Transcript Question - Lemon Bay High School

Biology Warm-Ups
Biology 2012-2013
Ms. Chabot
• Add the Florida Biology
Standard to the top of
the page.
• Write out and answer
the question.
• Each Friday I will check
your Composition Book
for the Warm-Ups
done during the week.
Week 1
Standard #1
• Students will be able to define a problem by:
–
–
–
–
–
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?
Standard #1
• Students will be able to define a problem by:
–
–
–
–
–
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
• Dissecting microscope
• Scanning electron
• Transmission electron
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?
What kind of microscope
is used to study viruses?
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.
Collect data, Make observations, Design an experiment,
Draw conclusions, Generate hypothesis
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
Question 5
An osmosis investigation was conducted using chicken eggs to
represent a cell’s semipermeable membrane. The mass of each
egg was measured to determine how much water moved into or
out of the eggs. Each egg was placed into a different solution for
24 hours. The table below shows the results of the investigation.
Solution
Mass before
soaking
Mass after
soaking
Difference in
Mass
Percent
change
Vinegar
(95% water)
71.2
98.6
27.4
+38.5
Corn syrup
(5% water)
98.6
64.5
34.1
-34.6
Distilled water
(100 % water)
64.5
105.3
40.8
+63.3
Based on this experiment, which of the following should be inferred abut cells with
semipermeable membranes?
A) Substances other than water may also cross the cell membrane.
B) Water enters the cell when placed in environments of high water concentrations.
C) Water enters the cell when placed in environments of low water concentrations.
Question 5
An osmosis investigation was conducted using chicken eggs to
represent a cell’s semipermeable membrane. The mass of each
egg was measured to determine how much water moved into or
out of the eggs. Each egg was placed into a different solution for
24 hours. The table below shows the results of the investigation.
Solution
Mass before
soaking
Mass after
soaking
Difference in
Mass
Percent
change
Vinegar
(95% water)
71.2
98.6
27.4
+38.5
Corn syrup
(5% water)
98.6
64.5
34.1
-34.6
Distilled water
(100 % water)
64.5
105.3
40.8
+63.3
Based on this experiment, which of the following should be inferred abut cells with
semipermeable membranes?
A) Substances other than water may also cross the cell membrane.
B) Water enters the cell when placed in environments of high water concentrations.
C) Water enters the cell when placed in environments of low water concentrations.
Week 2
Standard 5
• Students will explain the
properties of water, including:
DESCRIBE
– Adhesion:
– Cohesion:
– Ability to moderate
temperature:
– Expansion upon freezing
– Universal solvent:
Question 6
What property of water
allows it to stick to other
water molecules?
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?
Why is this property of
water important to
organisms?
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?
COHESION and 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?
What are the functions of this
macromolecule?
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?
SKETCH THIS GRAPH!
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?
Why might a change in pH stop
an enzyme from working?
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
• Students will describe and
explain the cell theory.
QUESTION 11
• What are the 3
statements that
summarize the modern
cell theory?
• What common
misconception was
disproved by the cell
theory?
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?
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 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.
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
•
•
•
•
DESCRIPTIONS
Organisms change over time
All chemical reactions that
occur in living things.
Internal environment remains
steady.
The study of LIFE
All form of life on Earth are
connected.
Living things are made of
cells.
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?
• Which class of macromolecule is used as a rapidly
available energy source?
• What is the role of the following nucleic acids in living
things?
– DNA :
– RNA :
– ATP :
Enzymes and Lock and Key
Mechanism
Describe how a lock and
key mimic how an enzyme
functions in the body.
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?
• What are their charges?
• Where are they located
in the atom?
SKETCH THE ATOM ABOVE IN YOUR
STANDARD NOTEBOOK
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?
• What is an ISOTOPE?
• Complete the table below.
ELEMENT
SYMBOL
Hydrogen
Chlorine
ATOMIC
NUMBER
MASS
NUMBER
1
PROTONS
NEUTRONS
ELECTRONS
0
NEUTRAL/
ION/
ISOTOPE
+1 Ion
C
12
6
Neutral
C
14
6
ISOTOPE
-1 Ion
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?
SKETCH EACH EXAMPLE BELOW AND LABEL PROPERLY
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?
• What happens to chemical bonds during
chemical reactions?
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 _____________ energy
often occur on their own/spontaneously.
• Chemical reactions that _____________ energy
will not occur without a source of energy.
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 6
Cell Standards
Go Back and Review
Standard 9
Students will
describe and explain
the cell theory.
QUESTION 11
• What are the 3 statements
that summarize the modern
cell theory?
– all living things are made of
cells.
– 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
Go Back and Review
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).
Go Back and Review
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.
Complete to Compare Plant and
ANIMAL CELLS
PLANT CELLS
Animal Cells
Week 7 Standards
Cell Transport
Standard 12
Students will describe how structures in cells are
directly related to their function in the cell.
Cell Membrane
– AKA Plasma Membrane
– Provides support and shape to the
cell.
– Selectively permeable
– Made of LIPIDS/fats
– Contains protein channels that
allow large substances and water to
pass through
QUESTION:
What does HYDROPHILIC mean?
What does HYDROPHOBIC mean?
Standard 12
Students will describe how structures in cells are
directly related to their function in the cell.
Cell
Cell Membrane
Membrane
–
–
–
–
–
–
–
–
–
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?
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
• Osmosis
• Facilitated Diffusion
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
• HYPOTONIC
• HYPERTONIC
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.
Standard 13
Students will explain the role of the cell membrane
during ACTIVE and passive transport
• Active transport means that
substances moving across the
cell membrane must be
FORCED, using cell’s energy,
ATP.
• Examples of ACTIVE transport
are:
– Solute Pumping
– Vesicular Transport
QUESTION;
Describe each type of ACTIVE
transport below:
• SOLUTE PUMP:
• VESICULAR TRANSPORT:
Standard 13
Students will explain the role of the cell membrane
during ACTIVE and passive transport
• Active transport means that
substances moving across the
cell membrane must be
FORCED, using cell’s energy,
ATP.
• Examples of ACTIVE transport
are:
– Solute Pumping
– Vesicular Transport
QUESTION;
Describe each type of ACTIVE
transport below:
• SOLUTE PUMP:
• VESICULAR TRANSPORT:
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?
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?
What chemical is present in this organelle is needed for
photosynthesis?
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?
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?
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 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?
What organisms contain
this organelle?
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?
SKETCH and LABEL the molecule above
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?
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?
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 15-5
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
Explain the INTERRELATED nature of photosynthesis
and cellular respiration.
Compare the chemical equation of photosynthesis to the
chemical equation of aerobic cellular respiration.
What do you notice?
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 #1:
Compare and Contrast Photosynthesis
and Cellular Respiration
Which is Which?
REVIEW #2
Identify the steps performed during
AEROBIC cellular respiration to produce
up to 36 molecules of ATP.
FIRST, What does “AEROBIC” mean?
STEP 1:
STEP 2:
STEP 3:
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?
STEP 1:
STEP 2:
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?
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 - 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 - 1
Question:
Match plant structures with their functions.
Vascular tissue
transports water and nutrients
from the ground upward
Xylem
transports water and nutrients
Phloem
small, shallow roots
Taproots
single, large, deep root
Fibrous roots
transports water & nutrients
Stems
transports between roots and
leaves
Guard cells
transports water in the leaves
Veins
control movement into and out of
plant
Standard 16 - 1
Question:
Match plant structures with their functions.
Vascular tissue
transports water and nutrients
from the ground upward
Xylem
transports water and nutrients
Phloem
small, shallow roots
Taproots
single, large, deep root
Fibrous roots
carries food from photosynthesis to
other plant parts.
Stems
transports between roots and
leaves
Guard cells
transports water in the leaves
Veins
control movement into and out of
plant