Name: ______________________ Class: ___________

Semester Exam Study Guide

Topic Pages in Textbook

Lab Safety/Lab Equipment/Scientific Method Science Skills Workbook

Living Things/The Cell System

● Understand and Classifying Organisms 4-13
● Cell Theory and Microscope 62-70
● Structure and Functions of Cell 72-82
● Cell Division 90-97

Human Body Systems

● Body Organization 130-138
● Supplying energy - nutrients 152-162
● Supplying energy - The Digestive System 152-162
● Managing materials - Respiratory system 164-175
● Managing materials - Circulatory system 164-175

Evolution and Natural Selection

● Early Study of Evolution 414-423
● Evidence in the Fossil Records 442-453
● Natural Selection 424-432

Populations, Communities, and Ecosystems

● Living Things and the Environment 252-259
● Energy Flow in Ecosystems 262-270
● Interactions in Ecosystem 294-303

Reproduction and Growth

● Patterns of Reproduction - Asexual and Sexual 198-207
● Patterns of Inheritance - Genes and DNA 348-357
● Chromosomes and Inheritance 360-368
● Reproductive Structure of Plants 208-216
Lab Safety/Lab Equipment/Scientific Method:

1. Which tool is used to measure liquid volume accurately?

a. Thermometer
b. Beaker X
c. Graduated cylinder
d. Funnel

2. What is a microscope used for?

a. Measuring mass
b. Seeing very small objects
c. Heating substances
d. Mixing chemicals

3. Which equipment is used to heat substances?

a. Test tube holder

b. Bunsen burner
c. Stopwatch
d. Dropper

4. A beaker is mainly used to:

a. Measure exact volume

b. Hold and mix liquids
c. Weigh objects
d. Cut materials

5. The first step of the scientific method is usually:

a. Experiment
b. Conclusion
c. Observation/Question
d. Data analysis

6. What is the purpose of an experiment?

a. To prove a guess without testing

b. To test a hypothesis
c. To write a story
d. To avoid results
7. Why is tying back long hair important in a lab?

a. To look professional
b. To avoid blocking vision
c. To prevent contact with flames or chemicals
d. To stay cool

8. Why is a test tube holder used instead of hands when heating a test tube?

a. To speed up heating
b. To avoid burns
c. To measure temperature
d. To increase accuracy

9. Which equipment would BEST separate a solid from a liquid?

a. Funnel with filter paper

b. Thermometer
c. Ruler
d. Stopwatch

10. What is the main limitation of a beaker compared to a graduated cylinder?

a. It cannot hold liquids

b. It is less accurate for measuring volume
c. It breaks easily
d. It cannot be heated

11. Which tool is most appropriate for measuring temperature changes during a reaction?

a. Thermometer
b. Balance
c. Microscope
d. Pipette

12. Which is the BEST description of an independent variable?

a. the result measured

b. the factor changed on purpose
c. a constant condition
d. a conclusion

13. A student needs to measure exactly 25.5 mL of a liquid for an experiment. Which piece of
equipment would provide the highest level of precision for this task?

a. A 50 mL glass beaker
b. A 100 mL Erlenmeyer flask
c. A 50 mL graduated cylinder
d. A large plastic gallon jug
 14. In a controlled experiment, a scientist is testing how different amounts of sunlight affect the growth rate of
sunflowers. In this scenario, the height of the sunflowers represents which variable?

a. The independent variable

b. The dependent variable
c. The control group
d. The hypothesis

Identify the following lab equipments:

Thermometer

Tripod/Tripod Stand

Stopwatch

Graduated Cylinder

Dropper/Pipette Funnel
 Test tube rack

Test tube
Bunsen burner

Beaker
Unit 1: Living Things/The Cell System

1. A seed grows into a flowering plant over several weeks. Which characteristic of life is best shown?

a. The plant is showing that living things are organized into cells.
b. The plant is showing growth and development over time.
c. The plant is showing that living things reproduce quickly.
d. The plant is showing that living things respond to danger.

2. A lizard quickly hides under a rock when it senses danger. Which characteristic of life does this
demonstrate?

a. The lizard is showing adaptation over many generations.

b. The lizard is maintaining a constant body temperature.
c. The lizard is responding to a stimulus in its environment.
d. The lizard is showing that all living things are made of cells.

3. Which organelle helps cells use energy from food?

a. The chloroplast helps the cell capture sunlight for food production.
b. The nucleus stores instructions and controls cell activities.
c. The mitochondria release energy from food for the cell.
d. The vacuole stores water and other materials.

4. Which of the following is a characteristic of all living things?

a. The ability to move from one place to another

b. The ability to breathe oxygen
c. The ability to maintain a stable internal environment (
d. The ability to create their own food through photosynthesis

5. Which of the following is a key reason why viruses are often considered "non-living" by many
scientists?

a. They do not contain any genetic material

b. They cannot reproduce on their own without a host cell
c. They are too small to be seen with a regular microscope
d. They do not have the ability to evolve over time

6. Joe’s cells can’t convert food energy effectively into energy they can use. As a result, he gets
extremely tired, has weak legs, and can’t breathe well. Joe swims every day to keep his body as
strong as possible. Which organelle is affected by Joe's disease?

a. nucleus c. lysosome
b. mitochondrion d. chloroplast

7. What are the 3 principles of cell theory?

All living things are made of one or more cells.
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The cell is the basic unit of structure and function in living things.
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All cells come from pre-existing cells.
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8. How can you tell if something is living? Describe the key characteristics of life.
Made of cells
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Grow and develop
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Reproduce
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Use energy
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Respond to stimuli
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Maintain homeostasis
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Adapt over time
9. Living things need certain basic requirements to survive. List four things that all living things need to
stay alive and briefly explain why each one is important.
Water – needed for chemical reactions and transpor
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Food / Nutrients – provides energy and materials for growth
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Air / Oxygen – oxygen or carbon dioxide for life processes
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Space/Shelter – shelter and resources
10. The diagrams show two types of plant cells, labeled A and B.

• Explain how the structure of each cell helps it carry out its function.

Leaf Cell/ Plant cell Root Hair Cell

Chloroplasts → absorbs sunlight for photosynthesis Long hair-like extension increases surface area
Large vacuole → stores water, keeps shape Absorbs water and minerals from soil
Cell wall → support efficiently

• Identify three organelles that are visible in both cell A and cell B.
Nucleus Vacuole
Cell membrane Cell wall
Cytoplasm
• Name 4 organelles in a plant cell and state their function.
Nucleus - Controls cell activities/ Contains the cell’s DNA (genetic material)
Cell membrane - Controls What Enters and Leaves the Cell
Cytoplasm - is the jelly-like substance filling the inside of the [Link] organelles in place
Cell wall - a strong outer layer surrounding the plant cell membrane. Supports the plant
structure.
11. The figure below shows an animal cell

A - Cytoplasm
B - Cell membrane
C - Nucleus

a. Identify the parts labelled A, B, and C on the diagram.

b. State the name of two structures in plant cells that are absent in animal cells.
Cell Wall
Chloroplast

12. Using a diagram below, name and explain the differences between the stages of mitosis.

Prophase Metaphase Anaphase Telophase/Cytokinesis

Chromosomes Chromosomes line Chromatids pulled New nuclei form
become visible up in center to opposite poles Cell splits into two
Nuclear membrane identical cells
breaks down

• Why is mitosis important in multicellular organisms?

For growth, repair and replacement, reproduction
Unit 2: Human Body Systems

1. Label the following diagram and identify the role of each organ in digestion.

A - Esophagus - Moves food to stomach by peristalsis

B - Stomach - Churns food; acid and enzymes digest proteins
C - Pancreas - Produces digestive enzymes
D - Large intestine - Absorbs water and forms feces
E - Gallbladder - Stores bile and releases it to small intestine
F - Liver - Produces bile to help digest fats

2. Identify the names of the blood vessel A, B, C and D.

A - Vena Cava
B - Pulmonary Artery
C - Aorta
D - Pulmonary Vein
3. Which of the following correctly lists the levels of biological organization in a multicellular organism,
from the simplest level to the most complex?

a. Organism à Organ system à Organ àCell

b. Cell àTissue à Organ à Organ system à Organism
c. Tissue à Cell à Organism à Organ à Organ system
d. Cell à Organ tissue à Organ system à Organism

4. Which blood vessel carries oxygenated blood from the lungs to the heart?

a. Pulmonary artery
b. Aorta
c. Pulmonary vein
d. Vena cava

5. Where does gas exchange occur in the lungs?

a. Bronchi
b. Trachea
c. Alveoli
d. Larynx

6. How are the respiratory and circulatory systems directly linked?

a. Blood transports oxygen absorbed in the alveoli

b. The heart pumps air into the lungs
c. The lungs produce blood cells
d. Oxygen is absorbed in the stomach

7. After intense exercise, a person’s heart rate increases significantly. What is the main reason for this
response?

a. To decrease oxygen delivery to tissues

b. To increase removal of carbon dioxide and delivery of oxygen
c. To slow down cellular respiration
d. To reduce blood flow to muscles

8. During vigorous exercise, breathing rate and heart rate both increases. Why must these systems
work together?

a. To digest food more quickly

b. To transport hormones efficiently
c. To meet increased oxygen demand and remove carbon dioxide
d. To decrease body temperature only
 9. Describe how food is digested and absorbed in the human digestive system.
Digestion begins in the mouth, where teeth break food into smaller pieces (mechanical digestion). Saliva
contains amylase, which starts chemical digestion of starch. Food travels down the esophagus by peristalsis into
the stomach, where muscles churn food and acid helps digest proteins. The food then enters the small intestine,
where bile from the liver helps digest fats and enzymes from the pancreas complete digestion. Small nutrient
molecules are absorbed through the villi in the small intestine into the bloodstream. Undigested material enters
the large intestine, where water is absorbed. Waste is stored in the rectum and leaves through the anus.
10. Describe how gas exchange occurs in the lungs.

When you inhale, air enters the nose/mouth, travels through the trachea, bronchi, and bronchioles into the
alveoli. The alveoli have thin moist walls and many capillaries. Oxygen diffuses from the air in alveoli into the
blood because oxygen concentration is higher in the alveoli. Carbon dioxide diffuses from the blood into the
alveoli and is exhaled.
11. Explain how the digestive, circulatory, and respiratory systems work together to supply cells with
energy.
The digestive system breaks food into nutrients such as glucose. These nutrients are absorbed into the blood. The
respiratory system brings oxygen into the lungs, where oxygen enters the blood. The circulatory system
transports glucose and oxygen to body cells. Cells use glucose and oxygen in cellular respiration to release
energy.

12. State two locations in the digestive system where mechanical digestion occurs and describe the
process taking place in each.

Mouth - Teeth chew and grind food into smaller pieces.

Stomach - Muscles churn and mix food into chyme.

13. Name the three types of blood vessels and describe the function of each.
Arteries - Carry blood away from heart
Veins - Carry blood toward heart
Capillaries - Exchange gases, nutrients, wastes

14. Describe the pathway of oxygenated and deoxygenated blood through the four chambers of the
heart, including the blood vessels.

Deoxygenated blood from the body enters the heart through the vena cava and flows into the right atrium. It then
passes into the right ventricle, which pumps the blood through the pulmonary artery to the lungs. In the lungs,
carbon dioxide is removed and the blood gains oxygen. The oxygenated blood then returns to the heart through
the pulmonary vein and enters the left atrium. From the left atrium, it moves into the left ventricle. Finally, the
left ventricle pumps the oxygen-rich blood through the aorta to the rest of the body.

/
15. Match each structure or function (A–I) to the correct body system:
Digestive (D), Circulatory (C), or Respiratory

Letter Structure / Function Body System

a. Breaks down large food molecules into smaller soluble molecules
b. Transports oxygen and nutrients around the body
c. Site of gas exchange R
d. Absorption of digested nutrients into the bloodstream
e. Pumps blood to all parts of the body
f. Movement of air into and out of the lungs R
g. Production of enzymes to help break down the food
h. Contains alveoli with a large surface area
i. Carries carbon dioxide from cells to the lungs

13. Identify the following if the statement is TRUE or FALSE.

a. The veins are the blood vessel that carries blood from the body to the right side of the heart. True

b. Our body needs protein for growth and body repair. True

c. Oxygenated blood is pumped by the right of the heart to the lungs. False

d. The exchange of oxygen and carbon dioxide occurs in the heart. False

e. During gas exchange, carbon dioxide moves from the blood vessel to the alveoli. True

f. The digestive system brings air containing oxygen into your body and removes carbon dioxide from
your body. Fasse
g. The purpose of digestion is the absorption of six important nutrients you get from food such as
carbohydrates, proteins, fats, vitamins, minerals and water. True

h. Most nutrients are being absorbed in the small intestines. True

i. The respiratory system works with the cardiovascular system to circulate oxygen-rich blood
throughout the body. True
Water
j. Carbohydrates are the most important nutrient our body needs. False
Unit 3: Evolution and Natural Selection

1. Natural selection occurs when …

a. humans choose which organisms reproduce.

b. all organisms have an equal chance of survival.
c. organisms with favorable traits are more likely to survive and reproduce.
d. organisms change because they want to adapt.

2. Which scientist is best known for proposing the theory of evolution by natural selection?

a. Gregor Mendel
b. Charles Darwin
c. Isaac Newton
d. Louis Pasteur

3. Variation in a population is important because;

a. it prevents organisms from reproducing.

b. it allows some individuals to survive better in changing environments.
c. it makes all organisms identical.
d. it stops evolution from occurring.

4. Which example best represents an adaptation?

a. A student studying for a test

b. A plant growing taller due to more sunlight
c. A giraffe having a long neck to reach high leaves
d. A person learning a new skill

5. Fossils provide evidence for evolution because they;

a. show how organisms have changed over time.

b. prove all organisms lived at the same time.
c. show that evolution does not occur.
d. only represent living organisms today.

6. In a population of beetles, some are green and some are brown. Birds more easily spot and eat the
green beetles. Over time, most beetles become brown. What explains this change?

a. Green beetles changed color to survive.

b. Brown beetles had a higher chance of surviving and reproducing.
c. All beetles adapted equally to avoid predators.
d. Predators caused random changes in beetle color.
7. On different islands, finches have different beak shapes depending on the type of food available.
What does this observation suggest?

a. All finches evolved independently with no common ancestor.

b. Environmental conditions influence which traits are advantageous.
c. Beak shape changes occur suddenly without selection.
d. Finches can change their beaks during their lifetime.

8. A species of insects’ lives in a windy environment where individuals with larger wings are often blown
away. Over time, most insects have smaller wings. Why?

a. Insects chose to reduce their wing size.

b. Smaller-winged insects were more likely to survive and reproduce.
c. Wind directly caused all insects to shrink their wings.
d. All insects adapted equally regardless of survival.

9. A farmer selectively breeds cows that produce the most milk over several generations. Which
statement best explains this process?

a. Environmental pressures cause cows to naturally produce more milk.

b. Humans select individuals with desirable traits to reproduce.
c. Only the strongest cows survive and reproduce naturally.
d. All cows gradually increase milk production equally over time.

10. Artificial selection occurs when ______________.

a. the environment controls which organisms survive.

b. humans choose which organisms reproduce.
c. individuals with average traits are most likely to survive.
d. all organisms have an equal chance of survival.

11. The operation of natural selection depends upon the fact that ______________.

a. the strongest individuals always survive.

b. some individuals are more likely to reproduce than others.
c. mutations are always harmful.
d. all individuals reproduce at the same rate.

12. How do different factors influence the process of natural selection, and why are some traits more
likely to be passed on to future generations?

Natural selection is influenced by environmental factors such as predators, climate, food

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availability, disease, and competition. Individuals in a population have inherited variations. If a
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trait helps an organism survive and reproduce better in that environment, the organism is more
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likely to have offspring. Those offspring may inherit the helpful trait. Over many generations,
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the favorable trait becomes more common in the population.
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13. A geologist discovers a transitional fossil in a middle rock layer that has fins like a fish but also limb-
like bones and a flat head similar to an amphibian. How does this evidence support the Theory of
Evolution, and what does it suggest about how species change over time?
This fossil supports evolution because it shows characteristics of two different groups—fish and
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amphibians. It suggests that amphibians evolved from fish-like ancestors over time. Fossils provide
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evidence that species gradually change and new groups develop from older ancestors.
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14. Fossils are the preserved remains or traces of organisms from the past, typically formed when an
sediment
organism is buried quickly by ________________, which prevents decomposition and allows
Fossilization/Mineralization
minerals to replace organic material in a process called __________________. .

15. In the New Mexico desert, the ground is mostly light-colored sand. However, there are patches of
dark, black rock left over from old volcanic eruptions. Pocket mice live in both areas. They can be
either sandy-colored or dark-colored.

a. If a group of sandy-colored mice migrates onto the dark volcanic rock, which specific trait will be a
disadvantage for their survival? Explain why.
The sandy-colored fur is a disadvantage because the mice are easier for predators to see on dark
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rocks.
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b. Owls are the main predators of these mice. Explain what will happen to the population of mice on the
dark rock over many generations. (Use the word reproduction or offspring in your answer).
Dark-colored mice are better camouflaged, so they survive longer and reproduce more. They pass the
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dark-fur trait to their offspring. Over many generations, more mice in the population become dark-
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colored.
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c. If a massive sandstorm covers the dark rocks with light-colored sand again, what would you expect
to happen to the number of dark-colored mice over time?

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Dark-colored mice would become easier to see, while sandy-colored mice would be better
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camouflaged. Over time, the number of dark-colored mice would decrease and sandy-colored mice
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would become more common.
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16. Describe what is happening in figures 1-3. Is the population of mice different in figure 3 than in figure
1? Explain why.

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In Figure 1, the population contains both light and dark mice. In Figure 2, predators eat more visible
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mice. In Figure 3, the better-camouflaged mice survive and reproduce, so the population changes.
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Yes, the population in Figure 3 is different from Figure 1 because the frequency of fur color traits
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changed due to natural selection.
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17. Describe the contributions to the Theory of Evolution by: Carl Linnaeus, Mary Anning, Charles Lyell
and Jean-Baptiste Lamarck.

Carl Linnaeus - Developed classification system and binomial naming.

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Mary Anning - Discovered important fossils showing extinct organisms.
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Charles Lyell - Explained Earth changes slowly over long time.
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Jean-Baptiste Lamarck - Suggested organisms change over time and pass acquired traits
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(incorrect mechanism but important early idea).
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Unit 4: Populations, Communities, and Ecosystems

1. Examine the following food web.

a. Name one first level consumer, second level consumers, and third level consumer, in this food
web. • First level consumer: Scallop/Krill/Herring
• Second level consumer: Herring/Cod/Mackerel/Tuna/Seal/Dog fish
• Third level consumer: Tuna/Seal
b. What are the producers in this food web?
• Phytoplankton

c. Describe how energy is transferred between producers and third level consumers.
Energy from the Sun is captured by producers through photosynthesis. First level consumers eat
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the producers and gain some of that energy. Second level consumers eat first level consumers, then
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third level consumers eat second level consumers. Energy flows from one organism to another
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through feeding relationships, but some energy is lost as heat at each level.
d. If producers contain 10,000 joules of energy, approximately how much energy reaches the third
level consumer?
10 Joules
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2. What is an ecosystem made of? What are different levels of organization in an ecosystem?
An ecosystem is made of living (biotic) and nonliving (abiotic) components interacting together.
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Organism – one living thing
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Population – same species in one area
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Community – different populations living together
Ecosystem – community + nonliving environment
Biome – large region with similar climate
 3. The following diagram is part of a food web for a coral reef ecosystem.

a. How many second level consumers are there?

4 - coral polyps, sea sponges, blue chromes fish, fan worm
b. State the name of a species that feeds more than one trophic level.
reef shark - it eats blue chromes fish, butterfly fish, angelfish

c. It is rare for a food chain to have more than five trophic levels in an ecosystem. Explain what
limits the number of trophic levels in food web.
At each trophic level, most energy is lost as heat, movement, and waste. Only about 10% passes to the next level. Because
less energy is available higher up, ecosystems usually cannot support many trophic levels.
4. Which type of organism depends directly on light energy for its nutrition?

a. Carnivore
b. Decomposers
c. Herbivore
d. producer
 5. A farmer is growing wheat in a field. The farmer uses insecticides to kill insect pests and chemicals
to kill weeds in the field. Which statements about this field are correct?

1. Both the wheat and the weeds are producers.

2. Insects feed at the first trophic level.
3. Weeds may use light, water and mineral ions that the wheat plants need.

a. 1 and 2 only
b. 1 and 3 only
c. 2 and 3 only
d. 1, 2 and 3

6. Which sequence describes the flow of energy in an ecosystem?

a. carnivore → herbivore → plant → Sun

b. plant → herbivore → carnivore → Sun
c. Sun → carnivore → herbivore → plant
d. Sun → plant → herbivore → carnivore

7. The diagram shows a food web. What is likely to happen to the owl population if foxes die out?

1. It will decrease because there will be more competition with stoats for food.
2. It will increase because there will be more rats, beetles and rabbits for them to eat.
3. It will stay the same because owls do not eat foxes.
4. It will stay the same because stoats will eat less food.

8. Describe the three types of symbiosis—mutualism, commensalism, and parasitism. For each type,
explain how the organisms involved are affected and give one example.
Mutualism is a type of symbiotic relationship in which both organisms benefit from living together. An example
of this----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
is the relationship between bees and flowers. The bee gets nectar from the flower as a source of food,
while the flower is pollinated when the bee transfers pollen from one flower to another. Commensalism is a
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relationship where one organism benefits while the other is neither helped nor harmed. An example is barnacles
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living ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
on whales. The barnacles benefit by gaining transportation and access to food in the water, while the
whale ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
is unaffected. Parasitism is a relationship in which one organism benefits while the other is harmed. An
example is a tick living on a dog. The tick benefits by feeding on the dog’s blood, while the dog is harmed and
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may become irritated or sick.
Unit 5: Reproduction, Patterns of Inheritance and Growth

1. State the main differences between asexual and sexual reproduction.

Asexual Reproduction Sexual Reproduction

One parent Two parents
No fertilization Fertilization occurs
Offspring genetically identical Offspring genetically
Fast process varied(variations)
Many offspring quickly Slower process
Usually fewer offspring

2. Label the parts of a flower.

stigma
Anther
stamen
style
Filament Pistil

petal

sepal Ovary

a. Name one part of a flower involved in reproduction.

Stigma, Anther, Ovule, Ovary
b. State the function of the petal.
Petals attract insects and pollinators with bright colors and scent.
c. Identify the part that produces pollen.
Anther
d. Describe the function of the ovary.
The ovary contains ovules (female sex cells) and develops into fruit after fertilization.
e. State the role of the stigma.
The stigma receives pollen during pollination.
3. Describe two different ways plants can reproduce asexually and briefly explain how each method
works. Include at least one example of a plant for each method.
Runners - Some plants grow horizontal stems called runners. New plants grow where the
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runner touches soil. Example: Strawberry plant
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Tubers -Underground stems store food and buds grow into new plants. Example: Potato
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 4. Traits are passed from parents to offspring through genes. Each parent contributes one set of
chromosomes to their offspring during sexual reproduction.

a. How do offspring inherit traits from both parents?

During sexual reproduction, offspring receive half of their chromosomes from the mother and half from the
father. Genes on these chromosomes determine traits such as eye color, height, and hair type. The combination
of genes from both parents creates variation.
a. Describe what happens during fertilization in humans.
A sperm cell from the father joins with an egg cell from the mother. Their nuclei fuse to form a zygote
containing a full set of chromosomes.
b. Identify the type of cell division involved in the development of an embryo and explain its role.
Mitosis - The zygote divides repeatedly by mitosis to produce many identical cells for growth and development
of the embryo.
c. Explain the role of meiosis in sexual reproduction in humans.
Meiosis produces sex cells (sperm and egg) with half the normal number of chromosomes. This ensures that
when fertilization occurs, the offspring receives the correct chromosome number.
d. Using the diagram provided, explain how offspring inherit genetic information from both parents.
The mother’s egg contributes 23 chromosomes and the father’s sperm contributes 23 chromosomes. When
fertilization occurs, the zygote receives 46 chromosomes, carrying genes from both parents.
5. Fill in the missing vocabulary based on the definitions below:

Recessive
a. ____________________ allele that is only expressed when it is homozygous

Alleles
b. ____________________ alternative versions of a gene

c. ____________________
Homozy go us when the alleles are the same

Heterozygovs
d. ____________________ when the alleles are different

Purebred/Pure
e. ____________________ another term for homozygous

Phenotype
f. ____________________ the physical appearance of a trait

Genotype
g. ____________________ the genetic makeup of an organism

Punnett Square and Pedigree Chart:

a. Round seeds (R) are dominant to wrinkled (r) seeds. Cross a homozygous dominant seed with a
R R
-50% Phenotype seeds
heterozygote.

)
Genotype :

R
r % wrinkle
0

b. A black coat (B) is dominant over brown coats (b) in guinea pigs. Cross two heterozygous guinea
pigs to see the possibilities of their offspring.

“ 影 wn嘴
B b

c. In seals, whisker length is controlled by a gene with two alleles. The dominant allele (W)
represents long whiskers, while the recessive allele (w) represents short whiskers. Two long-
whiskered seals are crossed. One seal is homozygous dominant and the other is heterozygous.
Use a Punnett square to determine the probability of their offspring having short whiskers. Show
wW

WWPhenotype
Gunotypes
shortwhiskhiskers
your working. :
W
ww 50
%
10
%-
'

longo
o
-

W
- 50% -
%

d. One parent seal has heterozygous long whiskers, and the other parent has short whiskers. Use a
Punnett square to calculate the probability that their offspring will have short whiskers. Show your
working.

Genotype: phenotypng
(
W W whic asae
w
50% - shortwhiskers
-58 %
ww
W
Create a pedigree chart with the following information:

Having a hitchhiker’s thumb (a thumb that bends backward) is a recessive trait, while having a straight
thumb is dominant.

In the first generation, both grandparents have straight thumbs, but they are carriers of the recessive trait.
They have three children: a boy has a hitchhiker’s thumb, the two girls have straight thumbs.

One of the children with a straight thumb marries a partner with a hitchhiker’s thumb, and they have two
children, a boy with a straight thumb and a girl with a hitchhiker’s thumb.

The child with a hitchhiker’s thumb marries someone with the same trait, and all of their children also have
hitchhiker’s thumbs.