tests,
labs, and the text references and compile a list of key terms.

5. Budget out your time.

6. Prioritize the importance of your key terms. Anticipate question types most
likely to be asked; prepare answers for these.

7. Only memorize what you really need to memorize.

8. Reading is good for studying, but: talking, drawing, answering questions, or

being creative is always better.

9. Dont rely on peers when trying to figure out what to study or whats required
for the exam always refer back to the exam outline, or ask Dr. Hamr or Mr.
Bruce

Page 7 of 7 sbi3u exam review 2017