Detailed Biology EOC Review Info 1
Detailed Biology EOC Review Info 1
This study guide is designed to help students prepare to take the North Carolina Biology End-Of-Course Test. This
study guide contains tips on how to prepare for the test and some strategies students might use to perform their best
during the test.
MATERIALS:
-Study Guide, Pen or Pencil, Highlighter, Paper, Notebook
RESOURCES:
-Dictionary, Textbook, Teacher, Tutor, Study Partner, Notebook, Computer
STUDY SPACE:
-Comfortable, Good lighting, Minimal Distraction, Work Area
TIME COMMITMENT:
-When? How long? How often?
Become familiar with the design of the study guide. Recognize the purpose of the study guide. Take a few
minutes to browse through the study guide before studying.
Find out what the EOC is and how you are expected to perform in order to be considered proficient in Biology.
Visit the North Carolina Department of Public Instruction testing website to get more information:
http://www.dpi.state.nc.us/accountability/testing/eoc/bio/.
Improve your study skills and test-taking strategies. Get involved in a study group. Visit a study support website:
http://www.how-to-study.com/.
Identify what the test will assess. Using this study guide, study each goal and develop strategies for answering
questions that assess each goal. Visit the North Carolina Department of Public Instruction website that provides
the Biology Standard Course of Study and support resources:
http://www.ncpublicschools.org/curriculum/science/scos/2004/23biology.
Take a Mock EOC. Check your answers to see how well you did. Try to identify where you need to study
more and what areas you might need to ask for further assistance from your teacher. Visit the North Carolina
Department of Public Instruction website to review sample EOC items:
http://www.dpi.state.nc.us/accountability/testing/eoc/bio/. Use the Biology Vocabulary EOC Review provided with
this study guide to improve your understanding of critical vocabulary for each goal.
DESIGN O F TH E BIO LO GY EO C
Administration Dates: The EOC will be given at the end of each semester – a January and a June test date.
Administration Time: The EOC will be administered during a fixed block of time, not to exceed four hours.
Question Format: The Biology EOC test contains 80 multiple choice questions.
NOTE: In order to meet new graduation exit standards for the state of North Carolina, students are required to achieve
at Level III or above on the five EOC assessments (Algebra I, Biology, English I, Civics & Economics, and U.S. History)
and to successfully complete a senior project.
NOTE: Preparing for the Biology EOC test will take time, effort, and practice. You cannot prepare for the Biology
EOC test in one night!
In order to do your best on the Biology EOC test, it is critical that you take the time to prepare and develop study skills.
First, you need to make sure that your classroom experiences and study time are used efficiently and productively.
Second, it is most helpful to know some general test-taking strategies to ensure that you will achieve the best score.
Here are some important questions to ask yourself when developing your study skills. Your answers may help you
define some areas in which you need to make some improvements.
Study skills can actually be divided into separate target areas: time management, organization, and active participation.
Use these suggestions to help you improve your study skills and your study environment.
TIM E M ANAGEM ENT O RGANIZATIO N ACTIVE PARTICIPATIO N
Do you have a plan for studying? Are you organized? Do you have a What is active studying? It can be
Without a plan, many students place to study and do you have the anything that gets you to interact
don’t meet their goals. Here are materials and resources you need to with the materials you are studying.
some strategies to consider when study? Get organized and Active studying allows you to stay
developing a study plan. prepared! more alert and be more productive
while learning new information.
- Set realistic goals for each study - Establish a study area that has - Carefully read the information
session minimal distraction and then DO something with it
- Chart your progress - Gather your materials in - Mark important points with a
- Study for a reasonable amount advance; keep them ready for highlighter, circle them with a
of time (cramming is not each study session red pen, write notes on them,
recommended) - Develop a study plan and or summarize in your own
- Take frequent breaks follow it consistently words, read out loud
- Be consistent – establish a - Find a way to access the - Ask questions; write them
routine necessary resources (i.e., down and actively seek answers
- Study the most challenging computer) - Create sample test questions
content FIRST and answer them
- Build in review time at the end - Find a friend who is also
of each study session preparing for the same test and
- Evaluate your accomplishments quiz one another
- Reward yourself
TEST-TAKING STRATEGIES
There are many test-taking strategies that you can use before and during a test to help you have the most successful
testing situation possible. Here are some questions to help you take a look at your test-taking skills.
1. How would you describe your test-taking skills? List the strategies that you already know
and use when you are taking a test.
2. How do you feel when you are taking a test? List test-taking behaviors you use when
preparing for and taking a test that do not contribute to (but distract from) your success.
3. What would you like to learn about taking tests?
SUGGESTED STRATEGIES TO PREPARE FOR TH E BIOLOGY EOC TEST
There are some general strategies that you can use to prepare for any test, including the Biology EOC test. These
strategies include:
Strategies to Use the Day Strategies to Use the Morning Strategies to Use During the
Before the Biology EOC Test of the Biology EO C Test Biology EO C Test
- Review what you have learned - Eat a good breakfast (protein = - Focus on the test. Block out
from the study guide. long-lasting energy). what is going on around you.
- Review general test-taking - Dress appropriately (dress Listen carefully to directions.
strategies. comfortable and in layers; hot - Budget your time. Allocate
- Review content-specific or cold extremes can affect time to work on each question.
information that shows your performance). - Take a quick break. Put your
connections and relationships - Arrive for the test on time. pencil down, take a deep
(lists, diagrams, graphic - Skim notes, text, vocabulary, breath, close your eyes – one
organizers, etc.). and/or diagrams. minute – then resume.
- Focus attention on the areas - Practice positive self-thinking.
that you are most in need of - Mark key ideas in your test
improving. booklet and come back to
- Read short summaries of each them.
area to revitalize your memory. - Read each question
- Get a good night’s sleep. completely. Read answer
choices completely. Follow the
process of selection and
elimination.
- Check your answers when you
have finished the test.
UNDERSTANDING TH E BIOLOGY STANDARD COURSE OF STUDY
NOTE: The 2004 Standard Course of Study (SCOS) will be assessed on the Biology EOC test.
The 2004 Biology SCOS is designed to focus on five major goals. These are broad categories and are broken down into
smaller ideas, or objectives. Each question on the Biology EOC test measures an objective, or a combination of
objectives, from the SCOS. The five goals are important for several reasons. Together they represent the ability to
understand and communicate biological concepts. Another, more significant, reason is test preparation. The best way to
prepare for any test is to study and know the material assessed on the test. The chart below lists the five major goals and
individual objectives for the Biology EOC test (based on the 2004 SCOS).
Goal 2: Develop an understanding of the physical, chemical, and cellular basis of life.
2.01 Structure and functions of organic molecules (carbohydrates, proteins, lipids, nucleic acids)
2.02 Structure and functions of cells, cellular organelles, cell specialization, communication among cells
2.03 Cell as a living system, homeostasis, cellular transport, energy use and release in biochemical reactions
2.04 Structure and function of enzymes, importance to biological systems
2.05 Bioenergetic reactions, aerobic respiration, anaerobic respiration, photosynthesis
Goal 3: Develop an understanding of the continuity of life and the changes of organisms over time.
3.01 Molecular basis of heredity, DNA replication, protein synthesis (transcription, translation), gene regulation
3.02 Characteristics of sexual and asexual reproduction
3.03 Patterns of inheritance, dominant / recessive / intermediate traits, multiple alleles, polygenic inheritance, sex-linked traits,
independent assortment, test cross, pedigrees, punnett squares
3.04 Impact of advances in genomics on individuals and society, human genome project, applications of biotechnology
3.05 Development of theory of evolution by natural selection, origin and history of life, fossil and biochemical evidence, mechanisms
of evolution, applications (pesticides and antibiotic resistance)
NOTE: Biology is a very broad subject. To provide you with the most information related to Biology, it would require
hundreds of pages. This study guide provides you with some specific, summarized information that you will need to
know for the Biology EOC test and it will help to facilitate your study efforts. Your Biology textbook will be your best
source of additional information.
INFO RM ATIO N TO STUDY FO R TH E BIO LO GY EO C TEST
(Lists, Diagrams, Graphic Organizers, Key Vocabulary, Distinctive Categories, etc.)
You should plan to study / review the content for ALL the goals and objectives. In this section, you will find content-
specific information that shows connections, relationships, and key vocabulary for each of the five major goals.
http://www.sciencebuddies.org/mentoring/project_scientific_method.shtml
1. plan the research including determining information sources, research subject selection, and ethical considerations for the
proposed research and method,
2. design the experiment concentrating on the system model and the interaction of independent and dependent variables,
3. summarize a collection of observations to feature their commonality by suppressing details (descriptive statistics),
4. reach consensus about what the observations tell us about the world we observe (statistical inference),
5. document and present the results of the study.
HOMEOSTASIS: Self-regulating mechanism that maintains internal conditions (with individual cells and within organs, systems) Example: body temperature,
respiration, nutritional balance, etc. Cells communicate their needs to each other mainly through their cell membranes by releasing chemical messengers
that, ultimately, tell the hypothalamus gland in the brain that a change needs to be made in the interstitial fluid. Since it is the ruler of homeostasis, the
hypothalamus sends neural and chemical signals to other glands, tissues, organs, and organ systems to adjust the internal environment, the interstitial fluid,
so that it is more suitable for all the cells at that particular time. And since we are always changing what we are doing, homeostasis needs to change along
with our activities, both day and night. This constantly changing internal environment is the process of homeostasis.
- Negative Feedback: Glucose / Insulin levels in cells
- Positive Feedback: Blood platelets / Blood clotting
BIOCHEMICAL REACTIONS: chemical bonds are formed and broken within living things creating chemical reactions that impact the ability to maintain
life and carry out life functions
- Cellular Respiration – food molecules are converted to energy; there are three stages to cellular respiration; the first stage is called
glycolysis and is anaerobic (no oxygen is required); the next two stages are called the citric acid cycle and the electron transport chain and
are aerobic (oxygen is required)
C6H12O6 + 6O2 ⇒ 6CO2 + 6H2O + ENERGY (36 ATP)
- Photosynthesis – plant cells capture energy from the Sun and convert it into food (carbohydrates); plant cells then convert the
carbohydrates into energy during cellular respiration; the ultimate source of energy for all living things is the Sun (in Chemosynthesis,
organisms use sulfur or nitrogen as the main energy source)
6CO2 + 6H2O + ENERGY(from sunlight) ⇒ C6H12O6 + 6O2
- ATP – ATP is a molecule that stores and releases the energy in its bonds when the cell needs it; removing a phosphate group (P) releases
energy for chemical reactions to occur in the cell and ATP becomes ADP; when the cell has energy, the energy is stored in the bond when
the phosphate group is added to the ADP
ATP ⇔ ADP + P + ENERGY
- Fermentation – when cells are not provided with oxygen in a timely manner, this process occurs to continue producing ATP until oxygen is
available again; glucose is broken down; there are two types of fermentation
Lactic Acid Fermentation (muscle cells) Glucose ⇒ Lactic Acid + 2ATP
Alcoholic Fermentation (plant cells) Glucose ⇒ CO2 + Alcohol + 2ATP
AEROBIC AND ANAEROBIC RESPIRATION:
Aerobic Respiration –
- requires the presence of oxygen
- release of energy from the breakdown of glucose (or another organic compound) in the presence of oxygen
- energy released is used to make ATP, which provides energy for bodily processes
- takes place in almost all living things
Anaerobic Respiration –
- occurs in the absence of oxygen
- breakdown of food substances in the absence of oxygen with the production of a small amount of energy
- produces less energy than aerobic respiration
- often called fermentation
- seen as an adaptation for organisms that live in environments that lack oxygen
ENZYMES:
Enzymes are special proteins that regulate nearly every biochemical reaction in the cell. Different reactions require different enzymes.
Enzymes function to:
- Provide energy to cells
- Build new cells
- Aid in digestion
- Break down complex molecules (“substrate” = reactant)
- Catalysts (speed up chemical reactions without being used up or altered)
- Factors that affect enzymes: pH, temperature, and quantity
GO AL 3: Develop an understanding of the continuity of life and the changes of organism s over
tim e.
• Molecular Basis of Heredity, DNA Replication, Protein Synthesis (Transcription, Translation), Gene Regulation
• Characteristics of Sexual and Asexual Reproduction
• Patterns of Inheritance, Dominant / Recessive / Intermediate Traits, Multiple Alleles, Polygenic Inheritance, Sex-Linked
Traits, Independent Assortment, Test Cross, Pedigrees, Punnett Squares
• Impact of Advances in Genomics on Individuals and Society, Human Genome Project, Applications of Biotechnology
• Development of Theory of Evolution by Natural Selection, Origin and History of Life, Fossil and Biochemical Evidence,
Mechanisms of Evolution, Applications (Pesticides and Antibiotic Resistance)
DNA
Protein Synthesis:
Transcription and
Translation
CELL DIVISION:
- process of copying and dividing the entire cell
- the cell grows, prepares for division, and then divides to form new daughter cells
- allows unicellular organisms to duplicate in a process called asexual reproduction
- allows multicellular organisms to grow, develop from a single cell into a multicellular organism, make other cells to repair and replace
worn out cells
- three types: binary fission (bacteria and fungi), mitosis, and meiosis
PUNNETT SQUARE
ORIGINS OF LIFE:
Biogenesis – idea that living organisms came only from other
living organisms
GENETIC ENGINEERING (GENOMICS): Spontaneous Generation – mistaken idea that life can arise
- sometimes called biotechnology from nonliving materials; sometimes called Abiogenesis
- process of transferring a gene (DNA) from one organism to another - Francesco Redi performed controlled experiments that tested
- Organisms with transferred gene now produce “recombined” genetic code ( called “recombinant DNA”) spontaneous generation of maggots from decaying meat –
- Ex: insulin produced through bacteria disproved idea.
- Ex: oil-eating bacteria - Louis Pasteur performed controlled experiments that tested
- Has application in medicine, environment, industry, agriculture, selective breeding spontaneous generation of microorganisms in nutrient broth –
- Human Genome Project disproved idea.
- DNA Fingerprinting Protocells – large, ordered structure, enclosed by a membrane,
that carries out some life activities, such as growth and division;
name given to first living cells, possibly photosynthetic
prokaryotes; may have arisen through organic evolution;
eukaryotes may have arisen through endosymbiosis (symbiotic
PEDIGREE relationship between prokaryotes)
CLASSIFICATION:
- process in understanding how organisms are related and how they are different
- taxonomy – branch of biology that studies grouping and naming of organisms
- history of classification systems
- 4th Century B.C., Aristotle proposed two groups (plants and animals) and used common names for identification, based on “blood” and
“bloodless”
- early 1700s, Carolus Linnaeus developed a system based on physical characteristics
- two kingdoms (plants and animals)
- developed “genus” and “species”
- designed system of naming called binomial nomenclature (“two names”) which gave each organism two names, a genus and
a species, Genus always capitalized, both should be underlined or italicized
- Six kingdoms: Archaebacteria, Eubacteria), Protista, Fungi, Plantae, and Animalia
- a dichotomous key is a tool used to identify organisms by using pairs of contrasting characteristics
- basis of current classification: phylogeny, DNA / biochemical analysis, embryology, morphology, Phylogenetic trees
DICHOTOMOUS KEYS:
- device used to aid in identifying a biological specimen
- offers two alternatives at each juncture, each choice determining the next step; breaks down subgroups by their evolutionary relationships
- can be used for field identification of species, as found in field guides by focusing on practical characteristics
Example:
1. Leaves usually without teeth or lobes: 2
1. Leaves usually with teeth or lobes: 5
2. Leaves evergreen: 3
2. Leaves not evergreen: 4
3. Mature plant a large tree — Southern live oak Quercus virginiana
3. Mature plant a small shrub — Dwarf live oak Quercus minima
4. Leaf narrow, about 4-6 times as long as broad — Willow oak Quercus phellos
4. Leaf broad, about 2-3 times as long as broad — Shingle oak Quercus imbricaria
5. Lobes or teeth bristle-tipped: 6
5. Lobes or teeth rounded or blunt-pointed, no bristles: 7
6. Leaves mostly with 3 lobes — Blackjack oak Quercus marilandica
6. Leaves mostly with 7-9 lobes — Northern red oak Quercus rubra
7. Leaves with 5-9 deep lobes — White oak Quercus alba
7. Leaves with 21-27 shallow lobes — Swamp chestnut oak Quercus prinus
Source: Wikipedia (http://en.wikipedia.org/wiki/Dichotomous_key )
STRUCTURE OF AN ECOSYSTEM
Organism >>>>> Species >>>>> Population >>>>> Community >>>>> Ecosystem >>>>> Environment
Species – group of organisms that can interbreed Population – units of single species
Community – groups of interacting populations Ecosystem – groups of interacting communities
Habitat – place where an organism lives Niche – organism’s role within its habitat
SYMBIOTIC RELATIONSHIPS:
GROUPS OF ORGANISMS Symbiosis – permanent, close association between one or more organisms of
Consumer Energy Source Example different species
Herbivore Eat plants Deer Mutualism – a symbiotic relationship in which both species benefit (ex: in
Carnivore Eat other animals Lion subtropical regions, ants protect acacia trees by fighting invaders, acacia tree
Omnivore Eat plants and Human provides nectar to ants)
animals Commensalism – symbiotic relationship in which one species benefits and the
Decomposer Break down dead Bacteria & other species is neither harmed nor benefited (ex: Spanish moss grows on and
organisms Fungi hangs from limbs of trees, but does not obtain any nutrients from tree, nor harm
the tree)
Parasitism – symbiotic relationship in which one organism benefits at the
expense of another, usually another species (ex: parasites such as bacteria,
roundworms, tapeworms live in the intestines of organisms to obtain nutrients and
reproduce, but cause disease in the organisms)
FOOD CHAIN: SOME EXAMPLES OF
- Path of energy from producer to consumer ENVIRONMENTAL LIMITING FACTORS
- Each level is called a trophic level (trophic = energy) Biotic (living) Abiotic (nonliving)
- Approximately 10% energy is transferred to next level Plants Climate
- 90% used for personal metabolism and development
Animals Light
FOOD WEB:
- Interconnected food chains Bacteria Soil
- Shows all possible feeding relationships at each trophic level in a community Prey Water
ECOLOGICAL PYRAMID: Food Sources Shelter
- Representation of energy transfer (Nutrients) Pollution
- Pyramid of Energy – each level represents energy available at that level, 90% decline
- Pyramid of Biomass – each level represents amount level above needs to consume
- Pyramid of Numbers – each level represents number of organisms consumed by level above it
CYCLES:
(Matter cannot be created nor destroyed, but can be converted/recycled to other forms)
Water Cycle – water is recycled through evaporation, condensation, precipitation, runoff, groundwater, aquifers, respiration, transpiration,
excretion, decomposition
Nitrogen Cycle – producers take in nitrogen compounds in soil and pass to consumers that consume the producers; decomposers (bacteria)
break down nitrogen compounds and release nitrogen gas to air or usable nitrogen so the soil
Carbon Cycle – carbon is recycled through respiration, photosynthesis, fuel combustion, decomposition; carbon can be atmospheric or
dissolved, or can be found in organic compounds within the body
SUCCESSION:
- orderly, natural changes, and species replacements that
take place in communities of an ecosystem over time
Primary Succession – colonization of barren land by
pioneer organisms (soil must be developed)
Secondary Succession – sequence of changes that take
place after a community is disrupted by natural disasters
or human actions (soil already present)
ASSESSMENT OPPORTUNITY:
Attached to this study guide is a Biology Vocabulary EOC Review that pulls relevant terms for some of the
study content. Using the word list provided, try to identify the appropriate term that correlates to each
definition. Make flash cards for each term and its definition for an extra study opportunity. After using the
flashcards, do the Vocabulary EOC Review again.
Retrieve from your teacher a sample EOC Test. Take some time to first skim the assessment questions to get
a good idea of their content and their complexity. It is important to understand how many questions you will
be answering, develop a time limit to answer all questions, and how to break down each question into its
critical parts. Second, Read each question carefully, make note of the key word(s) in each question, and read
each answer choice thoroughly before choosing a final answer. It is good to use a highlighter (or your
pencil) to circle or highlight the key word(s) in each question. Highlight or circle similar key words or ideas
in your answer choices in order to select or eliminate answer choices. This will help keep you focused and
alert to what the question is asking. Once you have answered each question, check your answers against the
answer key. For those questions that you answered incorrectly, re-read those questions and the answer
choices and logically determine why you answered incorrectly and justify the reason for the correct answer.
Later, without the time constraints, follow this process with each question. This will help you in the future
when you are confronted with questions of similar content. (Teachers: Use the sample EOC Test that
accompanies your textbook or the sample EOC Test that accompanies the “5 Days to the EOC” resource.)
Additional Resources used to develop this study guide (other than those already listed or the
textbook):
1. www.dictionary.com
2. www.wikipedia.org
3. http://www.utas.edu.au/sciencelinks/exdesign
4. http://www.accessexcellence.org/
5. www.reference.com