Year+13+Biology

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Here is Amandas revision mind maps. But there is more that could be added? what is missing?

Epistasis?

Who knows the rules?

Amanda says

must have a dominant allele of each gene at each locus for there to be there to be the presence of the colours phenotype.

Mr M says

gene 1 must be expressed --> then gene 2 must be expressed for the phenotype to be expressed!. If either gene doesnt make the correct protien then the phenotype fails to express.

The ratio for the dihybrid cross will be different too.... 9:7 phenotype which is a major clue for epistasis.

How kiwi evolved into 5 species []

speciation papers []

[] speciation made simple

Revision needs to be on the Achievement Standard, make sure you can do the achieved stuff as well as the Merit and excellence!

Ive searched the ncea sites for each standard and there is heaps of past years tests and answers. So I've added the links in here

90716 Animal behavior and plant responses [|NCEA link]

Revision notes

If you have a more complete version, upload it so you can all work together to get the best revision done!

when did burial rituals begin?

Some key things to remember and study are.....

The term //genetic code// refers in this context to the sequence of bases on the DNA molecule. DNA replication comprises unwinding the DNA molecule, breaking the bonds between the strands, replication, and repackaging. Candidates should understand the roles of key enzymes in this process, including RNA and DNA polymerases, DNA ligase and DNA helicase. The significance of DNA replication to gene expression is that it is a semi-conservative process that maintains and transmits the genetic code with a high level of accuracy. The role of DNA in determining protein structure: students should be aware of the significance of codons and anticodons, and of the redundant nature of the code. The term //phenotype// includes not only visible features, but also physiological and behavioural characteristics that are determined by the outcome of interactions between the genotype and the organism's environment. Statement of genotype and phenotype frequencies may be expressed as a ratio, fraction or percentage. Control of metabolic pathways by gene expression in eukaryotes includes enhancers and transcription factors. Candidates should understand the role of control elements, including the promoter region, enhancer region, the transcription factors (proteins) that must bind to both regions before transcription can occur, and the terminator region. Candidates should also understand the role of operons in control of gene expression in prokaryotes.
 * Specific Information for individual External Achievement Standards**
 * **Achievement Standard Number 90715** ||
 * **Title** || Describe the role of DNA in relation to gene expression ||
 * **Version:** 2 || **Number of Credits:** 4 ||
 * **Special notes** || For the structure of DNA, the molecular components of DNA are the nucleotides (deoxyribose, a phosphate group, and a base, where the bases are Adenine, Thymine, Guanine, Cytosine).

website : [] for DNA replication || Candidates should be familiar with graphical methods of presenting behavioural data, including the use and interpretation of actograms. || The significance of environmental changes, such as glacial/interglacial periods and associated changes in sea level, and their effects on speciation should be clearly understood. Reproductive isolating mechanisms need to be considered in terms of how they contribute to speciation. The concept of natural selection and its role in speciation should be clearly understood. Candidates should be able to recognise and describe: directional and stabilising selection. For achievement with merit and achievement with excellence, candidates should be able to use the processes to explain and discuss the patterns. Candidates should understand that evolutionary change at the level of species and populations reflects underlying changes in allele frequencies of the evolving populations. || Trends are limited to those exhibited by early bipedal hominins onwards and may involve comparison with other living hominids (apes). Refer to [] for definitions. Any discussion of the causes of hominin evolution should consider the selection pressures that would lead to evolutionary change. //Cultural evolution// covers the period between the first evidence of tool-making through to the development of agriculture (10,000 years ago). Cultural evolution focuses on the trend of increasing behavioural complexity relating to use of tools, fire, shelter etc. Dispersal of hominins covers the period up to 10,000 years ago. Candidates should be able to demonstrate understanding of the ecological/evolutionary changes that could drive such dispersal. Scientific evidence relating to Human Evolution may include skeletal remains, nuclear and mitochondrial DNA, tools, evidence from scientific and comparative dating. Answers not based on scientific evidence will not be considered. ||
 * **Achievement Standard Number 90716** ||
 * **Title** || Describe animal behaviour and plant responses in relation to environmental factors ||
 * **Version:** 2 || **Number of Credits:** 4 ||
 * **Special notes** || Questions will cover both plants **and** animals. Candidates are encouraged to answer all questions.
 * **Achievement Standard Number 90717** ||
 * **Title** || Describe processes and patterns of evolution ||
 * **Version:** 2 || **Number of Credits:** 3 ||
 * **Special notes** || There will be an emphasis on groups that contain New Zealand examples. However, the examination may also include contexts and examples from elsewhere in the world.
 * **Achievement Standard Number 90719** ||
 * **Title** || Describe trends in human evolution ||
 * **Version:** 2 || **Number of Credits:** 3 ||
 * **Special notes** || Resource material may use the names of currently recognised species. If candidates use named species in their answer, then any information they produce must be consistent with those species named.

** Level 3 BIOLOGY ** ** Evolution **

** ACHIEVEMENT OBJECTIVES ** |||||| ** Achievement Objective ** ||
 * === // TOPIC // === |||| Evolution || == ** //TIME// ** == || 13-15 hours class time. ||
 * ** Biology in the NZ Curriculum **
 * ^  || ** 8.2 (b) ** |||| ** Investigate and explain speciation and identify patterns of evolution, with emphasis on New Zealand examples. ** ||

** Biology **** AS 90717 **** version 2 ** || 3 Credits |||| ** Describe processes and patterns of evolution ** ||
 * ** Achievement Standard **
 *  ** Achievement ** ||||  ** Achievement with Merit **  ||  ** Achievement with Excellence **  ||
 * · Describe processes and patterns of evolution. ||||  · Describe processes and explain patterns of evolution.  ||  · Describe processes and discuss patterns of evolution.  ||
 * // Refer to the Explanatory notes and Assessment Specifications for more detail about this standard // ||


 * == ** Prior Knowledge and Skills needed to be able to use the Core Knowledge in this unit ** == || == ** Demonstrated by…. ** == ||
 * Define the terms species and population. || Correct definitions. ||
 * Describe the key ideas that underpin the theory of evolution: genetic variation, competition, differential reproductive success. || Heritable variation, competition in populations, natural selection. ||
 * Understand the concept of natural selection; recognise that there are different patterns of selection; understand concepts of fitness and adaptation. || Survival and differential reproductive success in the individuals best suited to the environment at a given time – can be stabilising, disruptive, directional. ||
 * Define gene and allele frequency. || Correct definitions. ||
 * Define speciation, gene flow, genetic equilibrium. || Correct definitions. ||
 * Identify sources of genetic variation in a gene pool. || Crossing over, independent assortment, mutation. ||
 * Identify agents of change that lead to change in a gene pool. || Immigration, mutation, natural selection, genetic drift, population size, mate selection. ||
 * Define the terms genetic drift, founder effect and bottleneck effect. || Correct definitions. ||

· geographical barriers e.g. landform, climate changes and associated sea level changes · biological isolating mechanisms, including: o pre-zygotic i.e. temporal (e.g. breeding times), ecological (e.g. habitat differences), behavioural and structural (e.g. morphological) barriers o post-zygotic i.e. polyploidy. || E.g. interpreting evolutionary trees and relating to geographic distributions / dispersal routes etc. E.g. the effect of climate change on evolutionary processes e.g. glacial/interglacial ||
 * CORE KNOWLEDGE |||| Demonstrated by… ||
 * Students will be expected to utilise the core knowledge outlined in the statements below to describe, explain and discuss aspects of evolution in novel and applied situations or examples. ||
 * 1 |||| Define the term species and associated concepts. || Including biological species concept, cline, ring species, subspecies, demes. ||
 * 2 |||| Define ways in which speciation occurs. || Define allopatric and sympatric speciation. Changes in populations and species reflect changes in allele frequencies (except after polyploidy). ||
 * 3 |||| Describe geographic barriers and biological isolating mechanisms that prevent gene flow and lead to speciation. || To include:
 * 4 |||| Link the role of natural selection to speciation. || Apply the concepts of disruptive/directional selection to speciation. ||
 * 5 |||| Describe patterns of evolution. || To include convergent, divergent (incl. adaptive radiation), parallel, co-evolution;the speed of evolutionary change i.e. punctuated equilibrium, gradualism. Define common ancestor, extinction. ||
 * 6 |||| Describe examples of allopatric and sympatric speciation in New Zealand and factors that may have lead to the speciation in each case. || New Zealand examples presented with the correct associated biological patterns of speciation for each example given e.g. ratites, Nothofagus. ||
 * 7 |||| Use core knowledge to give reasons for the processes and patterns of evolution. || E.g. lack of gene flow between two populations separated by a geographic barrier (e.g. river/sea) may permit divergence in gene pools of the populations. Ultimately this may result in a biological barrier to gene flow and therefore speciation.
 * 8 |||| Show understanding of the processes and patterns of evolution by using the core knowledge to link ideas e.g. in justifying, relating, evaluating, comparing and contrasting or analysing. || E.g. compare and contrast punctuated equilibrium and gradualism as ways in which evolutionary change occurs. Evaluate the relative speed and the potential degree of genetic divergence of each. ||
 * 9 |||| Communicate ideas clearly and succinctly using the biological language relevant to this topic. || The core language appropriate to this unit is listed in the attached vocabulary list. ||