EXAM REVISIONYEAR 11 BIOLOGY

MULLAUNA SECONDARY COLLEGE

BA

Exam Revision ChecklistKey Concepts (A guide only) Chapter 7 – The cell cycle, and cell growth and differentiation

Cell division Disruption of cell cycle regulation Stem Cells

Chapter 8 – Asexual and sexual reproduction Asexual reproduction Cloning Sexual reproduction

Chapter 9 – Genetics Genes Chromosomes

Chapter 10 – Inheritance Patterns of inheritance Inheritance of a single autosomal gene Inheritance of multiple autosomal genes Polygenic inheritance Sex-linked inheritance Pedigree Analysis

Chapter 11 – Investigating an issue Issues in biology Understanding the biology Conducting research to investigate the issue Presenting scientific data and concepts Using ethical principles to investigate issues in Science

Review Outcome tasks and experimental reports/class activities. The practical work that we do in Biology covers key concepts that will be examined!

Outcome Task 1- Mitosis under the microscope – Onion Root Tip report

Outcome Task 2- Genotypes and Phenotypes test Outcome Task 3- Dihybrid cross in Corn Outcome Task 4 – Pedigrees test Outcome Task 5 – Investigation of an issue

EXAM REVISION ADVICE

You have a lot to revise for an exam, so don’t even think about:

1) Simply writing 5 chapters of your textbook out as notes

2) Simply reading and memorising the 5 chapters of your textbook

Here are some of my best tips for managing your revision. These are relevant for most subjects and are based on years of high school and uni study:

Revise in 4 stages:1. Check your understanding . There’s no point studying something you

already know. Use the quick check questions for each sub topic to check if you understand the topic well. If you can answer all the questions on a sub topic without problems, tick them off on the checklist and don’t revise that sub topic (at least not at length).

2. Write notes on each topic , beginning with chapter 7 through to chapter 11. That way, if you run out of time you will only miss out on the most recent topics that are freshest in your mind.

3. Study your notes -try to memorise things (i.e. equations and terms). Once you know it, highlight it. Then make new notes from only the unhighlighted stuff.

4. The most important step: Complete chapter review and practise exam questions. Check the answers!

Break your study up into blocks. Use your month at a glance calendar to block in study sessions and allocate a chapter to each session. Vary your study-perhaps by completing steps 1 to 4 for each chapter before switching to a new one or by doing 2 hours of Biology then switching to another subject.

In your notes, use rhymes, acronyms etc to help your memory. I.e. Remembering the stages of the cell cycle G1, S, G2, M and IPMAT. ‘Chunking’ is a system of remembering information that works well too. I.e. to remember a mobile phone # break it up into smaller parts-> 0403117321 is easier to remember as 0403 117 321. The stages of mitosis and meiosis can be remembered this way.

If there’s something that just won’t stick in your mind, put it on your wardrobe/on the shower/ your toilet door-wherever you will see it a lot. In the exam the image might stick in your brain. Repetition is good too.

When completing short answer exam/chapter review questions, remember the two questions to ask yourself 1) what do I need to know about to answer this question? 2) What is the question actually asking me?

While you’re studying, get plenty of sleep! You need at least 8.5 hours sleep each night at your age. Don’t believe me? Read this: http://kidshealth.org/teen/your_body/take_care/how_much_sleep.html and this: http://www.sleepfoundation.org/article/sleep-topics/teens-and-sleep. “Not getting enough sleep ... can limit your ability to learn, listen, concentrate and solve problems. You may even forget important information like names, numbers...”. I know you need more hours in the day during this time, but not sleeping is not the way to get it! If you don’t sleep enough your study time will not be as productive-2 hours of unproductive study could be replaced with 1 hour of productive study1/2 your study time!

So, how do you get more hours in your day? If you have a part time jobask if it’s possible to reduce the length or frequency of shifts. Suggest to your boss you can do more after exams are over to make up for it. If

you do chores at homeask your brother/sister if they will do yours for you during exams and then do theirs for them after they’re over. Reduce your ‘idle’ time. I don’t mean relaxation time, because you still need that, but perhaps only spend 20min playing basketball after school instead of 40min. Use your study breaks to do things you have to do. You cannot study for hours on end. Stop every hour at least to make your sandwich for the next day/walk the dog/fold your washing/get a drink.

Unit 2 BiologySemester 2: Exam Revision

These questions supplement information but are NOT the only ones you need to know. Thoroughly revise notes, questions in your textbook, tests, worksheets, Outcome Tasks, Bozeman and Crash Course!

What Am I?

I am found in the nucleus of cells.

I am the study of inheritance.

I have an X and a Y chromosome.

I am the type of gene that masks the effects of weaker recessive genes. I look like a family tree, but I display a family’s genetic history.

In snapdragons, red-flowered plants crossed with white-flowered plants produce offspring with pink flowers. Explain this observation using the Punnett square below.

White-flowered snapdragons

Red-

flow

ered

sn

ap d

rago

ns

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Write a brief explanation of how gender of offspring is determined.

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Complete the following table showing the number of chromosomes in the cells of different organisms.

Organism Cells Sex cells

Human 46

Mouse 20

Fox 8

Use the following pedigree to answer the questions below.

a) Is the gene for dimples recessive or dominant? ______________________

b) Use suitable notation to state the following individuals genotype

Individual 2 5 11

Genotype

c) Individual 12 could have two different genotypes. Explain why and what they are.

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d) If individuals 5 and 6 had another child, what would be the chance of it having dimples?

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Use coloured pencils or pens to draw and label a diagram of the DNA molecule. Use the following words: adenine, thymine, cytosine, guanine, sugar, phosphate.

Fill in the blanks

All living organisms are made up of cells. Each cell in the human body contains _____________ chromosomes. _____________ is the process in which one cell makes two exact copies or clones of the first. The new cells are called diploid cells. This means that each cell has a _____________ of each chromosome. Another process of cell division is called meiosis. This process produces sex cells or _____________. Sex cells are _____________ cells, which means they only have 23 single chromosomes.Circle the correct response

The genotype for a heterozygous black fish if black fish are dominant is written as:BB / Bb.

A homozygous black rabbit crossed with a homozygous white rabbit. The offspring are grey coloured as a result of:

incomplete dominance / co-dominanceIn 1959 it was discovered that some children have an extra chromosome 21. These children had the chromosomal abnormality known as:

Klinefelter’s syndrome / Down syndrome / Turner’s syndrome

The correct pairing of the DNA base pairs is:A-C, T-G / A-T, C-G / T-C, A-G

Fill in the glossary:

Stem Cell__________________________________________________________________________

Gene______________________________________________________________________________

Ploidy ____________________________________________________________________________

Linked genes _______________________________________________________________________

Independent assortment _____________________________________________________________

Apoptosis _________________________________________________________________________

Test cross__________________________________________________________________________

Purebreeding_______________________________________________________________________

Cell cycle phases____________________________________________________________________

Autosome_________________________________________________________________________

Gene______________________________________________________________________________

Clone_____________________________________________________________________________

Karyotype__________________________________________________________________________

Eukaryote _________________________________________________________________________

Allele_____________________________________________________________________________

Differentiation______________________________________________________________________

Teratogen__________________________________________________________________________

Thalidomide________________________________________________________________________

Embryo____________________________________________________________________________

Zygote____________________________________________________________________________

Foetus____________________________________________________________________________

IVF _______________________________________________________________________________

Epigenetics_________________________________________________________________________

Germ Layer________________________________________________________________________

Mutation__________________________________________________________________________

Monoculture _______________________________________________________________________

Genetic counselling__________________________________________________________________

Genetic screening___________________________________________________________________

Discontinuous variation_______________________________________________________________

Blood types ________________________________________________________________________

Inheritance questions:

1) Let's say that in seals, the gene for the length of the whiskers has two alleles. The dominant allele (W) codes long whiskers & the recessive allele (w) codes for short whiskers.

a) What percentage of offspring would be expected to have short whiskers from the cross of two long-whiskered seals, one that is homozygous dominant and one that is heterozygous?

b) If one parent seal is pure long-whiskered and the other is short-whiskered, what percent of offspring would have short whiskers?

2) In purple people eaters, one-horn is dominant and no horns is recessive. Draw a Punnet Square showing the cross of a purple people eater that is hybrid for horns with a purple people eater that does not have horns. Summarize the ratios genotypes & phenotypes of the possible offspring.

3) Mendel found that crossing pure parent blue wrinkle-seeded plants with pure parent orange round-seeded plants produced only orange round-seeded plants. What genotypic & phenotypic ratios can be expected from a cross of two orange round seeded plants from the F1 generation? Draw a dihybrid cross to show your workings out.

Use Punnett Square to answer the following questions. Show your work.

1) Widow’s peak is dominant to no widow’s peak. Determine the genotype and phenotype ratios for a homozygous dominant female and a homozygous recessive male.

2) Dimples is dominant to no dimples. Determine the genotype and phenotype ratios for heterozygous female and a homozygous dominant male.

3) Short hair is dominant to long hair in mice. Determine the genotype and phenotype ratios for a homozygous recessive female and a heterozygous male.

4) Cleft chin is dominant to no cleft chin. Determine the genotype and phenotype ratios for a heterozygous female and a heterozygous male.

5) Brown eyes are dominant to blue eyes. Determine the genotype and phenotype ratios for a homozygous dominant female and a homozygous dominant male.

6) Purple flowers are dominant to white flowers in pea plants. Determine the genotype and phenotype ratios for a homozygous dominant female and a heterozygous male.

7) Brown hair is dominant to grey hair in mice. Determine the genotype and phenotype ratios for a homozygous recessive female and a homozygous recessive male.

8) Free ear lobes are dominant to attached ear lobes. Determine the genotype and phenotype ratios for a heterozygous female and a homozygous recessive male.

9) Green peas are dominant to yellow peas. Determine the genotype and phenotype ratios for a heterozygous female and a heterozygous male.

10) Tall plants are dominant to short plants. Determine the genotype and phenotype ratios for a homozygous recessive female and a homozygous dominant male.

Genetics questions

1. Explain why cells need to reproduce.

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2. Explain why chromosomes are usually drawn as having an ‘x’ shape. Sketch and label a chromosome that has an ‘x’ shape.

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3. Why do chromosomes appear to have bands when they are stained? What do these bands represent?

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Using pedigrees

Examine the family pedigree below. It illustrates the pattern of inheritance of right- (R) and left-handedness (r) in a particular family. Familiarise yourself with the key before answering the questions.

1 Which characteristic, left- or right-handedness, is dominant in humans, and which is recessive?

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2 Write down the phenotypes and genotypes for each of the following individuals.

Individual Phenotype Genotype

A

B

C

D

F

H

3 a Write down the phenotype for individual’s E and G.

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b List the possible genotypes for the individual’s E and G.

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c Explain how it is that you can be sure of the genotype for D but not for E or G.

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4 Suppose individual F married a left-handed woman and they have three children—two girls and a boy.

a Draw a pedigree to illustrate the phenotypes for this family. Beneath each individual write down the genotype for that person.

b Explain how you can be sure of the genotypes of each individual.

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Individuals who lack an enzyme needed to form the skin pigment melanin are called albinos.Normal skin pigmentation is dominant. Use N to represent the gene for normal and nn torepresent the genotype for albinism. If you cannot determine if the dominant trait is heterozygousor homozygous, use N-.

Refer to FIGURE II and identify the genotype of each individual by writing on the pedigree. How many individuals had the genotype Nn ? How many were N_?

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FIGURE II - ALBINISM PEDIGREE

Chapter Review questions & Edrolo exams will also be very useful for exam preparation. Please see your teacher if you would

like any extension practice exam questions, or if there is a particular topic you would like more practice worksheets in.