This document provides reminders and information for students taking an upcoming biology test. It includes: 1) A last-minute checklist reminding students of the exam date and time, what to bring, and to get enough sleep. 2) Advice to relax before the test, eat a good breakfast, and not to expect grades for days after. 3) Two cram sheets covering concepts that cause confusion like succession vs evolution, and definitions of key terms about ecosystems, cells, genetics, and aquatic environments.

1. Biology Test-taking Reminders
Last-Minute Checklist:
 Exam Date: Thursday, June 18, 12:15am - 3:15 [earliest allowable release – 2:00].
 If you are not taking a bus, arrive by 11:15 – you’ll be more relaxed this way.
 Bring to exam: #2 pencils (2).
 “ “ “ STANDARD BLACK or BLUE pens (2) (no “neon” colors allowed).
 “ “ “ any text books [if not already turned in].
 “ “ “ your cerebrum .
Be Prepared:
 Get a good night sleep, relax the morning of the test.
 Eat breakfast (Note: Mountain Dew™ is not a “good” complete breakfast).
 Try to relax.
Grades:
 Won’t be available for DAYS (don’t bother guidance or me, wait for report cards).
 If you should fail, you will be contacted with options.
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2. BioCram Sheet I: Concepts Causing Confusion
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3. Trouble Tables
Concept Definition Cause Example
Gradual replacement of the organisms Disruption of the Abiotic  moss 
Succession
that occupy an environment ecosystem (fire, Man) field  Forrest
Gradual change in organism over Early primates 
Evolution Natural selection
time -varied form of common ancestor Modern Man
Concept Definition Common Error
Resistance to A natural ability of an organism to NOT be Insects/bacteria cannot become
Antibiotics or affected by a chemical due to genetic immune to chemicals; they simply
Pesticides variation inherited the genetic variation.
The bodily response to exposure to a Through evolution, they may
Immunity
pathogen (WBC’s involved) become a resistant species.
Resistance to The only time “resistance” should
The build-up of immunity by the body’s
Disease be used is when antibodies are
natural defenses (WBC’s)
involved
Concept Chemical Cause Effect Outcome
Increase in Earth’s Flooding, wild
Global Warming CO2 ANY combustion Temp. due to trapped weather, biome
radiant heat changes
Cl and F permanently
Propellants, Increased
Ozone Depletion CFC’s bond with O3, thus
coolants mutations
loss of radiation filter
Loss of Aquatic
S and N Coal & auto Decrease pH in
Acid Rain life in lakes, tree
oxides combustion rainfall
damage/ loss
Darwin’s theory. Directed by Nature. Change directed by variation,
Natural
competition, adaptation, survival of the fittest, speciation
Selection
Directed by Man. We choose traits by choosing which plants or animals
Artificial
mate. Examples: all farm animals, flowers, crops
BioCram Sheet II
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4. Constant input of energy (sunlight) and transfer of energy between trophic levels
Ecosystem
Biodiversity (variety of producers, consumers . . .)
Requirements
Recycling of materials (carbon, oxygen, nitrogen)
Ecosystem Concepts
Energy Flow Energy flows UP levels Only 10% of energy that enters organism is available to
Of pyramid be passed on to next trophic level
Bottom level: producers (plants), next level up: primary
Order of organisms is
Trophic levels consumers (herbivores), top level: secondary
always the same
consumers (carnivores)
Runoff Allows entrance & spread through aquatic system
Effects of
Chemicals Nondiscriminant Harm to unintended beneficial organisms
Biomagnification Increased accumulation as go up the food chain
Cantankerous Chemicals
PCB’s Manufacturing wastes; aid to water pollution, contamination causes health risks
DDT Pesticide; run-off into H2O supply; biomagnification B. eagle decline, persistent
CFC’s From aerosols, coolants –decrease ozone level
Heavy metals Mercury, lead; contamination biomagnifies in fish; causes nervous disorders
General terms Herbicides, pesticides, biocides, toxins
Aquatic Ecosystems
Concept Definition Cause Problem
Natural –succession; Man
Deposit of minerals that Decreases DO limiting
Eutrophication –accelerated by
encourage algal growth aquatic life
phosphates and nitrates
Amount of O2 in water DO increases as turbulence increases, current velocity
Dissolved O2
available to organism use increases, and temperature decreases
Light Autotrophs can only live to the depth that light that Photosynthesis requires
Penetration light penetrates to Light
Invasive Species (Exotic, Introduced, non-native)
Organism Problem
Purple Loosestrife Invades cattail swamps; out-competes cattails causing habitat loss
Zebra Mussel Invaded Great Lakes; uses native organism’s resources and clogs H2O intakes
Gypsy Moth Invades deciduous forests; defoliation damage
European Starling Invades cavity nesting sites; out-competes native song bird species
BioCram Sheet III
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5. ORGANIZATION
OF LIFE ORGANISM
SYSTEMS
ORGANS
TISSUE
CELLS
NUCLEUS
(ORGANELLE)
CHROMOSOMES
GENES
Concept Definition Synonyms Examples
Gene splicing, Bacterially produced
Genetic To use technology to change
cloning, recombinant hormones, clones, insecticide-
Engineering the genes of an organism
DNA producing plants
Genetic Due to: crossing over (meiosis), mutations (DNA) &
Offspring vary from parents
Diversity genetic recombination (gametes in sexual repro)
Cell Membranes
Double layer of lipids with larger protein molecules
Structure Fluid Mosaic Model
inserted throughout
Determine the passage of Molecules must be small enough to pass through (i.e.
Function
molecules in and out glucose –yes, starch –no)
Active Requires energy (ATP)
Types of All Requires no energy
Transport Passive Diffusion Movement from high to low concentration
Osmosis “ “ “ “ “ “ of WATER
BioCram Sheet IV
Importance of the Shape of Molecules
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6. Purpose: speed up (catalyze) Lock and Key model –enzyme must fit a
Enzymes
reaction rate specific substrate to work
Varied effects –regulation Receptors in membranes of “target tissue”
Hormones
Travel through bloodstream must fit for hormone to function
Neuro- Released from terminal branches in Must fit receptors in cell membranes of
transmitters Neurons, fills synapse (space) dendrites in next neuron
Will fit specific antigen receptors to activate
Antibodies Active in immune system (defense)
its destruction
Mimic or prevent action of natural chemicals
Drugs Many types
by fitting receptors
Cell Division
# of # New Parent cell Daughter
Process Cell types Purpose
Divisions cells chromosome cell Chrom.
Identical body cells
Somatic 2n (diploid) 2n (diploid)
Mitosis 1 3 Micro-organisms
Unicellular 46 -humans 46 -humans
Cancer
2n (diploid) n (haploid) Gametes
Meiosis gametes 2 4 46 –humans 23 –humans Each has ½ of parent
DNA
Basic Biochemistry
Element Smallest chemical unit C, H, O, N, P, S, Fe, K, Na, Cl,
Compound 2 or more different atom bonded C6H12O6, H2O, NH3, CO2
Organic Comp. Contain both C and H Carbs, lipids, proteins, nucleic acids
Inorganic Comp Not “ “ “ “ “ H2O, NaCl, NH3
Biochemical Buiding Blocks
Monosaccharides “-ose” ending (i.e. glucose, sucrose), sugars
Carbohydrates
Polysccharides Starch, cellulose, glycogen, chitin
Lipids Glycerol & 3 fatty acids Fats, oils, waxes
Proteins Amino acids (contains N) Proteins, enzymes, some hormones (insulin)
Nucleotides (phosphate,
Nucleic Acids DNA, RNA –responsible for heredity
sugar, and base)
BioCram Sheet V
Biochemical Reactions
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7. Reactants Compounds present before the reaction starts
Products New compounds produced by changing reactants (are now larger are smaller)
Enzymes Speed up (catalyze) chemical reactions
Breaking compounds down into smaller compounds
Hydrolysis
(digestion of starch to sugars), (digestion of proteins to amino acids)
Dehydration Combining smaller compounds to make larger ones
Synthesis (protein synthesis- combining amino acids to make proteins –in ribosomes)
Releasing
Aerobic Uses: glucose Makes energy (ATP) Done in all cells with
energy
Respiration And oxygen And CO2 and H2O mitochondria
For use
Makes energy (ATP) Used when muscle cells
Anaerobic Releasing
And lactic acid lack O2
Respiration energy Uses glucose
Makes energy (ATP) Yeast cells and
(Fermentation) For use
CO2 and eth. alcohol anaerobic bacteria
Microscope Function
Review parts of microscope: oculars, objectives, diaphragm, stage, fine & coarse adjustments
Review how to make a wet mount
Review how to stain a specimen
Review how to measure an object under magnification
The image is upside down and backwards of actual object
The field of view decreases as the magnification increase (so always begin at low power)
Center object before increasing magnification
Increase diaphragm opening (letting in more light) after increasing magnification
Graphs
Variable controlled by the experimenter at the beginning of the experiment
Independent variable
(will take readings from pH 1 – 4 or temps. From 5 – 10o) -x axis
Unknown info. at the beginning of the experiment. This is the data being
Dependent variable
collected. (checking height of plants, or CO2 production) –y axis
Two-thirds rule Use the majority of your graphing space (2/3 for rule of thumb)
Circle points Follow instructions on which symbols to use around your plotted points
Extrapolation Keep lines between connected points and DO NOT continue beyond
Line trends Increasing, decreasing, no change
BioCram Sheet VI
Scientific Method
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8. Steps PHEDAR –problem, hypothesis, experiment, data, analysis, repeat
Variable Whatever is being changed (varied) by the experimenter
Control The set-up that lacks the variable (being used as a basis of comparison)
Hypothesis A best prediction made before the experiment takes place
Must only have one variable in each experiment
Must have large amounts of data (repeatability)
Lab Safety 
Try not to Prevention Remedy
Catch sleeves on fire Roll sleeves up Fire blanket
Catch hair on fire Tie hair back Safety shower
Splash caustic chemicals in eyes Wear goggles Eye wash
Consume toxins in lab Avoid eating or drinking in lab Brain transplant
Test-taking reminders:
 As you read …underline key words and concepts, write in the definitions to complex vocabulary
words.
 Label or analyze all diagrams, tables, and graphs before reading answer choices.
 Paraphrase each question in you own words.
 In multiple choice… when your choices are wordy, it helps to reread the question in between
reading each choice.
 In free response …check the point values given for the question and try to break down the question
into the appropriate number of phrases or sentences.
 Be as specific as possible. If you complete an answer and are still able to insert a “why” –write
more.
 Check written responses for ambiguous words such as “it”, “things”, “stuff”. Convert them to the
appropriate nouns.
 Write whole sentences. Reread them to be sure that they are clear and make sense.
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