Semester I Final Review

Name______

Date______

Period____

Directions: Complete each section of the review by following the directions for each section.

PartI. Evolution

Standards:

•BI7. a. Students know why natural selection acts on the phenotype rather than the genotype of an organism.

•BI7. b. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.

•BI7. d. Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.

•BI8. a. Students know how natural selection determines the differential survival of groups of organisms.

•BI8. b. Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.

•BI8. e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

Resources:

  • Vocabulary: Define the key terms below in your own words. Do not copy and paste the definitions.

Term: / Definition:
Allele
Gene pool
Population
Phenotype
Genotype
Natural Selection
Homozygous
Heterozygous
Variation
Biological Diversity
Episodic Speciation
Mass Extinction
Fossils
Ecosystem
Lethal Allele
  • Evolution Review Games:

Directions:Go to the links below and complete the Evolution Review Games. Record

your scores for each game.

Penalty Shootout-Overview of Evolution

Score:____/10

Hoopshoot-Natural Selection

Score:___/10

Penalty Shootout-Evidence of Evolution

Score:____/10

Hoopshoot-Variation Caused by Evolution

Score:____/10

  • Quickwrite: Rewrite each of the standards in your own words. Try to incorporate as much of the vocabulary as you have learned as possible.

Standard: BI7. The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time.
Your Explanation:
Standard: BI8. Evolution is the result of genetic changes that occur in constantly changing environments.
Your Explanation:
  • Concept Checks-Answer each of the questions below in complete sentences.
  • Why is biodiversity important to an ecosystem?
  • How does genetic variation help species survive major environmental changes?
  • What does natural selection act on?

Part II. Meiosis

Standards:

BI2. a. Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.

BI2. b. Students know only certain cells in a multicellular organism undergo meiosis.

BI2. d. Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).

BI2. e. Students know why approximately half of an individual’s DNA sequence comes from each parent.

BI2. f. Students know the role of chromosomes in determining an individual’s sex.

  • Vocabulary-For each of the key terms locate an image that will help you remember the term.

Key Term: / Image:
Homologous chromosomes
Gametes
Sex chromosomes
Fertilization
Diploid
Haploid
Meiosis
Gametogenesis
Nondisjunction
Zygote
Mitosis
Homozygous
Heterozygous
  • Concept Checks-Answer each of the questions below in complete sentences.

1.)What conditions must be met inorder for a fertilized egg to be male?

2.)Meiosis occurs in which type of cells?

3.)Why do individuals get half their DNA from each parent?

4.)What happens to the chromosomes during meiosis?

5.)What are the differences between Meiosis and Mitosis?

6.)How many sex cells are formed during Meiosis?

Part III. Meiosis and Punnett Squares

Standards:

  • BI2. c. Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete.
  • BI2. g. Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents.
  • BI3. a. Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).
  • BI3. b. Students know the genetic basis for Mendel’s laws of segregation and independent assortment.
  • Practice Test Questions-

1.) Which pair of chromosomes dictate that the offspring from these parentsis female? (2f)

  1. The B,C pair of chromosome pair #7.
  2. The A,D pair of chromosome pair #21.
  3. The X,Y pair of the sex chromosomes.
  4. The X, X pair of the sex chromosomes.

2.)In peas, the allele for tall plants is T and the allele for short plants is t. Predict the genetic makeup of all possible offspring from the crossing of two homozygous (TT) tall plants. (2g)

  1. Tt
  2. TT, Tt, tt
  3. Tt, tt
  4. TT

3.) In a certain species, the allele for having more than five toes (D) is dominant to the allele for having five toes (d). The Punnett square below shows a cross of two individuals. (3a).

What is the probability that an offspring of this cross will be homozygous and have more than five toes?

  1. 25%
  2. 50%
  3. 100%
  4. 0%

4.) A woman heterozygous for lobed ears (Ll) can produce either L or l gametes because of (3b)

  1. dominance
  2. independent assortment
  3. recessiveness
  4. segregation

Quick Write: Mendel’s Laws

Directions: Write a minimum of 2-3 sentences to each of Mendel’s Laws in your own words. You may also use pictures.

Resources:

Mendel’s First Law: Law of Segregation

  • Organisms inherit two copies of each gene, one from each parent.
  • Organisms donate only one copy of each gene in their gametes. The two copies of each gene segregate, or separate during the gamete formation.

Mendel’s Second Law: Law of Independent Assortment

  • Allele pairs separate independently of each other during gamete formation or meiosis.
  • Different traits are inherited separately.

Your Words: