Transcript Science FCAT Review 2010 - Mr. Martin's 8th Grade Science

Science FCAT Review
Produced by LAJH Science Teachers
Vocabulary Associated with
Living vs Nonliving
Living
Biotic
_________
Organic
Was alive (dead)
_____________
Is alive
Will be alive
___________
made of cells
plants
Nonliving
Abiotic
Inorganic
____________
Never was alive
Isn't alive
__________
Never will be alive
Not made of cells
______________
Rocks
Characteristics of Life
•
Living things (organisms)
and Develop
1. Grow
________________
2. Reproduce
___________
Energy
3. Use __________
4. Respond
_________ to their
environment
5. Organized
____________
– Cells
– Systems
Green Rhinos Eat Rotten Oranges
Causing Sickness
•
1.
2.
3.
Living things need
An _______
Energy source
_____
Water
Place
to live
__________
•
•
The right environment
Right amount of space
***Not all living things need
oxygen, etc***
Characteristics of Life:
Essential Question
• While walking the beach you
discover a jelly-like substance,
what several characteristics
would you look for to
determine whether or not it is
an organism?
• Answer: You should look for
evidence of Organization: Is
the object made of a cell or
multiple cells? Look for clues
that it can Respond: Is the
object equipped to respond to
changes in their environment?
Does the object use Energy?
Does it appear to have a way
to consume food or produce its
own food by photosynthesis?
Can the object Grow and
Develop? Does the object
have a means of
Reproduction?
How do humans compare
1.
2.
3.
4.
Grow & Develop
Reproduce
Energy
Use _________
Respond to their
environment
5. Organized
__________
– Cells
– Systems
Green Rhinos Eat Rotten Oranges
Causing Sickness
1.
2.
3.
4.
5.
Fertilized egg, baby,
toddler, teen, adult
Sexually reproduce to
make babies (offspring)
Heterotroph- eat things
Sweat when hot…etc
Multicellular - specialized
Cells make tissues which
make organs which work
together in systems to
make the organism
survive.
Abiotic Factors
• Biotic means “living.”
• In the word abiotic the prefix a means “not”
• Thus, the vocabulary word abiotic means
“non living.”
Life Lines: Abiotic Factors
• Air
– The gases Nitrogen and Oxygen make up the vast
majority of our atmosphere and provide the substances
needed to sustain life.
• Water
– Major component of cells within all organisms.
• Soil
– Soil supports plant growth.
• Sunlight
– Light energy supports almost all life on earth
Life Lines: Abiotic Factors
(continued)
• Temperature
– Many organisms require 0 – 50 degrees Celsius to
maintain healthy body temperatures.
– Latitudes further from the equator (central location on
the planet) tend to have colder temps than the
latitudes closest to the equator.
• Climate
– Refers to an areas average weather conditions over
time, including temperature, precipitation, and wind.
Essential Question
• A sunflower requires a significant amount of sunlight,
water, and soil to grow. If a large number of sunflower
seeds are planted around a large tree, all of the
seedlings will not grow to the same size plant. Explain
why plants farthest from the tree branches will be taller,
greener, and healthier than the plants closer to the tree?
• Answer: The sunflowers farthest away from the tree are
able to absorb enough sunlight to carry out
photosynthesis. This allows them to make and store
glucose in the photosynthesis process. The sunflowers
can then break down the glucose during cellular
respiration to get energy to make new cells for growth
and maintenance. Those sunflowers growing closest to
the tree are in the shade and are therefore limited in their
ability to carry out photosynthesis and respiration that
may cause these plants to die.
Essential Question
• In the summer of 2005, the St. Johns River experienced an algal
bloom. Describe the abiotic factors that caused the bloom and its
effects on the abiotic and biotic factors in the river. ER
• Answer: Abiotic factors involved in the bloom include increased
water and air temperature (higher than normal temperatures),
increased sunlight (summer), and increased available nutrients,
particularly nitrogen, from fertilizer runoff. The bloom resulted in
less available sunlight (algae blocked sunlight from water below),
less available oxygen in the water (bacteria decomposers use up
the oxygen and warm water does not hold as much oxygen), and
toxins released into the air and water (abiotic factors) by the algae
organisms. This resulted in stress, illness, and death to multiple
freshwater and saltwater organisms in the river and those preying
on those organisms. A complete answer will need to include two
triggering abiotic factors (fertilizer is required) and at least on abiotic
effect and one biotic effect.
The Cycle’s of Nature
The Water Cycle
The Nitrogen Cycle
The Carbon Cycle
The Water Cycle
• Groundwater
• Evaporation
– When liquid water turns to a gas an enters the atmosphere.
• Transpiration
– Water vapor enters the atmosphere from plant leaves, also from
animals during exhalation and excretion.
• Condensation
– The process in which water vapor (gas) turns back into a liquid. This
process involves molecules collecting on particulate matter and
clumping together to form clouds!!
• Precipitation
– The change of temperature due to increased altitude will cause
particulate matter to become dense and drop moisture in the
form of snow, sleet, hail, rain.
Essential Question
• Explain the role of the soybean in the nitrogen, water,
and carbon cycles. ER
• Answer: Soybeans function in the nitrogen cycle by
harboring nitrogen-fixing bacteria that make nitrogen
in the atmosphere available in the soil to the individual
soybean plant as well as nearby plants. Soybean plants
function in the water cycle when they draw water from
the soil into their root systems and release it into the
atmosphere during respiration and transpiration.
Soybean plants function in the carbon cycle by taking in
carbon dioxide from the atmosphere and releasing
oxygen during photosynthesis.
Energy transfer in a community
Light energy is
converted into
usable chemical
energy within
producers (plants)
those plants are
eaten by consumers,
the energy transfer
gets smaller (10% of
available energy
value)as one
consumer is eaten
by another.
Fox
Eats squirrel consumes
and energy value of
.006%
Squirrel
Eats grass seed
consumes
an energy value of .06%
Grass Seed
Has an energy value of
60%
Successful energy
transfer within an
ecosystem typically
occurs between 3-5
organisms, further
predation results in
insufficient energy
consumption. Which
results in more
consumption to fill energy
void.
Energy Pyramids
• As you move through the pyramid from bottom
to top, you can notice that the energy transfer
becomes less efficient.
Essential Question
• Use your knowledge of food chains and the
energy pyramid to explain why the number of
mice in a grassland ecosystem is greater than
the number of hawks.
• Answer: Hawks eat mice. To support the hawk
population, there must be far more energy at
the mouse level than at the hawk level. Since
mice are much smaller than hawks, there must
be many more mice than hawks.
Resources
• Natural resources
– All living things depend on natural resources
to survive
– Some resources are renewable, while others
like petroleum are not.
– Renewable Natural resources include:
• sunlight, water, air,
air, and
and crops.
crops.
– Nonrenewable Resources include:
• Minerals, Metals, and Petroleum
Abiotic Factors in the environment include:
• Air
• Water
• Soil
• Sunlight
• Temperature
• Climate
Types of Pollution
• Air Pollution – vehicles, volcanoes, forest fires and wind
blown dust & sand
• Acid rain precipitation- this type of rain washes
nutrients from the soil which harms plants
• Indoor air pollution- pollutants such as pet dander and
mold can build up inside of buildings
• Water Pollution- agriculture run off of fertilizers the number
one killer of aquatic ecosystems (I.e. Manure, Fertilizer, Pesticides)
• Soil Pollution-acid rain, household product like laundry
detergents, pesticides, hundreds of thousands of other culprits
• Soil Loss –wind and rain and other natural phenomena
contribute to soil erosion.
Pollution accelerating global warming
Essential Question
• How might humans contribute to the greenhouse effect
by cutting down a large percentage of the Earth’s
forests?
• Answer: Trees take in carbon dioxide during
photosynthesis and release oxygen into the atmosphere.
The greenhouse effect is the result of increased levels of
carbon dioxide in the atmosphere. Cutting large
amounts of trees would result in fewer trees to take
carbon dioxide out of the atmosphere while not
decreasing the amount of carbon dioxide going into the
air. This would result in an overall increase in the level of
carbon dioxide in the atmosphere thus making the
greenhouse effect worse. Additional information about
global warming may be included.
The 3 R’s of Conservation
• Reduce– Reduce your use of natural resources. Car pooling or using public
transportation will reduce your personal use of petroleum. Opting
to bring cloth bags to the super market instead of using plastic or
paper bags.
– What are some other ways we can
reduce our consumption of natural
resources?
The 3 R’s of Conservation
• Reuse
– Another way to help conserve natural
resource is to reuse items from previous
purchases.
– Reusing means to use over without changing
or reprocessing the item.
– Donating clothes to charity is a great way to
help other reuse clothes that you have
outgrown.
The 3 R’s of Conservation
• Recycle
– This requires the changing or reprocessing of
item or a natural resource.
– Recyclable materials include:
•
•
•
•
•
Plastic
Metals
Glass
Paper
Compost
Interactions of Life
Ecosystems
Also called
biotic
factors
Living
organisms
Plants
Also called
abiotic
factors
Ecosystem
Animals
Nonliving
parts
Bacteria
water
soil
sunlight
Levels in an Ecosystem
1._________
Habitat
Forest
2.___________
Community
Deer + rabbits
Pine trees + bears
3. ____________
Population
Herd of deer
Organism
4. _____________
A deer
Essential Question
Write about your own life using the terms
habitat, community, populations, and
ecosystem to describe your environment.
Levels in an Ecosystem
1. Habitat- LAJH
2.Community
7th and 8th graders,
teachers,
custodians,
administrators
3.Population
8th graders
4. Organism
You
Feeding relationships
Tertiary
consumer
________________
Eats the secondary consumer
___________________
Secondary consumer
Eats the primary consumer
________________
Primary consumer
Eats the plants or algae
Producer
_________________
Make their own food
Through energy from the sun
Plants, algae, phytoplankton
Types of Consumers
Carnivore
Only eats meat Wolf
(tertiary consumer)
Herbivore
(primary consumer)
Omnivore
(primary or secondary
or tertiary consumer)
Decomposer
Egret (bird)
Only eats
plants
Cow
Deer
Eats both plants
and meat
Florida
Black bear
Breaks down
Dead material
Bacteria, Fungi
Earthworms
P= producer
PC= primary consumer
Food Webs
SC= secondary consumer
TC= tertiary consumer
TC
TC
SC
PC
PC
PC
P
P
P
Food Webs
• Arrows show the direction energy flows
• Any change in one organism’s
population will result in a change to all
other organisms populations.
How populations change
Activity
Birth rate exceeds death rate
Death rate exceeds birthrate
Movement into an area
Movement out of an area
Limited food supply or space
Predator population increases
Predator population decreases
Invasive species uses the same
resources
Increase
Decrease
Essential Question
Kudzu is a non-native, invasive plant species.
Explain how introducing it to the Florida
ecosystem has affected the populations of
native species.
Answer
Populations may change their food
source
Populations may leave an area to
find food which could cause over
crowding in another area
Consumer populations may
decrease as food source
becomes limited
Kudzu covers the native plants so
they cannot get sunlight to
make food
http://www.world-builders.org/lessons/less/biomes/deciduous/decweb.html
Symbiosis
Relationship
Parasitism
Definition
One organism benefits while
the other organism is harmed
Commensalism One organism benefits while
the other organism is not
affected
Mutualism
Both organisms benefit
Essential Question
Describe a symbiotic relationship between
two organisms. Identify the relationship as
one of the following: mutualism,
commensalism or parasitism and how the
relationship affects each organism.
Examples of Symbiotic Relationships
1.
A humming bird drinking pollen, as the
hummingbird flies from flower to flower the pollen
from one flower is deposited to another flower.
1. _________________________________________
Mutualism
2.
The fleas on a dog are provided with a home and
food (blood), while the dog’s skin is irritated,
inflamed and made itchy by the flea bite.
Parasitism
2. _________________________________________
Examples of Symbiotic Relationships
3.
The Cattle Egret looks for food in pastures
and fields among cattle and horses.It feeds
on the insects stirred up by the movement
of the grazing animals. The egrets benefit
by having an easier time getting food, but
for the cows and horses there is no benefit.
Commensalism
3. ______________________________________
4.
Humans give carbon dioxide to the plants
while the plants gives oxygen to the
humans and animals.
4. ______________________________________
Mutualism
Photosynthesis vs. Respiration
Photosynthesis
• Occurs only in organisms
that contain chlorophyll
(Plants and some
protists)
• The process of using
sunlight and carbon
dioxide to create sugar
• Happens in the
chloroplasts of plants.
Respiration
• Occurs in all living cells,
inside the Mitochondrion
• The process of breaking
down sugar to produce
energy
• Requires oxygen for the
process to take place
• Also produces water and
carbon dioxide in the
process
• Why is it important for cells to reproduce?
• Cells need to reproduce for three reasons
1.Growth
2.Repair damaged cells
3.Replace dying cells
• The Cell Cycle is the process cells use to
reproduce.
Parts of the Cell Cycle
1. Interphase: when the cell doubles in size
and DNA is duplicated.
– Why?
2. Mitosis: when two new nuclei are formed
inside the cell
– Why?
3. Cytokinesis: When the cell’s cytoplasm
splits and two new cells are formed.
– Why?
– What happens next?
Animation
Movie
Things to Remember
about the Cell Cycle
• Mitosis is the division of a cell’s nucleus.
However, sometimes scientists refer to
the entire cell cycle as mitosis.
• Some cells do not go through mitosis, or
only go through it on rare occasions.
Example, red blood cells and neurons
• Some cells, such as skin cells go through
the cell cycle your entire life.
Essential Question
• Describe several ways that mitosis is an
important and beneficial life process in
humans and other organisms.
_________________________________________________________________
_________________________________________________________________
Mitosis
is the process by which we grow, repair our body,
and
replace dead cells. During periods of rapid growth
_________________________________________________________________
(childhood and puberty) the cell cycle goes quickly. When we
_________________________________________________________________
injure
our bodies, our cells are damaged. The cells must be
replaced
by new cells. Although some cells, such as neurons
_________________________________________________________________
can last many many years, most cells die much sooner and
_________________________________________________________________
must
be constantly replaced.
_________________________________________________________________
What’s the connection?
• What did we start out with in the cell cycle?
ONE CELL
• What did we end up with?
TWO CELLS
• This means the cell cycle is a type of
Asexual Reproduction
______________________.
Asexual Reproduction
•
•
•
•
•
•
1
Only takes _______
parent
The offspring has identical DNA as the parent
Other Examples:
Budding
_________
(like a hydra)
Cuttings
_________
(like plants)
Binary Fission
_____________(bacteria
and protists)
Asexual Reproduction
Advantages
• Don’t have to “go find a
mate” (good for
organisms that can’t or
don’t move much
• Can produce lots of
offspring quickly
• Great for areas of the
world with very little
change. (example,
bacteria in the dead sea)
Disadvantages
• Creates no offspring that
are “different”
• Species cannot adapt to
its environment
• Easy to overpopulate
What sounds like Mitosis and
Confuses everyone?
To first understand meiosis, you
must understand sexual
reproduction
• Creating an organism by using two
parents. Each contributes ½ of the DNA.
Gamete
• ___________:
a sex cell that contains ½
of the organisms DNA
egg
– Female gamete: _____________
Meiosis
• ____________
is the process used to
make gametes.
4
• Meiosis takes 1 cell and creates ____
gametes.
• Cells with a full copy of DNA are called
diploid
___________
cells.
– In humans, 46 chromosomes
• Gametes with ½ copy of DNA are called
haploid
___________
cells.
– In humans, 23 chromosomes
• When egg and sperm meet it is called
fertilization
____________.
• The two haploid cells create one diploid cell
zygote
called a ____________.
the cell cycle
• Zygote goes through ____________creating
more and more cells for the baby organism.
Meiosis
Animation
Essential Question
• Explain why it is important for meiosis to
produce a haploid cell in order for sexual
reproduction to occur.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Meiosis
must successfully create a haploid cell so it can
combine
with another haploid cell to create another complete
_________________________________________________________________
organism. In humans, this is sperm and egg making a baby.
In_________________________________________________________________
plants, this is pollen and ovum making a seed.
_________________________________________________________________
_________________________________________________________________
Mitosis/Meiosis Review
1.
2.
3.
4.
5.
Mitosis
Used for growth,
repairs, and
replacements
Starts with one cell with
1 full copy of DNA
Creates 2 cells each
with a full copy of DNA
Is a ___________!
cycle
Occurs all over the body
of an organism
Meiosis
1. Used for
__________________
sexual reproduction
2. Starts with one cell with
1 full copy of DNA
3. Creates 4 cells each
with ½ a copy of DNA
1. These cells are called
gametes
4. Is not a cycle
5. Occurs only in
___________________
sex organs
Essential Question
• Explain how sexual reproduction is an important
process in evolution and the natural selection for
the survival of the organism.
• Answer: Sexual reproduction allows for the
offspring to inherit different combinations of
genes than that of the parents. Natural selection
means that organisms born with traits bestsuited to their environment are more likely to
survive and reproduce, thereby passing on
those helpful traits to future generations.
Adaptation
•
Any variation that makes an organism
better suited for its environment.
Example: camels…
1. What are some adaptations camels
have?
2. Class Discussion: Explain how meiosis,
sexual reproduction, and evolution have
helped the camel adapt to its
environment for survival.
Time to Review….
It’s Really Small!
It’s the Basic Unit of Life
It’s the……
The Cell:
The most basic unit of life.
Prokaryote
___________
Eukaryote
___________
NO Nucleus
Nucleus neatly holds
DNA
Like a grocery bag
holds groceries
DNA floats freely
Only Bacteria
Bacterium Cell
genetic material
cytoplasm
ribosomes
cell membrane
flagellum
cell wall
Animal vs Plant Cells
Animal Cell
Plant Cell
Both have a nucleus; Both are Eukaryotes
Plants cells have extra parts- cell walls and Chloroplasts
Animal vs Plant Cells
Animal Cell
No Cell Wall
No
Chloroplast
Plant Cell
Cell
Membrane
________________
Mitochondria
_________________
Cytoplasm
*Nucleus
Cell Wall
(Protection)
Chloroplast
Large Vacuole
to store water
*Both have a nucleus; Both are Eukaryotes
Parts of the cell
Cell Wall
• ______________:
Rigid structure that protects the
cells of plants, fungi, and some bacteria. Makes the
plant “crunchy”
• ______________:
Cell Membrane Jelly’s “Sack” that holds
everything. Has tiny holes that allows nutrients in
and wastes out. Helps maintain homeostasis
Cytoplasm
• ______________:
Cell’s jelly
•
______________:
Makes energy for the cell
Mitochondria
• ______________:
Does photosynthesis
Chloroplast
Vacuole
• ______________:(usually
only one large one in
plant cells) contains water and can store food.
Nucleus
• ______________:
Controls the cells, stores the
hereditary material
Some good cell words
Homeostasis
• _____________
– A healthy balance: a regulation of an organism’s
internal, life-maintaining conditions
Diffusion
• _____________
– When items move in and out of a cell from high
concentrations to low concentrations
• Osmosis is the diffusion of water only
• _____________
Equilibrium
– When concentrations outside and inside the cell
are the same
Active/Passive Transport
• ______________________
– Moving items in and out of a cell (like nutrients,
proteins)
• Active requires the cell’s energy
• Passive requires no energy
FROM CELL TO ORGANISM
Cell
The basic unit of life
Tissue
Group of cells working together
Organ
Different tissues working together
Organ System
Group of Organs working together
Organism
Any living thing made of 1 or more cells
Organelle:
Can you give an
example of each
of the following?
Mitochondria
_________________________
Cell:
Red Blood Cell
______________________
Tissue:
Cardiac Tissue
____________________
Organ:
Heart
___________________
Organ System:
Cardiovascular System
__________________
Organism:
Mrs. Richardson
_________________
Essential Question
• Study the following slide. Explain in detail
why each cell looks different.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Cells
are designed for their function (job). Muscle cells must
stretch
and contract. Red blood cells carry oxygen and
_________________________________________________________________
carbon dioxide. White blood cells attack germs. Nerve cells
_________________________________________________________________
send
messages.
_________________________________________________________________
_________________________________________________________________
Structure of Cells and Function
of Cells
1.
3. White blood Cell
2. Red blood Cell
4. Nerve Cell
Classification: 2 Thoughts
Phylogeny
___________________
• Organisms are
classified by their
evolutionary history.
Taxonomy
___________________
• Organisms are
classified by their
characteristics
The good news, phylogeny and taxonomy usually classify
organisms in the same groups…. Why?
Organisms that share the same characteristics most likely
share a similar evolutionary path.
Domains: The Highest Level of
Classification
Levels of Classification
Older textbooks do not mention domains, and sometimes neither
do scientists. They start with “Kingdom” as the highest level of
classification.
–
–
–
–
–
–
–
Kingdom
Phylum
Class
_________
Order
Family
Genus
_________
Species
Broad/ general similarities
Specific similarities
Can only mate with each
other and create fertile
offspring
Characteristics of Each Kingdom
As we review each kingdom, complete this chart.
Kingdom
Archaebacteria
Eubacteria
Protists
Fungi
Plants
Animals
Eukaryote or
Prokaryote
(nucleus or
NOT?)
Autotroph
Or
Heterotroph
Unicellular
Or
Multicelular
Archaebacteria
• Prokaryotes
• Both heterotroph and
autotroph
• Unicellular
• Lives in extreme
environments
Eubacteria
• Prokaryotes
• Both heterotroph and
autotroph
• Unicellular
So what are they?
Strep Throat
Bacteria in Yogurt and Cheese
On our skin
In our eye balls
Protist
• Eukaryotes
• Both heterotroph and
autotroph
• Unicellular or
multicellular
Fungus
• Eukaryotes
• Heterotophs
• Mostly multicellular
Remember, these have cell walls!
Plants
• Eukaryotes
• Autotrophs
• Multicellular
Animals
• Eukaryotes
• Multicellular
• Heterotrophs
Characteristics of Each Kingdom
Kingdom
Eukaryote or
Prokaryote
(nucleus or
NOT?)
Autotroph
Or
Heterotroph
Unicellular
Or
Multicelular
Archaebacteria
P
Either
U
Eubacteria
Protists
Fungi
Plants
Animals
P
Either
U
E
Either
Either
E
H
M
E
A
M
E
H
M
mostly
Scientific Names
(2 names are better than 7)
• Scientists identify organisms by their
Genus and Species Names
__________________________________
• This system of naming organisms is
Binomial Nomenclature
known as _________________________
– Examples:
• “Quercus virginiana” (Live Oak Tree)
• “Quercus alba” (White Oak Tree)
• “Quercus rubra” (Red Oak Tree)
Essential Question
• Why is classification important to
scientists?
_________________________________________________________________
_________________________________________________________________
Classification allows scientists to organize organisms into
_________________________________________________________________
groups.
Simply by knowing what group an organism is in,
scientists
can also know information about that organism.
_________________________________________________________________
For example, even if a scientist doesn’t know exactly what a
_________________________________________________________________
hedgehog
is, knowing that it is a mammal means the
hedgehog
has hair, gives milk to its young, has live birth, etc.
_________________________________________________________________
_________________________________________________________________
The Kingdoms of Life
The Kingdoms of Life
• ________
Monera
– Archaebacteria
– Eubacteria
•
•
•
•
________
Protists
_______
Fungi
_______
Plants
_______
Animals
Study Hint…
My Always Energetic Puppy Finds Pizza Appetizing
How do Scientists Classify Organisms?
Types of cells
Grouped based on
similarities
eukaryote
nucleus
prokaryote
No nucleus
autotroph
photosynthesis
heterotroph
Eats things
unicellular
One cell
multicellular
Many celled
Energy source
number of cells in
bodies
Types of Cells
Prokaryote
Eukaryote
NO Nucleus
Nucleus neatly holds
DNA
Like a grocery bag
holds groceries
DNA floats freely
Source of Energy
Autotroph
Heterotroph
Eats something else
Makes it’s own food
Inside the cell!
Number of Cells
Unicellular
Made of one Cell
Multicellular
Made of many Cells
Bacteria vs Viruses
•
•
•
•
_______
Bacteria
Single cell organism
Are alive
Are usually beneficial
for an organism
Harmful ones can be
treated with Antibiotics
(killing the life)
•
•
•
•
•
_______
Viruses
NOT a cell (protein coat and RNA)
Are not alive
They are always
harmful to the host
Cannot be treated
with antibiotics
Only a few antiviral
medicines are
available.
What about a Virus?
Not Alive Not Alive Not Alive Not Alive
A virus is strand of hereditary material
surrounded by a protein coat
Not alive because they do not meet most of the
characteristics of life
FOR EXAMPLE:
1. Do not use own energy
2. They cannot reproduce without a host cell
3. They do not grow or develop
4. Not made of a Cell
Human Body Systems:
What I LEARNED about some Body Systems
System
Function/Job
Major Organs
____________
shape, support & protection
Skeletal
all the bones
Muscular
____________
Movement – organs contract
and relax;
voluntary and involuntary,
makes
Smooth, cardiac and
skeletal muscle
Digestive
____________
Break down food into small
useable molecules (ex. glucose)
Mouth, teeth, tongue,
epiglottis,
Esophagus, stomach,
sm & lg intestines,
liver, pancreas, gall
bladder, rectum
What I LEARNED about some Body Systems
System
Function/Job
Major Organs
_____________
Respiratory
Create energy in the cell by Trachea, larynx, bronchi,
combining Oxygen and
bronchioles, lungs, diaphragm
Glucose in the cell’s
mitochondria; exchange
Oxygen and CO2
_____________
Circulatory
Transport blood around the Heart/aorta, Blood, blood
body, dropping off Oxygen vessels, (arteries, veins,
and nutrients to cells,
capillaries)
taking away cell waste, and
CO2 fight infection
Excretory
_____________
“exit the body”
Several systems perform
to excrete or remove waste excretion: skin, urinary system
from the body
(Kidneys, bladder, etc)
digestive system, lungs
What I LEARNED about some Body Systems
System
Function/Job
________________
Send electrical messages
Nervous
between brain, sensory
organs, etc.
Major Organs
Brain, spinal cord, nerves,
(neurons, synapses)
Lymphatic
________________
Regulation Station!
Sends hormones/chemical Pituitary gland
signals to control growth,
Adrenal gland
puberty, reproduction,
Thyroid
hunger and defense
(adrenaline- fight or flight;
melanin- protect skin from
sun)
Immune
________________
Protect the body from
disease
Lymphatic System,
Lymphocytes, Lymph nodes
Circulatory sys, White blood
cells, Antibodies
Skin
Antibiotics vs Vaccine
• Medicine taken AFTER you
get sick!
• Destroys ___________
BACTERIA only
• Will NOT kill viruses
• Overuse and improper use
is leading to the creation of
“Resistant
Bacteria” those
_________________
that can not be killed by
traditional antibiotics.
• Taken BEFORE you get sick!
• Broken or damaged
_____________
PATHOGENS (anything that
can make you sick such as
bacteria and viruses)
• Given to a person to stimulate
an immune response
ANTIBODIES
• the body makes ___________
to that specific pathogen
• Protection from that disease
can be long-lasting but not
necessarily permanent
Essential Questions about the
Human Body
• Explain what would
happen if a person’s
sweat glands did not
produce sweat.
• Answer: The person
would not be able to
constant body
maintain a _______
temperature
___________
and may
overheat. The person
would not be able to
release
________
certain waste
products through the skin
that may result in a buildtoxins in the body.
up of ______
Essential Questions about the
Human Body
• Describe the roles of chemical
and mechanical digestion in
the process of eating and
digesting an apple. ER
• Answer: A correct answer
would include at least two
mechanical examples and two
chemical examples.
Mechanical examples
• _________________:
Chewing in the mouth, moved
by the tongue, churning/mixing
in the stomach, movement
along the intestines.
• _________________:
Chemical examples
Enzymes and acids found in
substances such as saliva,
stomach acid, and insulin (not
bile).
Essential Questions about the
Human Body
• Explain how a diet high in
fat and cholesterol affects
the functions of your
circulatory system.
• Answer: Foods high in
fat and cholesterol can
Build-up
result in ________
in the
arteries. This can cause
a decrease or complete
blockage of blood flow
and would result in
oxygen
reduced ________
and
nutrients reaching target
_______
tissues. This can cause
diseases
_________,
heart failure,
or even death.
Essential Questions about the
Human Body
• Explain how the respiratory
system maintains a balance of
oxygen and carbon dioxide in
the blood and provides energy
for the body.
• Answer: The ___________
respiratory
system maintains a balance of
oxygen and carbon dioxide in
the blood by moving air
through the lungs transferring
oxygen to red blood cells. The
_______
blood delivers this oxygen
to the body cells where it is
used in cellular respiration that
releases energy for the body to
use. The carbon dioxide waste
carried back to
products are __________
the lungs in the blood for
exhaling.
Essential Questions about the
Human Body
• Explain how the excretory
system helps to properly
balance fluids and
chemicals to maintain
homeostasis within the
body.
•
Answer: To maintain
homeostasis, fluid and chemical
levels within the body must be
balanced. Waste products must
be eliminated by the excretory
system. A correct answer would
include at least two examples of
excretory organs and the waste
products that they eliminate.
_________:
Kidneys filters excess fluids
and toxins from the blood
Bladder stores/excretes liquid
_________:
wastes
______:
secretes salts and cell
Skin
wastes
Large
intestine undigested food
_____________:
______:
Lungs carbon dioxide (waste
product of cellular respiration)
Genetics:
The Science of Heredity
Think:
What do you Know?
Why do you look/act the way you do?
(your eyes, skin, nose, ears, skills:
sing, dance, sports, etc…)
I Want to know
Genetics and probability
http://learn.genetics.utah.edu/content/
begin/tour/
By: Learn.Genetics sponsored by the
University of Utah
Genetics vs Physical Traits
• Genetic Traits
• Genotype (XX or XY)
• Allele (‘x’-one letter of the code)
• Dominant- trait “in control”, use
a capital letter- “T”= Tall
• Recessive- trait may “hide”; use
lower case letter- “t”= short
• Purebred = Homozygous
– Two of the same alleles for a
trait
– “TT”- TALL or “tt”- short
• Hybrid = Heterozygous
– Two DIFFERENT alleles for
the same trait
– “Tt” (TALL hybrid)
• Physical Traits
• Phenotype- the trait
that physically shows
– Hair color, eye color, skin
color, gender...
– Flower color, leaf shape…
• Physical traits are the
result of the genotype
Some Good Genetics Words
to know
•
•
•
•
•
•
•
•
•
•
•
•
Parents
Offspring- the “children”
Heredity
Inheritance- the passing of traits from parent to offspring
Traits- a characteristic or an organism (hair color, feathers)
Pedigree- the map of a trait through a family history
Gene- a single piece of information controlling a trait
Chromosome- condensed DNA containing genes
DNA- hereditary material, instructions for life
Mutation- a change in the DNA
Meiosis- cell division resulting in Sex Cells (sperm/egg cell)
Punnett square- tool used to determine the chance a train
will get passed on to the offspring
Polygenic Inheritance
____________________many pairs of alleles to
control a single trait (like skin color – “AaBBcc”)
Codominant
_________ two expressions of a trait physically show at
the same time (black and white feathers in a rooster- “BW”)
Incomplete
Dominancethe expressions of a trait
__________________
BLEND together (in “four o’clocks”: red + white = pink flowers)
Sex-linked
Trait a trait carried on a sex chromosome
_____________(“Xc”- the trait for colorblindness is passed attached to the “X” chromosome)
Genetic Engineering
Major Scientific Contributors
Gregor Mendel
• ______________
– “the father of Genetics”; created the
lettering system to show dominant vs
recessive traits
• R. C. Punnett
– Invented the “punnett square” to
calculate the probability of passing on a
trait to an offspring
Mendel and Genetics
Genotype
Phenotype
Dominant or Recessive
TT
Tall
Dominant
Tt
Tall
Dominant
tt
Short
Recessive
Punnett, &
Genetics Probability
Punnett
Square
% Probability of Offspring
Phenotype
75% TALL
25% short
Genotype
25% TT
25% tt
50% Tt
Human Inheritance
% Probability of Offspring
Phenotype
___% Male
50% _____
Genotype
____% XY
____% XX
Human Inheritance
Human traits
Single genes
such as
Widow’s
peak
Multiple
alleles
such as
Blood type
Many genes
such as
Height
Sex-linked
genes
such as
Colorblindness
controlled by
Pedigree
A circle
represents
a female.
A horizontal line connecting a
male and female represents a
marriage.
A square
represents a
male.
A vertical line and a bracket
connect the parents to their
children.
A half-shaded circle
or square indicates
that a person is a
carrier.
A completely shaded
circle or square
indicates that a
person has the trait.
A circle or square that is not
shaded in green indicates
that a person neither has
the trait nor is a carrier.
Genetics ws # 1
1. For each genotype below, indicate whether it is heterozygous (He) or homozygous (Ho)
AA - Ho
Ee - He
Ii - He
Mm - He
Bb - He
ff - Ho
Jj - He
nn - Ho
Cc - He
Gg - He
kk - Ho
oo - Ho
DD - Ho
HH - Ho
LL - Ho
Pp - He
2. For each of the genotypes below write the phenotype that would show.
Purple flowers are dominant to white
flowers
Brown eyes are dominant to blue
eyes
PP - Purple
Pp – Purple
pp – white
BB – Brown
Bb – Brown
bb - blue
Round seeds are dominant to
wrinkled seeds
Bobtails in cats are recessive to full
length tails
RR – Round
Rr – Round
rr – wrinkled
TT – Full length tail
Tt – Full Length tail
tt – bobtail
Genetics ws #1
3. For each phenotype below, list the genotypes (2-letter combination that creates that trait)
Straight hair is dominant to curly.
(S=straight, s = curly)
SS straight (homozygous)
Ss straight (heterozygous)
ss
curly
Pointed heads are dominant to round
heads. (P = pointed, p = round)
PP pointed (homozygous)
Pp pointed (heterozygous)
pp round
Punnett Square Practice
Part 1:
Hair Color:
B-Brown
Dad
Dad
B B
M
b
o
m b
Bb Bb
Bb Bb
Dad’s hair color? Brown
Mom’s hair color? Blond
100% Brown
0 % Blond
b-blond
B
M
BB
B
o
m b Bb
B
BB
Bb
Dad’s hair color? Brown
Mom’s hair color? Brown
Offspring Hair Color:
100% Brown
0 % Blond
Dad
B b
M
B B
o
B
m
Bb
b Bb bb
Dad’s hair color? Brown
Mom’s hair color? Brown
75% Brown
25 % Blond
Punnett Square Practice
Part 2: Eye Color:
B= Brown
b=blue
*(recessive to brown but dominant over blue)
Dad
B b
M
b
o
m b
Bb bb
Bb bb
g-*green
Probability of Offspring
% Phenotype
% Genotype
50% Brown Eyes
50% Blue Eyes
0% Green eyes
0% Homozygous Dominant (“BB”)
50% Homozygous recessive (bb, gg)
50% Heterozygous (Bb, Bg, bg)
Dad
B b
M
B B
o
B
m
Bb
b Bb bb
Probability of Offspring
% Phenotype
75% Brown Eyes
25% Blue Eyes
0% Green eyes
% Genotype
25% Homozygous Dominant (“BB”)
25% Homozygous recessive (bb, gg)
50% Heterozygous (Bb, Bg, bg)
Punnett Square Practice
Part 2: Eye Color:
B= Brown
b=blue
*(recessive to brown but dominant over blue)
Dad
g
M
B
o
m b
b
Bg Bb
gb bb
g-*green
Probability of Offspring
% Phenotype
% Genotype
50% Brown Eyes
25% Blue Eyes
25% Green eyes
0% Homozygous Dominant (“BB”)
25% Homozygous recessive (bb, gg)
75% Heterozygous (Bb, Bg, bg)
Punnett Square Practice
Part 3: Blood Type:
Type A= AA, Ai
Type B= BB, Bi
B
M
A AA AB
o
m i Ai Bi
Phenotype
25% Type AB
50% Type A
25% Type B
0% Type O
Dad
A
M
B
o
m i
A
AB AB
Ai
Ai
Type O= ii
Probability of Offspring
Dad
A
Type AB
Genotype
25% Homozygous Dominant (AA, BB)
0% Homozygous recessive (“ii”)
25% Codominant (“AB”)
50% Heterozygous (“Ai”, “Bi”)
Probability of Offspring
Phenotype
50% Type AB
50% Type A
0% Type B
0% Type O
Genotype
0% Homozygous Dominant (AA, BB)
0% Homozygous recessive (“ii”)
50% Codominant (“AB”)
50% Heterozygous (“Ai”, “Bi”)
Punnett Square Practice
Sex Linked Disability- carried on a gender chromosome
Color vision= XC XC, XC Y
Carrier for colorblind (physically has color vision) = XC Xc
Colorblind=XcXc, XcY
Dad
Mom
XC
Y
XC
XCXC
XCY
Xc
XCXc
XcY
Probability of Offspring
Phenotype
75% chance Kids with Color Vision:
25% chance Colorblind Kids:
25% Color Vision Girl
25% Color vision boy
25% Carrier girl
25% Colorblind boy
Genotype
XCXC
XCXY
XCXc
XcY
Essential Question
• In cats, black fur is dominant over white
fur. How can two black cats produce
white kittens?
• Answer: In order for two black cats to
produce kittens with white fur when
black fur is dominant, both parents must
be heterozygous and carry the recessive
Dad
gene for white fur.
BB or Bb= black fur
bb= white fur
B
M
B
o
m b
b
BB Bb
Bb
bb
Essential Question
Explain why a color-blind father will pass the
gene on to his daughter, but not his son
Answer: Color-blindness is a recessive, sex-linked
trait attached to the X chromosome. A color-blind father can
pass this allele on to his daughter and not to his son,
because in order to produce a son the father must pass on a
Y chromosome. The Y chromosome does not carry the trait
for color-blindness.
Daughters
Mom
Sons get the Y
chromosome from dad
Dad
Xc
Y
XC
XCXc
XCY
XC
XCXc
XCY
Essential Question
• Describe with examples of each, how mutations
can be harmful and helpful to an organism. ER
• Answer: Mutations occur when a permanent
change in the DNA takes place and can have a
harmful or helpful effect on an organism. For
example, mutations during cell division can result
in cancerous growths, which is harmful to an
animal. A mutation can cause a plant to be
resistant to a certain disease, which would be
helpful as it would result in increased survival for
the plant. (examples will vary).