staar review biology · 2014-12-12 · fall exam review biology (9) science concepts. ......
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Fall Exam ReviewBiology
(9) Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur
in living organisms. The student is expected to:
• (A) compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids;
• (B) compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter;
• (C) identify and investigate the role of enzymes; and• (D) analyze and evaluate the evidence regarding
formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life.
• Dehydration Rxn
• Condensation Rxn
– Forms polymers by removing a water
• Hydrolysis
– Breaks apart polymers by adding a water
Water
–
+ +H H
O
H2O
Carbohydrates
• C:H:O
1:2:1
EXAMPLES
• Glucose
• Fructose
• Chitin
• Cellulose– Any thing with
an –ose suffix
Lipids
LipidsPrimary component of
cell membranes
Hydrophobic and
Hydrophilic regions
Proteins
- Amino Acid monomers
- Connected by peptide
bonds
- 20 Different amino acids
- Identified by amine and
carboxyl functional
groups
Nucleic Acids
Enzymes
Enzymes
(11) Science concepts. The student knows that biological systems work to achieve and maintain
balance. The student is expected to:
• (A) describe the role of internal feedback mechanisms in the maintenance of homeostasis;
• (B) investigate and analyze how organisms, populations, and communities respond to external factors;
• (C) summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems; and
• (D) describe how events and processes that occur during ecological succession can change populations and species diversity.
Organism Homeostasis
Population Response
Biotic Factors
Abiotic Factors
Community Response
Succession
Primary Secondary Tertiary Quaternary
Symbiosis
• Mutualism + +
• Parasitism + -
• Commensalism + /
Competition
Adaptations
Food Chain
Food Web
Ecological Pyramid
Limited Resources
• Competition for limited resources
• Limiting resource prevents runaway growth
Carbon Cycle
Nitrogen Cycle
Disruptions in Ecosystems
Biological Magnification
(4) Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The
student is expected to:
• (A) compare and contrast prokaryotic and eukaryotic cells;
• (B) investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; and
• (C) compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza.
Prokaryotes
• No Nucleus
• No Membrane Bound Organelles
– NO MITOCHONDRIA
– NO ENDOPLASMIC RETICULUM
– NO GOLGI APPARATUS
• Small and Simple
Prokaryote vs. Eukaryote
•PRO NO –Simple, no nucleus
•EU DO– Complex, do have nucleus
Plant Cells and Animal Cells
Cell Membrane
Cellular Homeostasis
Fig. 7-13
Hypotonic solution
(a) Animalcell
(b) Plantcell
H2O
Lysed
H2O
Turgid (normal)
H2O
H2O
H2O
H2O
Normal
Isotonic solution
Flaccid
H2O
H2O
Shriveled
Plasmolyzed
Hypertonic solution
Moving Stuff in and Out of a Cell
• WATER MOVES BY OSMOSIS!
Moving Stuff in and Out of a Cell
• Diffusion is movement from high to low
Moving Stuff in and Out of a Cell
• Facilitated Diffusion – protein helps with movement
Moving Stuff in and Out of a Cell
• Active Transport –Energy needed
• Moving from low to high
• Against the concentration gradient
Moving Stuff in and Out of a Cell
Moving Stuff in and Out of a Cell
• Exocytosis
• Endocytosis
Organism Homeostasis
• Negative feedback
Or
• Feedback inhibition
Photosynthesis and Cellular Respiration
Energy Conversion
• Photosynthesis
Energy Conversions
• Cellular Respiration
PhotosynthesisCellular Respiration
(5) Science concepts. The student knows how an organism grows and the importance of cell
differentiation. The student is expected to:• (A) describe the stages of the cell cycle, including
deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms;
• (B) examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium;
• (C) describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation; and
• (D) recognize that disruptions of the cell cycle lead to diseases such as cancer.
Cell Cycle
Cell Cycle
Synthesis Phase
• DNA Replication
Cell Cycle
Mitosis and Cytokinesis
Cell Specialization
DNA and Cell Specialization
Cell Cycle and Cancer
• Disruptions in the control mechanisms of cell division can lead to uncontrolled cell divsion
(6) Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of
Mendelian Genetics. The student is expected to:
• (A) identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA;
• (B) recognize that components that make up the genetic code are common to all organisms;
• (C) explain the purpose and process of transcription and translation using models of DNA and RNA;
• (D) recognize that gene expression is a regulated process;
• (E) identify and illustrate changes in DNA and evaluate the significance of these changes;
• (F) predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance;
• (G) recognize the significance of meiosis to sexual reproduction; and
• (H) describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms.
DNA components
Purines Pyrimidines
A
G
T
C
Nucleotide types
Nucleotide Parts
Nitrogen
Base
Phosphate 5 Carbon
Sugar
DNA is anti-parallel
DNA forms a
double helix
Structure of DNA
G
A
T
G
3 Base Pairs
1
2
3
Transcription
Transcription
Fig. 17-7
Promoter Transcription unit
Start pointDNA
RNA polymerase
5533
Initiation1
2
3
5533
UnwoundDNA
RNAtranscript
Template strandof DNA
Elongation
RewoundDNA
5
55
5
5
33
3
3
RNAtranscript
Termination
5533
35Completed RNA transcript
Newly madeRNA
Templatestrand of DNA
Direction oftranscription(“downstream”)
3 end
RNApolymerase
RNA nucleotides
Nontemplatestrand of DNA
Elongation
RNA Editing
Fig. 17-10
Pre-mRNA
mRNA
Codingsegment
Introns cut out andexons spliced together
5 Cap
Exon Intron5
1 30 31 104
Exon Intron
105
Exon
146
3
Poly-A tail
Poly-A tail5 Cap
5 UTR 3 UTR1 146
Translation
Fig. 17-18-4
Amino endof polypeptide
mRNA
5
3E
Psite
Asite
GTP
GDP
E
P A
E
P A
GDP
GTP
Ribosome ready fornext aminoacyl tRNA
E
P A
Fig. 17-25
TRANSCRIPTION
RNA PROCESSING
DNA
RNAtranscript
3
5RNApolymerase
RNA transcript(pre-mRNA)
Intron
Exon
NUCLEUS
Aminoacyl-tRNAsynthetase
AMINO ACID ACTIVATIONAminoacid
tRNACYTOPLASM
Growingpolypeptide
3
Activatedamino acid
mRNA
TRANSLATION
Ribosomalsubunits
5
E
P
A
AAnticodon
Ribosome
Codon
E
The code
• AUGCCCAAUCGCUAA
The code
• AUGCCCAAUCGCUAA
The code
• AUGCCCAAUCGCUAA
The code
• AUGCCCAAUCGCUAA
The code
• AUGCCCAAUCGCUAA
Methionine
The code
• AUGCCCAAUCGCUAA
Fig. 17-5
Second mRNA base
Firs
t m
RN
A b
ase
(5
en
d o
f co
do
n)
Thir
d m
RN
A b
ase
(3
en
d o
f co
do
n)
Mutations
• Gene Mutations– Point Mutations
– Frameshift
• Chromosomal Mutations– Deletion
– Duplication
– Inversion
– Translocation
Fig. 17-23Wild-type
3DNA template strand
5
5
5
3
3
Stop
Carboxyl endAmino end
Protein
mRNA
3
3
3
5
5
5
A instead of G
U instead of C
Silent (no effect on amino acid sequence)
Stop
T instead of C
3
3
3
5
5
5
A instead of G
Stop
Missense
A instead of T
U instead of A
3
3
3
5
5
5
Stop
Nonsense No frameshift, but one amino acid missing (3 base-pair deletion)
Frameshift causing extensive missense (1 base-pair deletion)
Frameshift causing immediate nonsense (1 base-pair insertion)
5
5
53
3
3
Stop
missing
missing
3
3
3
5
5
5
missing
missing
Stop
5
5
53
3
3
Extra U
Extra A
(a) Base-pair substitution (b) Base-pair insertion or deletion
Fig. 17-23a
Wild type
3DNA templatestrand
3
35
5
5mRNA
Protein
Amino end
Stop
Carboxyl end
A instead of G
3
3
3
U instead of C
5
5
5
Stop
Silent (no effect on amino acid sequence)
Fig. 17-23b
Wild type
DNA templatestrand
3
5
mRNA
Protein
5
Amino end
Stop
Carboxyl end
5
3
3
T instead of C
A instead of G
3
3
3
5
5
5
Stop
Missense
Fig. 17-23cWild type
DNA templatestrand
3
5
mRNA
Protein
5
Amino end
Stop
Carboxyl end
5
3
3
A instead of T
U instead of A
3
3
3
5
5
5
Stop
Nonsense
Fig. 17-23d
Wild type
DNA templatestrand
3
5
mRNA
Protein
5
Amino end
Stop
Carboxyl end
5
3
3
Extra A
Extra U
3
3
3
5
5
5
Stop
Frameshift causing immediate nonsense (1 base-pair insertion)
Fig. 17-23e
Wild type
DNA templatestrand
3
5
mRNA
Protein
5
Amino end
Stop
Carboxyl end
5
3
3
missing
missing
3
3
3
5
5
5
Frameshift causing extensive missense (1 base-pair deletion)
Fig. 17-23f
Wild type
DNA templatestrand
3
5
mRNA
Protein
5
Amino end
Stop
Carboxyl end
5
3
3
missing
missing
3
3
3
5
5
5
No frameshift, but one amino acid missing (3 base-pair deletion)
Stop
Meiosis
• Makes 4 haploid cells
• One replication and two divisions
Crossing Over
• Genes exchanged between chromosomes
Probability
Monohybrid cross
Dihybrid Cross
• Shows different genes are no necessarily connected just because one parent had both
• Demonstrates the principle of Independent Assortment
Fig. 14-UN2
Degree of dominance
Complete dominanceof one allele
Incomplete dominanceof either allele
Codominance
Description
Heterozygous phenotypesame as that of homo-zygous dominant
Heterozygous phenotypeintermediate betweenthe two homozygousphenotypes
Heterozygotes: Bothphenotypes expressed
Multiple alleles In the whole population,some genes have morethan two alleles
CRCR CRCW CWCW
IAIB
IA , IB , i
ABO blood group alleles
PP Pp
Example
Biotechnology
• Karyotype
• Disorders visible using karyotype include:
– Klinefelter Syndrome
– Down Syndrome
– Turner Syndrome
Normal Male Karyotype
PCR
Restriction Enzymes
Biotechnology
• Gel electrophoresis can separate DNA fragments cut by restriction enzymes
Biotechnology