Biology Study Guide - St. Lucie County School Board
Biology Study Guide - St. Lucie County School Board
Biology Study Guide - St. Lucie County School Board
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<strong>St</strong>. <strong>Lucie</strong> <strong>County</strong> <strong>Biology</strong> I EOC <strong><strong>St</strong>udy</strong> <strong>Guide</strong>:The <strong>St</strong>. <strong>Lucie</strong> <strong>County</strong> <strong>Biology</strong> District Semester Exam (December 2013) will be 75 minutes in length andhas 45 questions.The following standards will be included on the Semester Exam for <strong>St</strong>. <strong>Lucie</strong> <strong>County</strong> <strong>Biology</strong> <strong>St</strong>udents.The standards below with Hyperlinks, direct you to Escambia <strong>County</strong>’s <strong>Biology</strong> EOC Reviewsite. CPALMS hyperlinks direct you to additional resources for each standard located onCPALMS.org.<strong>St</strong>andard 1: The Practice of ScienceBody of Knowledge: Nature of ScienceSC.912.N.1.1Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, andEarth/space science, and do the following:1. pose questions about the natural world;2. conduct systematic observations;3. examine books and other sources of information to see what is already known;4. review what is known in light of empirical evidence;5. plan investigations;6. use tools to gather, analyze, and interpret data (this includes the use of measurement inmetric and other systems, and also the generation and interpretation of graphicalrepresentations of data, including data tables and graphs);7. pose answers, explanations, or descriptions of events;8. generate explanations that explicate or describe natural phenomena (inferences);9. use appropriate evidence and reasoning to justify these explanations to others;10. communicate results of scientific investigations;11. evaluate the merits of the explanations produced by others.(Also assesses SC.912.N.1.4, SC.912.N.1.6, SC.912.L.14.4.)CPALMSBody of Knowledge: Life Science<strong>St</strong>andard 14: Organization and Development of Living OrganismsSC.912.L.14.1Describe the scientific theory of cells (cell theory) and relate the history of its discovery to theprocess of science.(Also assesses SC.912.N.1.3, SC.912.N.2.1, SC.912.N.3.1, and SC.912.N.3.4.)CPALMS
SC.912.L.14.2Relate structure to function for the components of plant and animal cells. Explain the role of cellmembranes as a highly selective barrier (passive and active transport).(Assessed as SC.912.L.14.3)CPALMSSC.912.L.14.3Compare and contrast the general structures of plant and animal cells. Compare and contrast thegeneral structures of prokaryotic and eukaryotic cells.(Also assesses SC.912.L.14.2)CPALMSSC.912.L.14.4Compare and contrast structure and function of various types of microscopes.(Assessed as SC.912.N.1.1)CPALMSBody of Knowledge: Life Science<strong>St</strong>andard 15: Diversity and Evolution of Living OrganismsSC.912.L.15.8Describe the scientific explanations of the origin of life on Earth.(Also assesses SC.912.N.1.3, SC.912.N.1.4, and SC.912.N.2.1)CPALMS<strong>St</strong>andard 16: Heredity and ReproductionBody of Knowledge: Life ScienceSC.912.L.16.1Use Mendel’s laws of segregation and independent assortment to analyze patterns ofinheritance.(Also assesses SC.912.L.16.2)CPALMS
SC.912.L.16.2Discuss observed inheritance patterns caused by various modes of inheritance, includingdominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles.(Assessed as SC.912.L.16.1)CPALMSSC.912.L.16.3Describe the basic process of DNA replication and how it relates to the transmission andconservation of the genetic information.(Also assesses SC.912.L.16.4, SC.912.L.16.5, and SC.912.L.16.9)CPALMSSC.912.L.16.4Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explainhow mutations in gametes may result in phenotypic changes in offspring.(Assessed as SC.912.L.16.3)CPALMSSC.912.L.16.5Explain the basic processes of transcription and translation, and how they result in theexpression of genes.(Assessed as SC.912.L.16.3)CPALMSSC.912.L.16.8Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentiallyresulting in cancer.(Assessed as SC.912.L.16.17)CPALMSSC.912.L.16.9Explain how and why the genetic code is universal and is common to almost all organisms.(Assessed as SC.912.L.16.3)CPALMS
SC.912.L.16.14Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in theformation of new cells and its importance in maintaining chromosome number during asexualreproduction.(Assessed as SC.912.L.16.17)CPALMSSC.912.L.16.16Describe the process of meiosis, including independent assortment and crossing over. Explain howreduction division results in the formation of haploid gametes or spores.(Assessed as SC.912.L.16.17)SC.912.L.16.17Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexualreproduction and their consequences for genetic variation.(Also assesses SC.912.L.16.8, SC.912.L.16.14, and SC.912.L.16.16)CPALMSBody of Knowledge: Life Science<strong>St</strong>andard 18: Matter and Energy TransformationsSC.912.L.18.1Describe the basic molecular structures and primary functions of the four major categories ofbiological macromolecules.(Also assesses SC.912.L.18.11)CPALMSSC.912.L.18.7Identify the reactants, products, and basic functions of photosynthesis.(Assessed as SC.912.L.18.9)CPALMSSC.912.L.18.8Identify the reactants, products, and basic functions of aerobic and anaerobic cellularrespiration.(Assessed as SC.912.L.18.9)CPALMS
SC.912.L.18.9Explain the interrelated nature of photosynthesis and cellular respiration.(Also assesses SC.912.L.18.7, SC.912.L.18.8, and SC.912.L.18.10)CPALMSSC.912.L.18.10Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.(Assessed as SC.912.L.18.9)CPALMSSC.912.L.18.11Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions.Identify factors, such as pH and temperature, and their effect on enzyme activity.(Assessed as SC.912.L.18.1)CPALMSSC.912.L.18.12Discuss the special properties of water that contribute to Earth’s suitability as an environment for life:cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as asolvent.CPALMS
<strong>St</strong>. <strong>Lucie</strong> <strong>County</strong> <strong>Biology</strong> <strong><strong>St</strong>udy</strong> <strong>Guide</strong>:The Following <strong>St</strong>andards were not covered on The <strong>St</strong>. <strong>Lucie</strong> <strong>County</strong> <strong>Biology</strong> District SemesterExam (December) but may be on the Florida EOC <strong>Biology</strong> I Exam (May). These standards need to betaught and/or reviewed in the second semester to prepare for the Florida EOC <strong>Biology</strong> I Exam.Body of Knowledge: Life Science<strong>St</strong>andard 14: Organization and Development of Living OrganismsSC.912.L.14.7Relate the structure of each of the major plant organs and tissues to physiological processes.CPALMSSC.912.L.14.26Identify the major parts of the brain on diagrams or models.CPALMSSC.912.L.14.36Describe the factors affecting blood flow through the cardiovascular system.CPALMSSC.912.L.14.52Explain the basic functions of the human immune system, including specific and nonspecificimmune response, vaccines, and antibiotics.(Also assesses SC.912.L.14.6.)CPALMSBody of Knowledge: Life Science<strong>St</strong>andard 15: Diversity and Evolution of Living OrganismsSC.912.L.15.1Explain how the scientific theory of evolution is supported by the fossil record, comparativeanatomy, comparative embryology, biogeography, molecular biology, and observed evolutionarychange.(Also assesses SC.912.L.15.10, SC.912.N.1.3, SC.912.N.1.4, SC.912.N.1.6, SC.912.N.2.1, SC.912.N.3.1,and SC.912.N.3.4.)CPALMSSC.912.L.15.6Discuss distinguishing characteristics of the domains and kingdoms of living organisms.(Also assesses SC.912.L.15.4, SC.912.L.15.5, SC.912.N.1.3, and SC.912.N.1.6.)CPALMS
SC.912.L.15.13Describe the conditions required for natural selection, including: overproduction of offspring,inherited variation, and the struggle to survive, which result in differential reproductive success.(Also assesses SC.912.L.15.14, SC.912.L.15.15, and SC.912.N.1.3.)CPALMSBody of Knowledge: Life Science<strong>St</strong>andard 16: Heredity and ReproductionSC.912.L.16.10Evaluate the impact of biotechnology on the individual, society, and the environment, includingmedical and ethical issues.CPALMSSC.912.L.16.13Describe the basic anatomy and physiology of the human reproductive system. Describe theprocess of human development from fertilization to birth and major changes that occur in eachtrimester of pregnancy.CPALMSBody of Knowledge: Life Science<strong>St</strong>andard 17: InterdependenceSC.912.L.17.5Analyze how population size is determined by births, deaths, immigration, emigration, and limitingfactors (biotic and abiotic) that determine carrying capacity.(Also assesses SC.912.L.17.2, SC.912.L.17.4, SC.912.L.17.8, and SC.912.N.1.4.)CPALMSSC.912.L.17.9Use a food web to identify and distinguish producers, consumers, and decomposers. Explain thepathway of energy transfer through trophic levels and the reduction of available energy atsuccessive trophic levels.(Also assesses SC.912.E.7.1.)CPALMSSC.912.L.17.20Predict the impact of individuals on environmental systems, and examine how human lifestylesaffect sustainability.(Also assesses SC.912.L.17.11, SC.912.L.17.13, SC.912.N.1.3.)CPALMS
<strong>St</strong>. <strong>Lucie</strong> <strong>County</strong> <strong>Biology</strong> <strong><strong>St</strong>udy</strong> <strong>Guide</strong>:To prepare for the end of course <strong>Biology</strong> exam please note the following:<strong>Biology</strong> 1 End of Course ExamPercentage of Q’sMolecular and Cellular <strong>Biology</strong> 35Classification, Heredity, and Evolution 25Organisms, Populations, and Ecosystems 40Percentage of Points by Cognitive Complexity Level for the <strong>Biology</strong> Science AssessmentLow Moderate High<strong>Biology</strong> 1 EOC Exam 10–20% 60–80% 10–20%Florida Virtual <strong>School</strong>: Practice Test Answer KeyPractice Test:Teachers, parents, and students can check out the <strong>Biology</strong> I EOC Assessment computer-basedpractice test, called ePAT. This tool is available online at www.FLAssessments.com/ePAT.Instructions for downloading the installer software and ePAT are also located on this site. <strong>St</strong>udentsare required to participate in a practice test at their school prior to testing.Khan Academy: <strong>Biology</strong> Tutorial VideosYou can view all of the standards and requirements with the links below:Here are some sample questionsTest Item SpecificationsEOC Fact Sheethttp://fcat.fldoe.org/eoc/pdf/bio1eocpbsq.pdfhttp://fcat.fldoe.org/eoc/pdf/<strong>Biology</strong>FL11Sp.pdfhttp://fcat.fldoe.org/eoc/pdf/12beocfs.pdf
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