Biology EOC

Spring Review Packet

April 2017

Name__________________________

Date___________________________

Biology Pd______________________

Biology Teacher__________________

Research Pd_____________________

Research Teacher_________________

Benchmark: SC.912.L.18.11 Explain the role of enzymes as catalysts that lower

Biology Review Packet
the activation energy of biochemical reactions. Identify factors such as pH and
 temperature, and their effect on enzyme activity.
Learning Objectives: Vocabulary:
 SWBAT explain the relationship between enzymes and activation energy.  activation energy
 SWBAT explain how enzymes lower activation energy.  enzyme
 SWBAT predict the effect that pH and temperature will have on enzyme  substrate
activity.
Key Points, Examples, and Diagrams:
 Activation energy is the amount of energy that is needed to START a reaction.
 Enzymes LOWER the amount of energy needed to get started, so we say they speed up the
reaction.
 Enzymes are proteins.
1. Enzymes are not used up or changed in the process!!!! This means enzymes are
reusable!!!
 Enzymes are SPECIFIC to the reaction they speed up. THIS MEANS that an enzyme used in
the stomach to digest protein cannot be used in the small intestine to digest carbohydrates.
Each enzyme is specific to one type of reaction based on its shape!
 Enzymes end in the suffix –ASE (for example: sucrase, lactase, maltase)
 Environmental conditions such as temperature and pH can affect the shape of the enzyme and cause it to not work as well.
1. Enzymes work properly only in a certain temperature range and a certain pH range, which gives it the proper shape.
2. Most enzymes in your body like to work at your normal body temperature (98.7 degrees) and a close-to-neutral pH (6 – 8)
3. That’s why a high fever is dangerous-- it can damage the shape of your enzymes! (DENATURE)

1. ____________________________________ is the energy needed to start a chemical reaction.

2. Inside a human stomach, hydrochloric acid is important in digestion. Which reason best explains why the enzymes found in other parts
of the body would not function well in the stomach?
a. The temperature is too high
b. There is not enough water
c. The pH is too acidic
d. There are not enough substrates

3. Lactase, maltase, and sucrose are all types of enzymes. How do you know this?
___________________________________________________________________________________________________

4. True or False? Enzymes are permanently changed when they are used as a catalyst.

5. In the graph to the right it shows the activation energy needed in a reaction. Assuming
that both Lines A and B are of the same reaction which line likely had an enzyme
present? How do you know?

________________________________________________________

________________________________________________________

6. In the diagram to the right label the following parts:

 Enzyme
 Active site-the part of the enzyme where the substrate FITS with it
 Substrate(s)
 Product(s)
7. Two of the following statements are false. Circle the letter and fix the statement to make it true.
a. Enzymes are NOT used up by a chemical reaction
b. Enzymes help to speed up chemical reactions
c. Enzymes are made up of proteins
d. Enzymes are needed for a chemical reaction to occur

Benchmark: SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate them to the
Biology Review Packet
processes of sexual and asexual reproduction and their consequences for genetic variation.
 SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell
growth potentially resulting in cancer. SC.912.L.16.14 Describe the cell cycle, including the
process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in
maintaining chromosome number during asexual reproduction. SC.912.L.16.16 Describe the
process of meiosis including independent assortment and crossing over. Explain how reduction
division results in the formation of haploid gametes or spores.
Learning Objectives: Vocabulary:
 SWBAT: Compare and contrast the process of mitosis and meiosis.  Cell cycle
 SWBAT: Compare and contrast the function of mitosis and meiosis.  Mitosis
 SWBAT: Relate sexual and asexual reproduction to genetic variation.  Meiosis
 SWBAT: Describe the cell cycle, including the process of mitosis.  Genetic variation
 Sexual reproduction
 Asexual reproduction
 Crossing over
 Cancer
 Haploid/ Diploid
Key Points, Examples, and Diagrams:
 Meiosis produces cells with half the original chromosome numbers while mitosis produces cells with the same chromosome
number.
 Diploid= a body cell that contains 46 (23 Pairs) chromosomes.
 Haploid= a sex cell which contains half the chromosomes (23).
 Sexual reproduction increases genetic variation.
 Mitosis produces 2 daughter cells while meiosis produces 4 daughter cells.
 Mitosis is to make more body cells that are identical to the parent cells for growth and repair, while meiosis produces
gametes for sexual reproduction.
 Meiosis results in gametes (egg and sperm) that combine to form a zygote. Zygotes divide and make more cells through
mitosis.
Directions: Write “A” for mitosis or “B” for meiosis.
1. _____ Produces all body cells except reproductive cells
2. _____ Produces somatic cells
3. _____ Produces gametes
4. _____ Produces sperm cells
5. _____ Produces four cells
6. _____ Produces two cells
7. _____ Produces diploid cells
8. _____ Produces haploid cells
9. _____ New cells have same number of chromosomes as parent cell
10. _____ New cells have half the number of chromosomes as parent cell

EOC-Style Practice
SC.912.L.16.17 Which of the following best compares the processes of mitosis and meiosis?

A. Mitosis involves one division cycle and results in diploid daughter cells, while meiosis consists of two division cycles and results in
haploid gametes.
B. Mitosis involves one division cycle and results in haploid gametes, while meiosis consists of two division cycles and results in diploid
daughter cells.
C. Mitosis involves two division cycles and results in diploid daughter cells, while meiosis consists of one division cycle and results in
haploid gametes.
D. Mitosis involves two division cycles and results in haploid gametes, while meiosis consists of one division cycle and results in diploid
daughter cells.

Explain

SC.912.L.16.17 Which of the following best explains why meiosis results in greater genetic diversity than mitosis?

A. After meiosis, daughter cells are diploid and have twice as much genetic material, which can be divided in many more possible
combinations.
B. After meiosis, haploid daughter cells are fertilized, which doubles their number of chromosomes and increases the number of
 possible genes.
C. During meiosis, chromosomes assort themselves independently of each other, which allows for more different possible combinations
of chromosomes.
D. During meiosis, more daughter cells are produced, which increases the likelihood that fertilization will occur.

SC.912.L.16.17 Which of the following best describes how the process of crossing over during meiosis leads to an increase in genetic diversity?

A. During prophase
ExplainI, DNA replication takes place, and homologous chromosomes trade places with each other before lining up in
preparation for metaphase.
B. During prophase I, DNA segments are exchanged between homologous chromosomes, resulting in different combinations of alleles.
C. During prophase II, fragments of DNA break off of chromosomes and attach to the ends of other chromosomes, resulting in different
gene sequences.
D. During prophase II, sister chromatids separate from each other, and as they travel to opposite ends of the cell, DNA segments of
nearby chromosomes are exchanged.

Explain
MITOSIS VS MEIOSIS VENN DIAGRAM PRACTICE
Phrase Bank
 Makes somatic cells  DNA is replicated  Cytokinesis is involved
 End cells are identical to the
 Ends with 4 cells  Ends with 2 cells
original
 Ending human cells have 46
 Starts with one cell  Homologous pairs separate first
chromosomes
 Ending human cells have 23
 Sister chromatids separate first  Makes gametes
chromosomes
 Starts with interphase  Produces diploid cells  Produces haploid cells

Directions: Use the phrases in the table above to create a Venn Diagram that compares and contrasts mitosis and meiosis. One circle will
represent mitosis and the other will represent meiosis. Any similarities should be placed in the section where the circles overlap. Draw your Venn
Diagram below:

SC.912.L.14.1 Describe the scientific theory of cells (cell theory) and relate the history of
its discovery to the processes of science.
Biology Review Packet
SC.912.L.14.3 Compare and contrast the general structures of plant and animal cells.
Compare and contrast the general structures of prokaryotic and eukaryotic cells.
Learning Objectives: Vocabulary:
 SWBAT Outline the three parts of cell theory  Prokaryotic
 SWBAT distinguish between plant and animal cells  Eukaryotic
 SWBAT distinguish between a prokaryotic and eukaryotic cell  Organelles
 SWBAT identify the structures that differentiate prokaryotic and from eukaryotic
cells.
Key Points, Examples, and Diagrams:
 The Cell Theory states:
▫ All living things are made of cells.
▫ Cells are the most basic units in living things.
▫ New cells are made from existing cells.
Prokaryotic vs. Eukaryotic
  Prokaryotic =ONLY BACTERIA are in this category!
▫ Do not have a nucleus!
▫ small cells and without many organelles—do have DNA and do have ribosomes!
 Eukaryotic = ALL organisms except bacteria have eukaryotic cells! (plants and animals)
▫ Have a nucleus!
▫ Large, more complex cells with many special organelles
Plant vs. Animal Cells
 Plant cells have a cell wall and chloroplasts (animal cells do not!)
 Plant cells have a large central vacuole (animal cells have small vacuoles)
 Animal cells have centrioles for cell division (plant cells do not.)
Independent Practice
1. Use the following table to fill in the function and structure of each organelle. For nickname, give a metaphor for the organelle (for example, a
nucleus could be nicknamed the “brain” of the cell.

Organelle In Plant, Animal, Structure (What does it look like?) Function (What does it do?) Nickname
or Both?
Nucleus

Cytoplasm

Cell Membrane

Mitochondria

Ribosome

Lysosome

Rough E.R.

Golgi
Apparatus
Chloroplast

Cell Wall

Vacuole

Benchmark:
SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms
of living organisms.
Biology Review Packet
SC.912.L.15.4 Describe how and why organisms are hierarchically classified and
classified based on evolutionary relationships.
SC.912.L.15.5 Explain the reason for changes in how organisms are classified.
Learning Objectives: Vocabulary:
 SWBAT explain characteristics of the domains and kingdoms of living  Taxonomy
organisms.  Domain
 SWBAT explain why organisms are classified based on evolutionary  Kingdom
relationships.
Key Points, Examples, and Diagrams:
o Prokaryotes – No nucleus
o Eukaryotes – Have a nucleus
 o Organic compound – A compound that comes from a living thing and is made of carbon
o Autotroph – Produce own food, using energy from light or inorganic chemical reactions (does not involve living things)
o Heterotroph – Organisms that depend on organic food sources (organisms or their by-products)

Eubacteria/ Archaebacteria/
Kingdom Protist Fungi Plant Animal
Bacteria Archaea

Unicellular or
Uni Uni or Multi Multi
multicellular?

Prokaryotes or
Prokaryote Eukaryote
Eukaryotes?

Autotroph or Autotroph or
Autotroph Heterotroph
Heterotroph? Heterotroph

Includes 5000 Most live in extreme Absorbs nutrients Photosynthetic Able to move
species of bacteria environments from organic from place to
materials in the Cells contain cell
(oxygen-free environment; place
Distinguishing traits Some species are wall, water
environments, hot includes yeast,
photosynthetic springs, human and mold, and vacuole, and Cells do not
mushrooms chloroplast have cell walls
cow intestines)

Use the table to the right for questions 1-14.

Directions: Write in the words that match their corresponding definitions.

18. A unicellular, prokaryotic Kingdom that consists of organisms that can only live in places that do not consist of extreme environments.
_______________________

19. A group of organisms that are able to produce their own food foods using sunlight and other inorganic reactions.
_______________________

20. The grouping of objects or information based on similarities _______________________

21. A unicellular or multicellular Kingdom that consists of simple Eukaryotic organisms. _______________________

22. A cell that lacks a nucleus _______________________

23. A compound that comes from a living thing. Can also describe living organisms. _______________________

A Multicellular, Eukaryotic Kingdom that is Heterotrophic and consists of organisms that cannot move from place to place.
_______________________

Benchmark: SC.912.L.16.13 Describe the basic anatomy and

physiology of the human reproductive system. Describe the process
Biology Review Packet
of human development from fertilization to birth and major changes
that occur in each trimester of pregnancy.
Learning Objectives: Vocabulary:
 SWBAT describe the structure (anatomy) and function  Sperm, vas deferens, seminal vesicle, prostate gland,
(physiology) of the human reproductive system. epididymis, scrotum, penis, testes, urethra
 SWBAT describe the process of human development  ovary, oviduct = fallopian tube, uterus, cervix, vagina,
from fertilization to birth. egg = ovum
 SWBAT describe the major events of each trimester of  Zygote, implantation, blastocyst, gastrulation, embryo,
pregnancy. fetus
 Placenta, umbilical cord, amniotic sac, amniotic fluid
Key Points, Examples, and Diagrams:
 Male Anatomy:
1. Inside of the testes are tiny tubules, which produce the sperm by
meiosis.
2. Testes are located outside of body because they require a lower
temperature to make healthy sperm. They are enclosed in a sac
called the scrotum.
3. As the immature sperm travel through the epididymis, they
become mature and can be stored for up to a month.
4. Sperm older than one month will die, be reabsorbed by the body,
and be replaced by new sperm that are always being created.
5. The epididymis joins with the vas deferens, a tube that the sperm
travels through, past the seminal vesicle.
6. The seminal vesicle produces seminal fluid (not semen), which gives nutrients to the sperm cells.
7. Next this mixture of sperm and seminal fluid travels to the prostate gland, which contributes another fluid to finally
make semen.
8. Finally this tube merges with the urethra (which also connects the bladder for urine to pass out of the body), which
is the tube through which sperm leave the body. This tube is inside the penis.
9. When a male is sexually aroused, the penis becomes erect (firm) with blood. This allows the penis to be inserted
into the vagina, where sperm will be ejaculated.
 Female Reproduction:
1. The ovaries are the place where eggs are produced by meiosis. (just like sperm are produced in the testes in
males)
2. Each month, a process called ovulation happens where one egg is
released from one of the ovaries into the fallopian tube.
3. Once the egg is released, it can be fertilized by a sperm if present.
Usually an egg is fertilized in the fallopian tube, but it must travel to the
uterus for implantation because the lining of the uterus is rich in blood
which will provide nutrients to the developing embryo until the placenta
forms.
4. If the egg not fertilized, the lining breaks down and is shed (this is called
menstruation or period) via muscle contractions (causes cramps) and
passes through the cervix. The lining begins to be rebuilt in case the next
egg gets fertilized it will be able to support the growing embryo.

1. Fill in the table with the correct male anatomy.

Structure Description

1. Organ that delivers semen to the female reproductive tract

2. Where sperm are produced.

3. The tube that carries sperm from the epididymis to the urethra.

4. The tube that carries both sperm and urine through the penis.
 5. Two organs that contribute to making semen.

6. Tubules where sperm are stored.

2. Fill in the following table with the words from the list below. (You may need to use some words more than once).
A. ovary, B. fallopian tube, C. cervix, D. vagina, E. uterus

Term Description

1. Chamber that houses and protects the developing fetus

2. Canal that receives the penis during sex

3. Usual site of fertilization; also the tube through which the ovum (egg) travels to reach the
uterus.

4. Eggs are produced here.

5. The connection between the uterus and vagina; just prior to ovulation it promotes the entry
of sperm; after ovulation it produces a plug to deter the entrance of pathogens and sperm.

3. After puberty in females, the ovary releases an egg cell each month. What is the correct path of the egg cell after it leaves the
ovary?
a. Vas deferens to uterus c. Fallopian tube to uterus
b. Uterus to Fallopian tube d. Fallopian tube to vas deferens
.

Biology Review Packet Benchmark: SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration.

Learning Objectives: Vocabulary:

 SWBAT: Explain photosynthesis and cellular respiration form a cycle between products Photosynthesis, cellular respiration,
and reactants; and that they are ways of transforming energy from the sun, to glucose, to interrelated.
ATP
Key Points, Examples, and Diagrams:
Key Points:
 The relationship between photosynthesis and cellular respiration is that plants (autotrophs) use BOTH processes where as animals
(heterotrophs) only use ONE process; cellular respiration.
 Photosynthesis and Cellular Respiration are inter-related. Each one depends on the other to work.
 The products of photosynthesis are the reactants for cellular respiration; and the products of cellular respiration are the reactants for
photosynthesis
 Photosynthesis captures energy and cellular respiration releases energy.
Vocabulary:
Interrelated- (stem: inter= between) a relationship in which each depends on or is affected by the other or others.
How the Processes are Interrelated
Reason 1: The Equations
 The cellular respiration equation is 6O2 + C6H12O6  6CO2 + 6H2O + Energy.
 The photosynthesis equation is 6CO2 + 6H2O + Energy (sunlight) 6O2 + C6H12O6
 The reactants for photosynthesis are the products for cellular respiration.
Reason 2: Energy
Photosynthesis captures the energy from the sun and stores it as glucose (sugar).
Cellular respiration uses the energy stored in glucose to make ATP which the cell can break apart to release energy.
Summary
Photosynthesis and Cellular Respiration are interrelated because neither could happen if the other did not exist! If plants only did photosynthesis
they could never use the energy in glucose. If the Earth did not have photosynthesis there would not be any glucose to break down.

Directions: Complete all practice questions by using your background knowledge, notes
Independent Practice from class, the biology textbook, and the key points in the box above. You will be required
to re-take the exit ticket for this benchmark once you complete these practice questions.

1. How are cellular respiration and photosynthesis almost opposite processes?

a. Photosynthesis releases energy, and cellular respiration stores energy.
b. Photosynthesis removes carbon dioxide from the atmosphere, and cellular respiration puts it back.
c. Photosynthesis removes oxygen from the atmosphere, and cellular respiration puts it back.
d. all of the above

2. Which of the following describes how photosynthesis and cellular respiration work together?
a. Photosynthesis adds carbon dioxide from the environment and respiration puts in back
b. Photosynthesis removes carbon dioxide from the environment and respiration puts it back
c. Photosynthesis and cellular respiration release oxygen into their environment
d. Photosynthesis and carbon dioxide both removes carbon dioxide from the environment

3. Which statement best describes the processes used by autotrophs and heterotrophs:
a. Plants use cellular respiration and Animals use Photosynthesis
b. Plants use Photosynthesis and Animals use Cellular Respiration
c. Plants use both Photosynthesis and Cellular Respiration and Animals use only Cellular Respiration
d. Plants use only Photosynthesis and Animals use both Cellular Respiration and Photosynthesis.

4. Agree or disagree with the following statement and justify your answer: “Photosynthesis and cellular respiration depend on one another.”

______________________________________________________________________________________________________________
______________________________________________________________________________________________________________

Benchmark: SC.912.L.14.52 Explain the basic functions of the human immune system,
Biology Review Packet including specific and nonspecific immune response, vaccines, and antibiotics. (Also
assesses SC.912.L.14.6)
Learning Objectives: Vocabulary:
 Identify and explain the basic functions of the human immune system, including specific AIDS, antibody, antigen, B cell, body cell,
and nonspecific immune responses. complement, helper T cell, HIV, killer T cell,
 Summarize the basic functions of the human immune system, vaccines, and antibiotics. macrophage, mumps virus.
(ALD)
Key Points, Examples, and Diagrams:
 Your body has three different lines of defense against pathogens.
 The immune system includes two general categories of defense mechanisms against infection.
o Nonspecific defenses guard against infections by keeping most things out of the body.
o Specific defenses track down harmful pathogens that have managed to break through the body’s nonspecific defenses.
 The inflammatory response is the body’s response to tissue damage. As soon as pathogen enters your body, damaged tissue releases
chemical signal. Blood vessels expand. What is a consequence of this? Plasma carries macrophages that engulf and destroy pathogens
during phagocytosis If infection persists, body may increase temperature resulting in a fever.
 The immune response attacks specific pathogens using specialized cells and proteins. T cells are white blood cells that attack and kill
harmful bacteria. B cells are white blood cells that make antibodies. An antibody is a Y-shaped protein that attaches to a specific foreign
substance, known as an antigen. bind to the pathogen's membrane proteins cause pathogen to clump together weaken the pathogen's
 membrane
 Active Immunity: Results from exposure to a specific pathogen Naturally Vaccination B cells remain capable of producing antibodies
specific to that pathogen reducing the chance that the disease could develop a second time.
 Passive Immunity: Created by transferring antibodies made by one organism into another Snake bite Often acquired before birth or
during nursing
 Antibiotics are drugs used to fight bacterial infections Kill or prevent their reproduction. Antibiotic resistance has become a problem in
many parts of the world.

Use the vocabulary words below and fill them into the correct blank.

acquired antibodies immune pathogens immunity first active

antigens bacteria infectious second white blood cells innate

1. Organisms, such as some bacteria and substances such as viruses that cause disease are called ____________________________

2. The system is the body’s defense system. _______________

3. The immune system’s ____________line of defense against infectious diseases includes the skin.

4. The immune system’s line of defense _________includes the two types of immune response.

5. ______________are carried in the blood to fight infections in the body.

6. All living things are born with a(n) ____________ immune response.

7. Non-living substances that are foreign to the body and trigger an immune response are called _______________.

8. In the first process of an acquired immune response, B cells make substances called _______________that bind to antigens.

9. All acquired immune responses help give you _______________

Benchmark: SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers,
Biology Review Packet and decomposers. Explain the pathway of energy transfer through trophic levels and the
reduction of available energy at successive trophic levels.
Learning Objectives: Vocabulary:
 Trace the energy pathways through the different trophic levels of a food web or energy autotroph, heterotroph, producer,
pyramid. (ALD) chemosynthesis, photosynthesis, consumer
 Analyze the role of different types of organisms in the energy pathways of a food web and (primary, secondary, tertiary), decomposer,
determine the efficient pathway of energy flow. scavenger, carnivore, omnivore, herbivore,
 Investigate and describe the transformation of energy from one form to another (10% detrivore, ecosystem, food chain, food web,
rule).
trophic level,

Key Points, Examples, and Diagrams:

 Energy is obtained through food. Producers obtain energy by making their own food whereas consumers must feed on other organisms
for energy.
 A food chain illustrates the simplest kind of feeding relationship. For example, in a forest ecosystem, a grasshopper feeds on plants. The
grasshopper is consumed by a spider and the spider is eaten by a bird. Finally, that bird is hunted by a hawk. A food chain clearly shows
this pathway of food consumption.
 A link in a food chain is called a trophic, or feeding level. The trophic levels are numbered as the first, second, third, and fourth levels,
starting with the producers.
  Each of the trophic levels is occupied by a certain kind of organism.
o Producers are always in the first trophic level since they do not feed on another organism.
o Consumers occupy the rest of the trophic levels.
o The second trophic level is the first consumer in the food chain and is called a primary consumer.

1. If a disease strikes the snake population in the food chain shown, what will be the initial effect on the populations of hawks and rabbits?
A. The populations of hawks and rabbits will decrease.
B. The populations of hawks and rabbits will increase.
C. The population of hawks will increase. The population of rabbits will decrease.
D. The population of hawks will decrease. The population of rabbits will increase.

2. In the stable food chain shown below, what would you expect to happen initially if you were
to suddenly double the population of rabbits?

A. The populations of the other three species would also increase.

B. The populations of the other three species would decrease.
C. The grass population would decrease. The snake population and hawk population
would increase.
D. The grass population and hawk population would decrease. The snake population
would increase.

Explain the 10% Rule in the box provided

3.

4. What most likely caused the rabbit population to decrease over the first time
unit shown in the following graph?

A. A disease in the population of rabbits

B. A decreasing population of grasses
C. An increasing population of hawks
D. A higher-than-ideal population of snakes
5. Trapping has severely reduced the population of rabbits in an ecosystem, as shown in the bar graph below. What is the most likely effect this
will have on other organisms?

A. The snake population will decrease rapidly and the grass population will
increase rapidly.
B. The hawk population will increase rapidly and the rabbit population will decrease
rapidly.
C. The grass population will decrease rapidly, and the snake population will
increase rapidly.
D. The grass, rabbit, snake, and hawk populations will all decrease rapidly.

6. In general, which trophic level has the most energy available to it?
A producer
B primary consumer
C secondary consumer
D tertiary consumer

7. Producers are single and multicellular organisms, such as algae and flowering plants, that make their own food. How do these organisms
produce their own food?
A They fix nitrogen from the atmosphere.
B They consume other producers.
C They exchange RNA with other organisms.
D They convert sunlight into chemical energy.