Transcript Biology Warm-Ups - Lemon Bay High School

Biology Warm-Ups
Biology 2012-2013
Ms. Chabot
Week 1
Standard #1
• Students will be able to define a problem by:
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–
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–
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Posing questions about the natural world.
Conduct observations.
Plan investigations.
Use tools to gather data.
Evaluate others’ investigations.
Question #1:
Scientists begin all investigations/experiments by making
observations.
What is the term used to describe the statement
generated by using inferences and prior knowledge?
Hypothesis
Standard 2
• Student will compare and
contrast different types of
microscopes.
Question 2:
Describe the following types of
microscopes:
• Compound microscope: uses 2
mirrors and a light source to magnify
images.
• Dissecting microscope: Uses 2
mirrors and a light source with LOW
magnification to view dissections.
• Scanning electron: passes electron
over the surface of DEAD specimens
to view very small structures.
• Transmission electron: Passes
electrons through DEAD specimens
to view very small structures.
Standard 3
• Student will compare
and contrast different
types of microscopes.
Question 3:
What type of microscope is
most commonly used in a
high school science lab?
Compound Light Microscope
What kind of microscope is
used to study viruses?
ANY Electron Microscope
Standard 4
• Students will accurately
place the order of
events that occur in a
scientific investigation.
Question 4:
Place the following events in order according to the
Scientific Method.
Make observations, Generate hypothesis, Design an
experiment, Collect data, Draw conclusions
Week 2
Standard 5
• Students will explain the
properties of water,
including:
DESCRIBE
– Adhesion: allows water to
stick to other substances.
– Cohesion: attraction between
water molecules
– Ability to moderate
temperature: keeps
temperature constant
– Expansion upon freezing
– Universal solvent: dissolves
many substances
Question 6
What property of water
allows it to stick to other
water molecules?
COHESION
Standard 6
• Students will explain
how the properties
make water essential
for life on Earth.
Question 7
What property of water
allows for a meniscus to
form in a graduated
cylinder?
ADHESION
Why is this property of
water important to
organisms?
Allows water to move
through bloodstream.
Standard 7
• Students will identify
and describe the basic
molecular structure of
carbohydrates, lipids,
proteins, and nucleic
acids.
Question 8
What type of macromolecule
is composed of chains of
amino acids that are joined
together by peptide bonds?
PROTEINS
What are the functions of this
macromolecule?
Structure, enzymes,
antibodies.
Standard 8
• Students will explain
how enzymes speed up
the rate of a
biochemical reaction by
lowering the reaction’s
activation energy.
Question 9
What is the name of the
region where a reactant
binds to an enzyme?
ACTIVE SITE
SKETCH THIS GRAPH!
Question 10
A change in pH can change the
shape of a protein.
What is this change (in protein
shape) due to heat and pH
called?
DENATURE/UNRAVEL
Why might a change in pH stop
an enzyme from working?
Loss of ACTIVE SITE, Loss of
SHAPE.
Week 3
Standard 9
QUESTION 11
• Students will describe and
• What are the 3 statements
explain the cell theory.
that summarize the modern
• New investigations in
cell theory?
science influenced the
– all living things are made of
development of the
cells.
modern cell theory.
– Cells are the basic units of
structure and function in
living things.
– New cells are produced from
existing cells.
• What common
misconception was
disproved by the cell
theory?
– Spontaneous generation
Standard 10
Students will understand
the science behind the
development of the cell
theory.
Question 12
• What inventions and
discoveries were
necessary for the cell
theory to be accepted?
– Disprove spontaneous
generation (Pasteur and
Redi).
– Invention of microscope
(Leeuwonhoek).
– Discovery and ID of cells
(Hooke).
Standard 11
Students will compare and
contrast Eukaryotic and
Prokaryotic cells.
Question 13
Which of the following is
found in both prokaryotes
and eukaryotes?
A. Lysosome
B. Mitochondria
C. Nucleus
D.Ribosome
Standard 12
Students will compare and contrast the
organelles found in plant and animal cells
that allow them to perform specific
functions.
Standard 12
• Students will compare and contrast the
organelles found in plant and animal cells that
allow them to perform specific functions.
Complete to Compare Plant and Animal Cells
PLANT CELLS
ANIMAL CELLS
Week 4
Review Standards
Compare and Contrast
Hypothesis and Theory
Hypothesis
Theory
• Can be
revised
• Used by
scientists
• Well-tested
• Combines
hypothesis
and
observations
• Possible
explanation
for events
• Based on
observations
and
inferences
Match the following biology-related
words with their correct descriptions.
WORDS
• Homeostasis
• Evolution
• Interdependence
• Cellular basis for life
• Biology
• Metabolism
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DESCRIPTIONS
Internal environment remains
steady.
Organisms change over time
All form of life on Earth are
connected
Living things are made of cells.
The study of LIFE
All chemical reactions that
occur in living things.
Construct a pH chart and label
with the following items:
• Numbers to represent
the pH of a substance.
• Acid
• Base
• Neutral
• Weak acid
• Weak base
• Strong acid
• Strong base
Answer the following questions about
Organic Macromolecules.
• Which type of macromolecule is composed of chains of
amino acids held together by peptide bonds?
PROTEINS
• Which class of macromolecule is used as a rapidly
available energy source?
CARBOHYDRATE
• What is the role of the following nucleic acids in living
things?
– DNA : Carry info for making proteins
– RNA : change genetic code from DNA to protein
– ATP : cellular energy
Enzymes and Lock and Key
Mechanism
Describe how a lock and key
mimic how an enzyme
functions in the body.
The enzyme acts like a lock,
with a specific bonding site
called the ACTVIE SITE. The
chemical is the key that will
fit specifically into the
ACTIVE SITE to catalyze
(speed up) the chemical
reaction.
Week 5
REVIEW
Review Question #6
• What 3 subatomic
particle make up an
atom?
– PROTONS + charge /
in nucleus
– NEUTRONS no charge /
in nucleus
– ELECTRONS - charge /
surrounds nucleus
SKETCH THE ATOM ABOVE IN YOUR
STANDARD NOTEBOOK
Review Question #7
• What is an ION? A charged atom, # Protons does not
= # Electrons.
• What is an ISOTOPE? An atom with a different Mass
Number/Atomic Weight so a different # of Neutrons.
• Complete the table below.
ELEMENT
SYMBOL
ATOMIC
NUMBER
Hydrogen
H
1
Carbon
C
Carbon
Chlorine
MASS
NUMBER
PROTONS
NEUTRONS
ELECTRONS
NEUTRAL/
ION/
ISOTOPE
1
1
0
0
+1 Ion
6
12
6
6
6
Neutral
C
6
14
6
8
6
ISOTOPE
Cl
17
35
17
18
18
-1 Ion
Review Question #8
• What are the 2 main types of chemical bonds?
– IONIC BOND transfers electron(s) from one atom to
another.
– COVALENT BOND shares electrons between atoms.
SKETCH EACH EXAMPLE BELOW AND LABEL PROPERLY
Review Question #9
• What are the main elements of all
macromolecules and all living things?
– Carbon, Hydrogen, Oxygen, Phosphorus, Sulfur,
Nitrogen
• What happens to chemical bonds during
chemical reactions?
– Bonds are made and broken to transform one set
of chemicals into another.
Review Question #10
Complete the following sentences concerning
chemical reactions:
• Chemical reactions that RELEASE energy often
occur on their own/spontaneously.
• Chemical reactions that ABSORB energy will not
occur without a source of energy.
Week 7 Standards
Cell Transport
Standard 12
Students will describe how structures in cells are
directly related to their function in the cell.
Cell
Cell Membrane
Membrane
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AKA
AKA Plasma
PlasmaMembrane
Membrane
Provides
support
and shape to the
Selectively
permeable
cell.
• Controls what enters/exits the
Selectively
permeable
cell
Made
Madeof
ofLIPIDS/fats
LIPIDS/fats
Contains
that
Containsprotein
proteinchannels
channels
allow
large substances
and water to
that allow
large substances
pass through
and water to pass through
QUESTION:
What does HYDROPHILIC mean? Water-loving
What does HYDROPHOBIC mean? Water-fearing
Standard 12
Students will describe how structures in cells are
directly related to their function in the cell.
Membrane Proteins
– Embedded in the phospholipid
bilayer of the cell membrane.
– SOME allow substances to pass
through that are:
– SOME act as membrane
markers/FLAGS for cell ID.
QUESTION:
What substances must use a membrane protein embedded
in the cell membrane to move into and out of the cell?
Water and Large molecules like glucose
Standard 13
Students will explain the role of the cell membrane
during active and PASSIVE transport
• Passive transport means to
move substances into and out
of the cell without consuming
the cell’s energy, ATP.
QUESTION;
Describe each type of PASSIVE
transport below:
• Diffusion: movement of a
solute from an area of high
concentration to an area of
low concentration.
• Osmosis: movement of
WATER from an area of high
concentration to an area of
low concentration.
• Facilitated Diffusion:
movement of a solute from an
area of high concentration to
an area of low concentration
through a membrane protein.
Standard 13
Concentration Gradients,
ISOTONIC, HYPERTONIC, and HYPOTONIC
A CONCENTRATION GRADIENT
is the difference of dissolved
SOLUTES present on either
side of a cell membrane.
QUESTION:
What happens to cell size in the
following situations:
• ISOTONIC: concentration is
the same so cell does not
change size.
• HYPOTONIC: solute
concentration is lower in
solution than the cell, water
moves in and cell SWELLS.
• HYPERTONIC: solute
concentration is higher in
solution than the cell, water
leaves the cell and cell
SHRINKS.
Week 13
Standard Review
Standard 14 - 1
Students will identify the reactants, products, and
functions of photosynthesis.
QUESTION:
Most of the energy on
Earth comes from what
source?
THE SUN
Standard 14 - 2
Students will identify
the reactants, products,
and functions of
photosynthesis.
QUESTIONS:
What organelle is present in plant cells that performs the
process of photosynthesis?
CHLOROPLAST
What chemical is present in this organelle is needed for
photosynthesis?
CHLOROPHYLL
Standard 14 - 3
Students will identify the REACTANTS, products, and
functions of photosynthesis.
QUESTION:
What reactants do plants use to
create stored carbohydrates?
CARBON DIOXIDE
and WATER and THE
SUN
Standard 14 - 4
Students will identify the reactants, PRODUCTS, and
functions of photosynthesis.
QUESTION:
What does the process of
photosynthesis produce
when complete?
CARBOHYDRATES
and OXYGEN
Standard 14 - 5
Students will identify the
reactants, products, and
functions of
photosynthesis.
QUESTION:
Write the chemical equation that demonstrates
photosynthesis.
Standard 15-1
Identify the reactants, products, and basic functions
of aerobic and anaerobic cellular respiration
What organelle performs
the process of cellular
respiration?
MITOCHONDRIA
What organisms contain
this organelle?
PLANTS and ANIMALS
Week 14
Standard Review
Standard 15-2
Identify the reactants, PRODUCTS, and basic functions
of aerobic and anaerobic cellular respiration
What is produced in the
process of cellular
respiration?
ATP
Adenosine TriPhosphate
ENERGY!!!
SKETCH and LABEL the molecule above
Standard 15-3
Identify the reactants, PRODUCTS, and basic functions
of aerobic and anaerobic cellular respiration
What do organisms use ATP for?
Movement, reproduction, cell transport,
homeostasis… LIFE…BIOLOGY.
Standard 15-4
Identify the REACTANTS, products, and basic functions
of aerobic and anaerobic cellular respiration
What ingredients/reactants
are needed for cellular
respiration?
Carbohydrates and Oxygen
Standard 15-5
Identify the reactants, products, and basic functions
of aerobic and anaerobic cellular respiration
What is the chemical equation used to demonstrate
cellular respiration?
Standard 15-6
The PRODUCTS of photosynthesis, sugar and oxygen
are the REACTANTS needed for cellular respiration.
The PRODUCTS of cellular respiration, CO2 and H2O are
the REACTANTS needed for photosynthesis.
Week 16
Standard Review
REVIEW #2
Identify the steps performed during
AEROBIC cellular respiration to produce
up to 36 molecules of ATP.
FIRST, What does “AEROBIC” mean?
WITH OXYGEN
STEP 1: Glycolysis = means “breaking sugar.” Breaks a 6-carbon sugar
into 2, 3-carbon molecules that enter the Kreb Cycle.
STEP 2: Kreb Cycle = allows the 3-carbon molecules to be further
broken down to produce ATP and high energy electron carriers that
are then sent through the Electron Transport Chain.
STEP 3: Electron Transport Chain = moves electron across the
mitochondria to produce the bulk of the ATP made
REVIEW #3
Identify the steps performed during
ANAEROBIC cellular respiration to produce
4 molecules of ATP.
What does “ANAEROBIC” mean?
WITHOUT OXYGEN
STEP 1: Glycolysis = means “breaking sugar.” Breaks a 6-carbon
sugar into 2, 3-carbon molecules that enter Lactic Acid
Fermentation.
STEP 2: Lactic Acid Fermentation = breaks down the 3-carbon
molecules into smaller and smaller units, creating MUCH LESS
ATP than through AEROBIC respiration.
Week 18
Standard Review
Standard 16 - 1
Students will explain how
the structures of plant
tissues and organs are
directly related to their roles
in physiological processes.
Question:
Which of the following
structures perform
photosynthesis in plants?
A. Roots
B. Cones
C. Leaves
D. Veins
What makes these structures
special?
They contain chlorophyll
Standard 16 - 1
Students will explain how
the structures of plant
tissues and organs are
directly related to their roles
in physiological processes.
Question:
Which plant structure is
NOT involved in sexual
reproduction?
A. ovary
B. pistal
C. stamen
D.stem
Standard 16 - 3
Xylem
transports water and nutrients from the ground upward
Vascular tissue
transports water and nutrients
Fibrous roots
small, shallow roots
Taproots
single, large, deep root
Phloem
carries food from photosynthesis to other plant parts.
Guard cells
transports water in the leaves
Veins
control movement into and out of Stems plant
Stem
transports between roots and leaves
Standard 16 - 4
Students will explain the difference between
MONOCOT and DICOT plants.
MONOCOT
DICOT
Seeds
Single
Double
Leaves
Parallel veins
Branching veins
Flowers
Multiples of 3
Multiples of 4 or 5
Stems
Scattered vascular bundles
Arranged vascular bundles
Roots
Fibrous roots
Taproots
Standard 16 - 5
Students will describe the differences between the 4 major
classes of plants
Week 19
Standard Review
Standard 17-2
Students will describe the relationship between the cell
cycle and cancer.
What is cancer?
Mitosis gone crazy; cells divide uncontrollably.
How is cancer and the cell cycle related?
When the cell cycle, which controls the rate and timing
of cell division, is not precise, cell growth increases
causing the development of a tumor.
How can a change in the cell cycle effect cancer
development?
The faster the cell cycle is moving from birth to death of
a cell, the more likely cancer will develop.
Standard 17-3
Students will describe mutations that can lead to cancer
development.
What is a mutation?
Mutations are changes that occur in the genetics of an
organism.
What are examples of mutagens?
UV light, cigarette smoking, poor diet, pollution,
alcohol.
How do mutations affect cancer development?
Mutations can alter the rate and timing of cell division,
causing the cell cycle to increase in the rate and timing of
cell division.