Midterm Standards and Objectives

I can use Punnett squares to predict the probable phenotype and genotype percentages for alleles that display incomplete dominance and codominance.

(for this just know how to draw one and perform simple algebra) (2A intermediate)

I can draw Venn diagram of the three domains of life and can fill in features/characteristics that are shared by all domains and are unique to each domain.

(look at 3B intermediate standards and objectives for venn diagram image)

I can explain a frameshift mutation (write a short sequence of three letter sequences (codons) and can demonstrate what causes a frameshift and how it can affect the overall sequence)

A frameshift mutation is an insertion or deletion of a base, which affects every single codon after the point of mutation HAT BOY CAT → deletion of A → HTB OYC AT (2B core)

If given a sequence of DNA I can correctly write the complementary DNA sequence that would make up the other side of the molecule

A goes with U, C goes with G (2B core)

I can define species by identifying the two things that must be true for something to be considered the same species.

A group of closely related organisms that are very similar to each other. To be considered the same species, they must: -interbreed -be able to produce fertile offspring (3B intermediate)

I can define "mutation" and can explain giving a specific example why all mutations are not bad

A mutation is caused by an accidental change of base in the DNA or RNA. This can often lead to large problems if it is a frameshift mutation. However, if it is a substitution mutation, the redundancy in the genetic code may be able to prevent any large damage. (2B core)

I can identify the number of chromosomes in a typical human body cell compared to the number of chromosomes in sex cells.

A typical human body cell is 2N = 46, so it has 46 chromosomes A gamete or sex cell is N = 23, so it has only 23 chromosomes (1C core)

I can identify the types of antigens and antibodies present in each of the 4 blood groups

A → A antigens, B antibodies B → B antigens, A antibodies AB → A and B antigens, no antibodies O → no antigens, A&B antibodies (2A intermediate)

I can contrast the advantages and disadvantages of sexual and asexual reproduction. (I can also explain why these are considered advantages or disadvantages.)

ASEXUAL REPRODUCTION Advantages: -Fast -If environment is stable, genetic sameness is favorable -Only need one organism Disadvantages: -In a variable environment, lack of genetic diversity is a huge disadvantage SEXUAL REPRODUCTION Advantages: -Genetic diversity → can adapt to different environments Disadvantages: -Usually slower -Have to find a mate -Genetic diversity can lead to weak offspring (1C core)

I can give an example of two analogous structures and can explain whether or not these structures are evidence of "common descent".

Analogous structures are those which have the same purpose, but evolved independent of each other One example is the wings of flies, birds, and bats. They are used to fly, but they evolved to be that way in completely separate fashions Another example is flippers in dolphins, fish, penguins, and whales. Again, these are all used for propulsion in water, but evolved independently. These all strongly support Darwin's Theory of common descent. This shows that the creation of new characteristics of organisms isn't a random process. There is an orderly way in which it all happens. (3A intermediate)

I can identify the six kingdoms of life, can give an example of each, and can state at least three (3) characteristics/facts that define the members of each kingdom.

Archaebacteria: Cell type is Prokaryotic. Reproduction is aesexual reproduction. Eubacteria: Cell type is Prokaryotic. Reproduction is aesexual reproduction. Protista: Cell type is Eukaryotic. Reproduction is mostly aesexual reproduction. Meiosis occurs in some species. Fungi: Cell type is Eukaryotic. Reproduction is sexual reproduction or aesexual reproduction through spore formation. Plantae: Cell type is Eukaryotic. Nutrition Acquisition is Photosynthesis. Animalia: Cell type is Eukaryotic. Reproduction is sexual reproduction. (3B core)

I can identify the three domains of life and can give an example of each.

Bacteria, Archaea, and Eukarya. B: Reproduce aesexually. A: Unique rRNA base sequence. E: Sexual reproduction. (3B core)

I can explain what a tumor is and can contrast benign vs malignant tumors (3 facts each)

Benign: -Contained by the immune system -"In situ" → which means that it does not metastasize -Not cancerous -Easy to treat Malignant: -Has the ability to metastasize -Cancerous -Difficult to treat (1B core)

I can define binomial nomenclature and can identify the two parts of a two-part scientific name.

Binomial nomenclature is a system used to name a species of a particular organism. (1) generic name (genus) and (2) specific epithet (species). (3B core)

Why it is important to not take antibiotics if they are not needed (example- for a cold which is a virus)

Can kill off good bacteria in your system, which also protects. Overexposure to the antibiotics will allow the population of bad bacteria to evolve and become resistant. Then, they will not be able to be treated. A lot of times, these resistant bacteria aren't the dominant competitor. So, when you kill off the rest, they can take root. (3A advanced)

I can identify the specific function of the regulatory proteins within the four checkpoints of the cell cycle. Memorizing the names of the proteins (Ras cyclin, p53, ATM/Nibrin and MAD1) is not required. You can discuss them by checkpoint # (1,2,3,4) or name when you discuss their action within the cell cycle

Checkpoint #1/Ras Cyclin (G1): checks that cells are big enough to enter the next part of the cell cycle. Checkpoint #2/p53 (G1): checks and makes sure the DNA has no damage. If so, the cell cycle will pause and enzymes will attempt to fix the DNA. If unrepairable, the cell will kys(also known as apoptosis -nix). Checkpoint #3/ATM/Nibrin (S): checks that the DNA was copied exactly without mistakes or damage Checkpoint #4/MAD1 (Metaphase): checks that the spindle fibers have attached properly (1B intermediate)

I can determine what might happen if any of these regulatory proteins were not functioning properly. Can discuss each one separately.

Checkpoint 1 fail (ras cyclin): The cell won't be big enough. Checkpoint 2 fail (p53): The DNA may have damage, which is not good for it to be copied. Can lead to mutation Checkpoint 3 fail (ATM/Nibrin): DNA wasn't copied correctly. Can cause cancer and mutation. Checkpoint 4 fail (MAD1): Non-disjunction. DNA wouldn't go. (1B intermediate)

I can identify major events in the cell that occur during interphase and mitosis while using the following vocabulary appropriately: chromatin, chromosomes, chromatid, nuclear envelope, spindle, centriole

Chromatin → DNA strands, before formed into chromosomes (during Interphase) Chromosomes → DNA tightly wound and organized into x shapes (during Prophase) Chromatid → A chromosome has two sister chromatids, which are mirror images of each other Spindle → Protein that separates the chromosomes Centriole → cylindrical organelle which forms the spindle fibers (1A advanced)

I can define chromosome and can draw 2 single-stranded chromosomes inherited from each parent while labeling the centromere and example genes in both.

Chromosome: A structure made of nucleic acids which carries all of the genetic material of an organism (2A core)

I can define chromosome and can draw a double-stranded chromosome while labeling the centromere and the sister chromatids

Chromosomes are individual segments of the genome. Contained within the nucleus of the cell. Protein structures. A "package" for DNA. (1A core)

I can discuss and explain the features of a cladogram - what is a clade? What is a derived character? What is a node? What does it show about the relationships between organisms?

Cladograms and phylogenetic trees are used to illustrate relationships among organisms and evolutionary relationships for organisms with a shared common ancestor. Cladograms show relationships among organisms, how alike, or similar they might be. A node is a shared ancestor. A derived character is a shared characteristic. A clade is a an evolutionary branch of a cladogram that includes a single ancestor and all its descendants. (3B intermediate)

I can define the concepts of "common descent" and "descent with modification."

Common descent→ All life on Earth is related through one common ancestor Descent with modification → Descendants will look/act slightly differently from their parents due to random assortment and random genetic mutations (3A core)

I can discuss THREE different examples of evidence that support the claim that modern day whales evolved from an ancestral 4-legged land mammal. Each evidence must be from a different category (comparative anatomy, embryology and development, fossil record, or DNA comparisons) First state the category you have selected, then summarize one evidence from that category (what has been observed) and then explain HOW it is evidence of evolution (why is it significant? how does it support the claim that modern day whales evolved from an ancestral 4-legged land mammal?)

Comparative Anatomy → Whales have many physical features that are shared with mammals. They have hair, arm, hand, and finger bones, pelvis bones, nasal cavities. This shows that they are more closely related to land-dwelling mammals than they are to fish Embryology and Development → In the early developmental phase of a whale, there are many features which make it almost indistinguishable from other mammals. Whale embryos and human embryos look very similar in early stages of development. Whales form nasal cavities and even form leg bumps, which are then modified later in development. In addition, whales give live birth and breastfeed their young, which is extremely rare for organisms which live in the ocean Fossil Record → Fossils of ancient whales show that they once had legs which they used to walk, but these eventually got smaller and smaller. Also, one of the whales' ancestors has a "migrating" nasal cavity which is in the middle of its head. Overall, these fossil records show the intermediate species. When they're lined up, it's easy to see how the whale gradually lost its legs and became more "whale-like" DNA Comparison → Whale DNA most closely related to Hippo DNA—which is a land-dwelling mammal. This means that hippos and whales must have shared a common ancestor. Even though hippos are herbivores and whales are carnivores, their stomachs are closely related and they share other intricate similarities. (3A advanced)

If given a species with a certain trait (for example- a giraffe and its long neck or mouse with dark fur color), I can use Darwin's Theory of Natural selection to explain how the species evolved over time to have the trait that it has today. In my explanation, I can identify and discuss each of the 5 components of Darwin's Theory of Natural Selection. I can discuss the 5 components in the order that they would occur.

Competition → for food, mates, shelter Adaptation → successful traits which are passed on Variation → exists in population, can lead to adaptations Overproduction → more organisms are born then will survive Differential reproduction → adaptations become more common in populations (3A advanced)

I can EXPLAIN (using both drawings and detailed written explanations) how each of the following contributes to the incredible genetic variation of eukaryotic offspring from the same two parents: crossing over, independent assortment, and random fertilization (Your explanation should demonstrate your complete understanding of what happens during each of these three events)

Crossing Over → homologous chromosomes will wrap around each other and exchange genes. Increases variability. Random assortment → Random assortment is the random chance that certain genes will be inherited or not. It's how genes are "sorted" out into separate gametes. Random fertilization → Random fertilization is the random chance that a specific sperm will meet a specific egg. (1C intermediate)

I can define cytokinesis and can contrast cytokinesis in plant vs animal cells

Cytokinesis is the stage of mitosis where the cytoplasm separates, and two new cells form. In animal cells, the cell membrane is drawn inward until the cytoplasm is pinched into two new equal parts. In a plant cell, the membrane is not flexible enough because of the cell wall. So, a cell plate forms in the middle, eventually separating and forming the new cell wall. (1A advanced)

I can contrast DNA and RNA molecules (3 facts each)

DNA → Double stranded, is found exclusively in the nucleus, has the bases Adenine, Cytosine, Guanine and Thymine RNA → single stranded, can be found outside the nucleus, three types: messenger, transfer, and ribosomal, and has Uracil instead of thymine Both are nucleic acids (2B core)

I can explain how the concepts of artificial selection influenced Darwin's ideas of natural selection. (1-2 sentences maximum)

Darwin saw that with artificial selection, there was a "pressure" exerted on the evolution of the species. He saw that this "pressure" in nature existed too, and called it natural selection. (3A core)

I can describe Darwin's Theory of Natural Selection in one sentence and can explain why it is considered a scientific theory.

Darwin's Theory of Natural selection explains the origin of species through the ability of organisms with favorable traits to be able to reproduce more than those with unfavorable traits. It is a theory because it explains why Natural Selection happens, and has been supported by a huge range of data, and is accepted as fact. (3A intermediate)

I can use the terms "adaptation" and "fitness" appropriately when discussing biological evolution.

Fitness describes how well an organism can survive and reproduce in its environment Adaptation is any heritable characteristic that that improves an organism's fitness in its environment. (3A intermediate)

I can identify which parts of the cell cycle are considered interphase

G1, S, G2 (1A intermediate)

I can describe what happens at each phase of the 4 phases of the eukaryotic cell cycle (G1, S, G2, M)

G1→ cell growth S → synthesis; DNA is created G2→ organelles are created, cell prepares for mitosis M → mitosis; the separation of the cell (1A intermediate)

I can define the following: gamete, fertilization, haploid, diploid

Gamete: A haploid cell used for reproduction Fertilization: When a sperm meets an egg → the fusion of two haploid nuclei Haploid: Has one copy of each chromosome Diploid: Has two copies of each chromosome (1C core)

I can define and give a specific example of each of the following: genes, alleles, genotype, phenotype

Gene → a specific sequence of nucleotides along a chromosome which codes for traits and proteins. Example: G Allele → Alternative forms of a specific gene. Example: G vs. g on Gg Genotype → the genetic makeup of an organism. Example: GgWW or ggww or GGWw Phenotype → the physical characteristics which are coded for by genes. Example: red hair and freckles vs. brown hair and no freckles (2A core)

I can DRAW a picture that shows my understanding of the process of DNA replication.

Helicase and DNA Polymerase Look at Physical Handout → DNA & RNA Part II In class notes (2B intermediate)

I can explain the role of enzymes: helicase and DNA Polymerase in the process of DNA replication.

Helicase unwinds the DNA DNA Polymerase adds new corresponding bases to the unwound DNA (2B intermediate)

I can define homologous structures, can give an example of two homologous structures, and can explain how these structures support either the concept of "common descent" or "descent with modification".

Homologous structures are organic structures that are shared by species which have evolved from a common ancestor. One example of a homologous structure is arms of humans, bats, cats, and whales. They all include the same general bone structure, even though they are used for different purposes. Another example is the pelvis of humans, dogs, and cats. Just like the arm example, they are similar bone structures, even though they are used differently. This supports the idea that all mammals had a common ancestor, and descended with modification → they structures are different because of small evolutionary changes. (3A intermediate)

I can use a Punnett Square to predict the probable outcome for a single trait with alleles expressing regular dominance (questions may use the terms homozygous and heterozygous)

Homozygous: GG or gg Heterozygous: Gg (2A core)

I can explain using 2 different Punnett squares showing two generations (P to F1 and F1 to F2) and a corresponding written explanation how a single trait (like tallness in pea plants) can seem to skip a generation and then reappear in the next generation. I can demonstrate an understanding of the term "recessive" in the explanation

If wondering about this, see that lab we did with the pea plants. (2A intermediate)

I can explain the challenges of the Linnean classification system and can describe the method scientists use today to classify living things.

If you look at two plants that are different types, Linneas would've picked both of them up and said, let's classify them in the same group because they look a lot alike. This idea presented challenges because grouping individuals by the way they look isn't the right way to classify and group species. Today, scientist would use DNA to classify living things. (3B core)

Why an antibiotic that has worked several times in the past for a person, may not work anymore for that person.

If you take it multiple times, it will kill all of the non-resistant strains, and allow the resistant ones to reproduce (3A advanced)

I can contrast incomplete dominance and codominance and can give an example of each.

Incomplete dominance happens when the combination of two traits gives something completely different. For example, if you cross a white snapdragon with a red snapdragon, it will produce a pink snapdragon. Codominance happens when two distinct traits are dominant and both characteristics show. For example, a roan cow displays codominance, because both the "white" and "brown" traits are shown. (2A core)

I can use to picture above to describe the three steps in the process of DNA replication.

Initiation → DNA helicase starts unzipping Elongation → DNA helicase is unzipping, DNA polymerase adds new complementary bases Termination → The DNA polymerase travels all the way down the strand of DNA, and two new identical DNA are completed (2B intermediate)

I can explain what must be true for a mutation to be passed on to the next generation. What types of mutations will not be passed on?

It has to be a mutation inherited from parents, or be a mutation that occurs in the gonads. The sex cells must be affected by the mutation to be passed on If a mutation causes infant mortality, then it will not be passed on If a mutation will allow you to have more offspring, then it will have a higher chance of being passed on (2B core)

I can use the lac operon as an example to explain why regulation of gene expression is important

It saves energy. If lactose is not present in the environment which E. coli lives, there is no point in making lactase. (2B advanced)

I can refer to a picture of the lac operon and can use it to demonstrate my understanding of how prokaryotes regulate gene expression in both the presence and absence of lactose

Key remembrance points: Operator, Operon See the google drive folder. (2B advanced)

I can identify the seven (7) levels of the Linnaean classification system from the most inclusive (largest category) to the least inclusive (smallest category) citing specifics for humans. (What is the name of the category humans would fall into at each level?)

Kingdom, phylum, class, order, family, genus, species. Animalia, Chordata, Mammalia, Primates, Hominidae, Homo, Homo-sapiens. (3B core)

I can label the following on a picture of a DNA molecule: Phosphate group, deoxyribose, hydrogen bonds, nitrogenous base (or base)

LOOK HERE https://drive.google.com/file/d/0B9saXisIZ8gEdE00TjEtU0gzQUE/view (2B core)

I can explain how Lamarck would have explained species change over time by providing an explanation with a specific example.

Lamarck believed that organisms had a natural drive to be perfect, and could adapt during their lifetime by choosing to use/not use certain parts of their body He also believed in the inheritance of acquired characteristics. (3A core)

I can describe Mendel's principle of dominance by using a specific example involving pea plants

Mendel established the principle of dominance, which explained how some traits could remain masked for a generation, and then reappear in the minority. There is a dominant allele and a recessive allele → both can be carried, but the dominant one will prevail over the recessive one He observed this through the different traits of his pea plants (2A core)

I can elaborate on the conclusion Mendel's Law of Independent Assortment illustrating how a particular phase of meiosis is involved.

Mendel's Law of Independent Assortment explains that genes are independently sorted, and are passed on independent of each other. This is mainly due to the fact that different genes are on different chromosomes. (2A advanced)

I can contrast the three types of RNA and their role in the protein synthesis process

Messenger RNA (mRNA) → is created in the nucleus from the DNA, and carries the genetic code for creating proteins Transfer RNA (tRNA) → carries the correct amino acids to the ribosome in order to construct a protein. The tRNA matches up with the codons found along the mRNA Ribosomal RNA (rRNA) → makes up the ribosomes. Allows for the synthesis of protein by providing a location. (2B intermediate)

I can define metastasis and can identify what stage of cancer this occurs at

Metastasis is how cancer spreads throughout the body. It begins in steps 2/3 but step 4 is the real deal. (1B core)

I can differentiate between missense, nonsense, and silent mutations

Missense→amino acid change Nonsense→ introduces an early STOP signal, and cuts the protein synthesis short Silent mutations→ substitution mutations which have no effect on the resulting proteins, because of the redundancy of the genetic code (2B intermediate)

I can draw and label the 4 phases of mitosis

Mitosis assignment: https://docs.google.com/document/d/1TN4kZYEt7ea5gsYEndb20TzwFtru1rGiFFYvgjbO0gw/edit (1A intermediate)

☐ I can describe the overall process of mitosis in general and can identify two reasons why human cells go through the process

Mitosis is the process of cell separation. It is important that human cells go through this process in order to grow, repair broken cells, and replace older cells. (1A core)

I can compare and contrast the final products of mitosis and meiosis (what types of body cells are produced? Are cells haploid or diploid? number of chromosomes in cells produced? daughter cells identical to each other? identical to parent cell?)

Mitosis produces two diploid cells → daughter cell is exactly the same as parent cell Meiosis produces four haploid cells → daughter cell is different from parent cell (increases genetic variation) (1C core)

I can identify the "universal donor" and "universal receiver" blood types and can explain what characteristic gives them this ability

O → universal donor, because it has neither the A nor the B antigen AB → universal receiver, because it does not have any antibodies (2A intermediate)

I can explain what artificial selection is and can provide a specific example of how humans have used artificial selection to our advantage.

One example of artificial selection is domesticated dogs. Thousands of years ago, domesticated dogs all had the Grey Wolf as a common ancestor. Over the years, breeders selected certain traits that they prefered, and eventually many different breeds of dogs were developed. Another example: bigger cabbage was selected over time (3A core)

I can EXPLAIN one mechanism that increases genetic variation in prokaryotic populations.

One method in which prokaryotes increase genetic information is through transformation. In transformation, cells make use of dead cells' DNA. For example, when bacteria dies, if its DNA is still intact, it can be picked up by other cells. In that way, genetic variation is increased. (1C intermediate)

I can identify the four phases of mitosis in order

Prophase → Chromatin condenses into chromosomes, Centrioles separate and attach to chromosomes, nuclear envelope breaks down. Metaphase → Chromosomes line up across center of cell. Anaphase → Sister chromatids separate into individual chromosomes and are moved apart. Telophase → chromosomes gather at opposite ends of cell and lose their distinct shapes, two new nuclear envelopes form (1A intermediate)

I can name the enzyme involved in transcription and can explain what this enzyme does in the process

RNA Polymerase is the enzyme responsible for transcription (2B advanced)

I can contrast radiation vs chemotherapy (minimum of three facts each)

Radiation: Focused treatment Works by physically shredding DNA Would be used when the cancer is located in only one part of the body Main side effect is fatigue, but also depends on region Chemotherapy: Drugs injected into body, so treatment is full body Works by destroying rapidly dividing cells → cancer drugs work by damaging the RNA or DNA that tells the cell how to copy itself Would be used when cancer has spread throughout the body Side effects: hair loss, nausea, loss of appetite (1B core)

I can define reproductive isolation and can explain how it is important in the process of speciation.

Reproductive isolation: Refers to the situation where different species may live in in the same area, but properties of individuals prevent them from interbreeding. Speciation only occurs when populations are reproductively isolated. Reproductively isolated populations have different gene pools and eventually form new species. (3B intermediate)

I can explain the concept of "linked genes", why they don't follow the Law of Independent Assortment, and the factors that increase/decrease their likelihood of being linked.

Some genes may appear to be "linked" because they are very close together on the chromosome, so they have a very small percent chance of getting separated during the crossing-over phase of meiosis. For example, red hair and freckles always seem to go hand in hand, because they are so close together on the chromosome. They are rarely separated during crossing over, so they don't seem to follow the Law of Independent assortment. (2A advanced)

I can define speciation.

Speciation is the evolutionary process by which biological populations evolve to become distinct species. (3B intermediate)

I can recognize the three types of selection (directional, stabilizing, and disruptive) from a graph and can identify which graph is which type of selection. I can also describe what is happening in each type of selection by giving details of a specific example.

Stabilizing selection Directional selection Disruptive selection (3B intermediate)

I can define cancer and I can explain the differences between the 4 stages of cancer. (Stage I, Stage ⅔, and Stage 4 specifically)

Stage 0: In situ → the cancer has not spread Stage 1: Is small and has only spread a little into nearby tissues. It has not spread to any lymph nodes or other body areas Stage 2/3: Tumor is larger or has spread into nearby tissues or lymph nodes Stage 4: Has spread to other areas of the body. Stage 4 cancer is also called metastatic cancer or advanced cancer (1B core)

I can summarize the problem of "Super Bugs" and their impacts on human health. I can discuss how this concept relates to the concept of natural selection. (2 sentences max. No need for an essay! You will have chance to show in depth understanding in advanced section)

Superbugs are bacterial infections which have evolved to resist antibiotics. They cannot be treated by the common antibiotics that we use today. (3A intermediate)

I can identify the "central dogma" of biology

The central dogma is the unifying process that relates all living organisms. It is how DNA affects the physical characteristics of an organism. DNA→ transcription → RNA → translation → proteins → phenotypes The central dogma of biology is the explanation of the flow of genetic information within all living organisms. DNA makes RNA through transcription, and RNA makes protein through translation. (2B core)

I can discuss recent scientific findings about mutations associated with cancer and can directly associate those findings with my learning from the regulating the cell cycle activity that we did in class. I can also discuss how knowledge of these mutations is helping to develop treatments by giving a specific example.

The different mutated genes are what drive cancer to behave the way that they do. When scientists figure out which genes are mutant, they can target these genes and shut down the cell cycle. Herceptin is one example. It is a breast cancer drug that targets over reactive RTKs, rendering the cancer cells unable to continue dividing (1B intermediate)

☐ I can label the following on a blank cell cycle diagram (mitosis, G1, G2, S, and cytokinesis)

The overall process is the lifecycle of the cell. First interphase, with G1,S,G2. G1 is first, which is for growth. Then S, which is synthesis, where DNA duplicates, then G2, which is for finishing growing and growing organelles. THEN miosis (cell division) and finally cytokinesis when the cells actaully split. (1A core)

I can contrast the processes of mitosis and meiosis (crossing over occurs? Tetrads form? Chromosomes line up in pairs or alone during metaphase? How many rounds of cell division? Overall purpose of process?)

The purpose of mitosis is to create two diploid body cells, while the purpose of meiosis is to create four haploid gametes. Interphase is identical to mitosis metaphase, but then things switch up Prophase I → crossing over occurs. Corresponding homologous chromosomes cross-over with each other to form tetrads Metaphase I → homologous chromosomes line up in pairs Anaphase I → paired homologous chromosomes are pulled to opposite ends of the cell Telophase I → new membrane forms Prophase II → chromosomes become visible Metaphase II → chromosomes line up in center of cell Anaphase II → sister chromatids separate, and go to opposite ends of the cell Telophase II → new nuclear membrane forms, and now there are four gametes (1C intermediate)

I can explain the importance of the "redundancy of the genetic code" while referring to a specific example from the amino acid chart

The redundancy of the genetic code prevents many substitution mutations from having catastrophic effects on the resulting proteins (2B intermediate)

I can explain the role of cyclins and CDK in regulating cell division (in Bozeman Cell Cycle vid)

The role of cyclins is to ensure that cells, specifically the nuclei, are replicated completely and exactly (1A advanced)

I can explain why scientists classify organisms into groups in the first place and why these use a common naming system?

The system of classification is giving each organism on our planet a specific name and that name is based on binomial nomenclature. By classifying organisms, it makes them easier to study and once an organism is classified, scientist can learn a lot about it. (3B core)

I can describe the processes of transcription and translation in the overall process of protein synthesis (can correctly use the following vocabulary in explanation: DNA, mRNA, tRNA, nucleus, ribosome, amino acid, codon, anticodon

Transcription → the process of creating mRNA from DNA in the nucleus Translation → the process of creating proteins from amino acids, according to the mRNA (2B advanced)

I can define vestigial structures, can give two examples of vestigial structures, and can explain how these structures support either the concept of "common descent" or "descent with modification".

Vestigial structures are "left over" structures in organisms which are unneeded, but still form anyway. One example is the formation of a pelvis in wales. They don't need this at all to survive, but it still forms. Another example is the appendix in humans → it is unneeded, and often causes serious problems if infected These also support the idea of common descent with modification. These structures never would have formed by themselves, so it points to an outdated structure that was once used by ancestors. (3A intermediate)

I can explain why Lamarck's idea is flawed.

What we pass on is based on our genes Inheritance of acquired characteristics is not possible Also, organisms don't have a natural drive to become more complex/perfect (3A core)

I can explain how my knowledge of the cell cycle helps me understand how chemotherapy works and why it has the side effects that it has

Works by destroying rapidly dividing cells → cancer drugs work by damaging the RNA or DNA that tells the cell how to copy itself (1B core)

Why, if you do take antibiotics, it is important to take the entire dosage for the entire length of time.

You want to make sure that you get rid of all of the bad bacteria. If you fail to complete your full dosage, you will possibly allow the strongest bacteria to start multiplying again, and this time they will not be killed off by the antibiotics. (3A advanced)

I can draw a diagram that represents Darwin's "tree thinking" concept and the concept of common descent. On the tree, I can label the common ancestor of all life, species alive today, and extinct species. I can use the tree to identify two species that are closely related and two that are more distantly related.

http://3.bp.blogspot.com/-TF6zUJpcmMw/T1QC_uWBpdI/AAAAAAAAAEY/ve-bP-TGix0/s320/Darwin.jpg ^^image of tree (3A core)