Download Date Monday 5/5 Tuesday 5/6 Wednesday 5/7 Thursday 5/8 Friday

Date Monday 5/5 Homework Due Complete Guided Notes In Class Activities -­‐Review female reproductive system -­‐Pathway of fertilization -­‐“Life’s Greatest Miracle”: sperm/egg production, journey, barriers to fertilization Tuesday 5/6 Read and take notes: p. 128–129 (Meiosis) p. 210-­‐214 (Bacteria) p. 217 – 220 (Viruses) -­‐Meiosis, Bacteria, and Virus Stations Wednesday 5/7 Finish Lab Questions Thursday 5/8 Friday 5/9 Read and answer questions -­‐ “5 Myths About STDs” and “About STDs” Introduction to STDs Declamation: No BHI ACF/DEG: -­‐Read article and complete contraception chart -­‐Contraception PPT -­‐Questions No classes – Grandparents Day! Finish Lab Questions Read and answer questions -­‐ “5 Myths About STDs” and “About STDs” https://www.youtube.com/watch?v=1w9o89KkX2A http://kidshealth.org/teen/sexual_health/contraception/bc_chart.html Homework Assigned Read and take notes: p. 128–129 (Meiosis) p. 210-­‐214 (Bacteria) p. 217 – 220 (Viruses) Complete STD chart – due Monday Complete STD chart – due Monday Name________________________________________________ Reproductive System Overview Which of the BIG 7 does the reproductive system support in humans? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Hormones ___________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ -­‐________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Primary Sex Characteristics: ________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Girls: __________________________________________________________________________________________________________ Boys: __________________________________________________________________________________________________________ Secondary Sex Characteristics: _____________________________________________________________________________________ _________________________________________________________________________________________________________________________ Humans reproduce ______________________________________________________________ Asexual vs. Sexual Reproduction: Male Reproductive System Purpose: ______________________________________________________________________________________________________________ Testes: ________________________________________________________________________________________________________________ Testosterone: _______________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Scrotum: _____________________________________________________________________________________________________________ Journey of a sperm cell: -­‐________________________________________________________________________________________________________________________ Semen: _______________________________________________________________________________________________________________ -­‐During an ejaculation the penis becomes erect and the semen leaves the body through the penis. Female Reproductive System Purpose: ______________________________________________________________________________________________________________ Ovaries: ______________________________________________________________________________________________________________ Estrogen: _____________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Fallopian Tubes: ____________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Uterus: _______________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Vagina: _______________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Journey of the Egg Cell: To Summarize: Fill in the chart below with important information. Try this on your own. We’ll check answers on Monday. Structures Function Hormones Involved Gametes Produced Male System Female System Menstrual Cycle: ____________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ -­‐A woman is born with _____________________________________________________ -­‐________________________________________________________________________________________________________________________ -­‐________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Menstruation: ______________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ -­‐________________________________________________________________________________________________________________________ -­‐________________________________________________________________________________________________________________________ Relative Sizes: Egg Cell and Sperm Cell -­‐An egg cell is about .1 mm in diameter and a sperm cell is about .005 mm in diameter. How much bigger is an egg cell than a sperm cell? __________________________________________________ Fertilization: ________________________________________________________________________________________________________ -­‐Takes place in ___________________________________________________ -­‐________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ -­‐________________________________________________________________________________________________________________________ Pathway of Fertilization Name _____________________________________________________________ Pathway to fertilization 1. How frequently do men produce sperm? 2. When do women produce eggs? How many do women create? 3. How does the egg move down the fallopian tube? Barrier to Fertilization Aid to Fertilization Meiosis Describe the offspring of organisms that reproduce asexually: Describe the offspring of organisms that reproduce sexually: How many chromosomes do egg and sperm cells have to have? Why? Diploid Cells: Haploid Cells: Mitosis How does meiosis create HAPLOID cells? How does meiosis create genetically unique cells? Meiosis Name ____________________________________________________________________ Meiosis, Bacteria, and Viruses Station 1: Meiosis -­ Read the Meiosis article and fill in the chart below: Mitosis Meiosis Purpose: Haploid or Diploid Offspring? Genetically Identical or Genetically Unique Offspring? Reproduction Type: Number of divisions: IN YOUR OWN WORDS: How does meiosis create genetically unique daughter cells? Describe the two methods; pictures are always good! Genetic Terminology Practice! Match the term to its definition: Answers in the envelope; try to remember the terms before you look! A. All of the DNA that exists in human cells _________ Chromosome B. Chromosomes that contain the same genetic _________ Homologous Pair information C. Large piece of DNA that carries multiple genes _________ Genome D. One piece of a replicated chromosome _________ Gene E. A segment of DNA that codes for specific trait __________ Sister Chromatid F. When DNA is uncondensed __________ Allele G. Different forms of a gene that are found __________ Chromatin on the same place on a chromosome Label the following on the image below: 1. Place a bracket [ ] and label an example of a homologous pair of chromosomes in the image below. 2. Identify the chromosomes that code for a person’s biological sex. 3. How many chromosomes are in a person’s genome? __________________ 4. How many pairs of chromosomes are in a person’s genome? _______________________ 5. What do the homologous pairs of chromosomes have in common? 6. Label an example of sister chromatids on the image. 7. Which chromosome pair determines the sex of a person? Station 2: Bean Bacteria Division – How quickly do bacteria multiply? Background: (use your notes to help you fill in the blanks) Bacteria are prokaryotic cells, meaning that they do not have any membrane bound organelles. Consequently, their DNA is free floating in the cytoplasm. The most frequent method of reproduction for bacterial cells is a process called binary fission, which is a form of asexual reproduction. Using your notes, define asexual reproduction in the space blank: ___________________________________________________________ _________________________________________________________________________________________________________________________ Step 1 of binary fission involves ____________________________________________________________________________________ Step 2 of binary fission involves ____________________________________________________________________________________ Bacterial cells divide approximately every 20 minutes via binary fission. This means that one parent bacterial cell always produces two, new, identical bacterial cells. Procedure: 1. The cups are numbered 1 – 8. Each bean will represent a bacterial cell and each cup will represent one generation of bacterial cell division. 2. Put 1 bean into Cup 1 to represent the first generation of bacteria. Record your data in the data chart. 3. Put 2 beans into Cup 2 to represent the second generation of bacteria. Record your data. 4. Calculate how many bacterial cells there would be in the third generation if each bacterial cell in Cup 2 divided into two cells. Place the correct number of beans in Cup 3. Record your data. 5. Repeat step 4 five more times. Record your data and answer the questions on the back of the sheet. (If you would prefer not to count the beans for each generation and just use math to figure it out, that’s fine by me.) Data Chart: Generation 1 Number of Bacterial Bean Cells Amount of time elapsed 0 minutes 2 3 4 5 6 7 8 Conclusions: 1. How many cells are there in the eighth-­‐generation? _________________________________________ 2. How many cells would there be in the tenth generation? _____________________________________ 3. How much time has elapsed from generation 1 to generation 8? _________________________________ 4. How long would it take to get to generation 10? _______________________________ 3. Based on this activity, explain why the number of bacteria can increase rapidly in a short period of time. 4. Create a line graph of your data. Don’t forget ALL of the important components!! Station 3: Viruses What are the two major structural components of viruses? _________________________________________________________ and _________________________________________________________ Draw and label a virus in the box below: Use the image to the left and your notes to explain the virus/host interaction: What are the two reproductive strategies of viruses? ____________________________________________________________ and _______________________________________________________ In the box below, write out the differences between these two reproductive strategies. Names of Strategies: Differences: In the envelopes at this station, you will find cards that show the viruses going through the two difference life cycles/reproductive strategies. 1. Put the cards in order 2. Identify the two different strategies 3. Explain how they are different 4. Check your answers to make sure that they are good to go! Chromosomal Abnormalities
About 1 in 150 babies is born with a chromosomal abnormality. These abnormalities are caused by errors in the number or structure of
chromosomes. There are many different chromosomal abnormalities. Many children with a chromosomal abnormality have mental
and/or physical birth defects. Understanding what chromosomes are may make it easier to understand the wide range of problems
chromosomal abnormalities can cause.
What are chromosomes?
Chromosomes are tiny string-like structures in cells of the body that contain the genes. Humans have about 20,000 to 25,000 genes
that determine traits like eye and hair color. They also direct the growth and development of every part of the body. Each person
normally has 23 pairs of chromosomes, or 46 in all. We inherit one chromosome per pair from our mother and one from our father.
Sometimes, however, a baby can be born with too many or too few chromosomes, or with one or more chromosomes that are missing
a piece or are rearranged. These errors in the number or structure of chromosomes can cause a wide variety of birth defects ranging
from mild to severe. Some chromosomal abnormalities result in miscarriage or stillbirth.
What causes chromosomal abnormalities?
Chromosomal abnormalities usually result from an error that occurred when an egg or sperm cell was developing. It is not known why
these errors occur. As far as we know, nothing that a parent does or doesn't do before or during pregnancy can cause a chromosomal
abnormality in his or her child.
Sperm and egg cells are different from other cells in the body. These cells have only 23 unpaired chromosomes. When an egg and
sperm cell join together they form a fertilized egg with 46 chromosomes. But sometimes something goes wrong before fertilization.
An egg or sperm cell may divide incorrectly, resulting in an egg or sperm cell with too many or too few chromosomes. When this cell
with the wrong number of chromosomes joins with a normal egg or sperm cell, the resulting embryo has a chromosomal abnormality.
A common type of chromosomal abnormality is called a trisomy. This means that an individual has three copies, instead of two, of a
specific chromosome.
Down syndrome is an example of a trisomy. Individuals with Down syndrome generally have three copies of chromosome 21.
Children with Down syndrome have varying degrees of mental retardation, characteristic facial features and, often, heart defects and
other problems. The risk of Down syndrome and other trisomies increases with maternal age.
In most cases, an embryo with the wrong number of chromosomes does not survive. In such cases, the pregnant woman has a
miscarriage. This often happens very early in pregnancy, before a woman may realize she's pregnant. Up to 75 percent of first
trimester miscarriages are caused by chromosomal abnormalities in the embryo.
How are chromosomal abnormalities diagnosed?
Chromosomal abnormalities can be diagnosed after birth using a blood test, or before birth using prenatal tests (amniocentesis or
chorionic villus sampling). Cells obtained from these tests are grown in the laboratory, and then their chromosomes are examined
under a microscope. The lab makes a picture (karyotype) of all the person's chromosomes, arranged in order from largest to smallest.
The karyotype shows the number, size and shape of the chromosomes and helps experts identify any abnormalities.
What are the most common chromosomal abnormalities?
Down syndrome is one of the most common chromosomal abnormalities, affecting about 1 in 800 babies. The risk of Down syndrome
and other trisomies increases with the mother's age. The risk of having a live-born baby with Down syndrome (4) is about:
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1 in 1,250 for a woman at age 25
1 in 1,000 at age 30
1 in 400 at age 35
1 in 100 at age 40
The outlook for children with Down syndrome is far brighter than it once was. Most have mental retardation in the mild to moderate
range. With early intervention and special education, many learn to read and write and participate in diverse childhood activities. (For
more information, see the fact sheet on Down syndrome.)
Babies also can be born with an extra copy of chromosome 13 or 18. These trisomies are usually more severe than Down syndrome,
but fortunately less common. About 1 in 10,000 babies is born with trisomy 13 (also called Patau syndrome), and about 1 in 6,000
with trisomy 18 (also called Edwards syndrome) (3, 6). Babies with trisomies 13 or 18 generally have severe mental retardation and
many physical birth defects. Most affected babies die before their first birthday.
The X and Y chromosomes are referred to as sex chromosomes. About 1 in 500 babies has missing or extra sex chromosomes.
Generally, females have two X chromosomes, and males have one X chromosome and one Y chromosome. Sex chromosome
abnormalities may cause infertility, growth abnormalities, and in some cases, behavioral and learning problems. However, most
affected individuals live fairly normal lives.
Turner syndrome is a sex chromosome abnormality that affects about 1 in 2,500 girls. Girls with Turner syndrome are missing all or
part of one X chromosome. They usually are infertile and do not undergo normal pubertal changes unless they are treated with sex
hormones. Affected girls are short, though treatment with growth hormones can help increase height. Some have other health
problems, including heart and kidney defects. Girls with Turner syndrome generally have normal intelligence, though some have
difficulties with mathematics and spatial concepts.
About 1 in 1,000 females has an extra X chromosome, referred to as Triple X. Affected girls tend to be tall. They usually have no
physical birth defects, undergo normal puberty and are fertile. Affected girls usually have normal intelligence, though many have
learning disabilities. Because these girls are healthy and have a normal appearance, their parents often don't know they have a
chromosomal abnormality.
Klinefelter Syndrome is a sex-chromosome abnormality that affects about 1 in 500 to 1,000 boys. Boys with Klinefelter syndrome
have two, or occasionally more, X chromosomes along with their Y chromosome (males normally have one X and one Y
chromosome). Affected boys usually have normal intelligence, though many have learning disabilities. As adults, they produce lowerthan-normal amounts of the male hormone testosterone (and often are treated with this hormone) and are infertile.
About 1 in 1,000 males is born with one or more extra Y chromosomes. Affected males are sometimes taller than average, have
normal sexual development and are fertile. Most have normal intelligence, though some have learning disabilities, and behavioral and
speech/language problems. As with triple X females, many affected males and their families don't know they have a chromosomal
abnormality unless it is diagnosed with prenatal testing.
Are there other, less common, chromosomal abnormalities?
New techniques for analyzing chromosomes have made it possible to identify tiny chromosomal abnormalities that may not be visible
even under a high-powered microscope. Some of these uncommon chromosomal abnormalities include:
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Deletion: A small section is missing.
Microdeletion: A minute amount of material (sometimes only a single gene) is missing.
Translocation: A section of a chromosome is attached to another chromosome.
Inversion: A section of chromosome is snipped out and reinserted upside down.
Duplication: A section of a chromosome is duplicated, so there is extra genetic material.
Ring chromosome: Material is deleted at both ends of a chromosome, and the new ends join together to form a ring.
Some of these abnormalities are so rare that only one or a few children are known to be affected. In such cases, it may be impossible
for a doctor to predict a child's long-term health and development. Some abnormalities (such as some translocations and inversions)
may not affect a person's health if no genetic material is missing or duplicated.
Some rare disorders can be caused by small chromosomal deletions. Some examples are:
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Prader-Willi syndrome (deletion on chromosome 15): Affected children usually have mental retardation or learning
disabilities, behavioral problems and short stature. They also may develop extreme obesity.
Cri-du-chat (cat cry) syndrome (deletion on chromosome 5): Affected children have a cat-like high-pitched cry during
infancy, mental retardation and physical abnormalities.
Wolf-Hirschhorn syndrome (deletion on chromosome 4): This disorder is characterized by severe mental retardation, heart
defects, poor muscle tone, seizures, high blood pressure and other problems.
22q11 deletion syndrome (deletion on chromosome 22): Deletions in a specific region of chromosome 22 cause a variety of
problems that can include heart defects, cleft lip/palate, immune system abnormalities, characteristic facial features and
learning disabilities. Certain combinations of these features are sometimes called DiGeorge or velocardiofacial syndrome.
Individuals with this disorder have a 50 percent chance of passing the chromosomal abnormality on to their offspring with
each pregnancy.
(From http://www.marchofdimes.com/hbhb_syndication/15530_1209.asp) Name ____________________________________________________ “5 Myths about STD’s” http://kidshealth.org/teen/sexual_health/stds/std_myths.html What is the only form of contraception that will 100% guarantee that you will not contract an STD? _______________________________________________________________________________ Myth #1: ______________________________________________________________________________________________________________ Fact: ___________________________________________________________________________________________________________________ Notes: _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Myth #2: ______________________________________________________________________________________________________________ Fact: ___________________________________________________________________________________________________________________ Notes: _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Myth #3: ______________________________________________________________________________________________________________ Fact: ___________________________________________________________________________________________________________________ Notes: _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Myth #4: ______________________________________________________________________________________________________________ Fact: ___________________________________________________________________________________________________________________ Notes: _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Myth #5: ______________________________________________________________________________________________________________ Fact: ___________________________________________________________________________________________________________________ Notes: _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ “About Sexually Transmitted Diseases” http://kidshealth.org/PageManager.jsp?dn=KidsHealth&lic=1&ps=207&cat_id=20173&article_set=20401 1. How are STD’s spread and who can get them? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ 2. Why is it important to get checked out if you think that you have an STD? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ 3. What are some factors that increase a person’s chances of getting an STD? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ 4. What is THE BEST way to avoid an STD? _________________________________________________________________________________________________________________________ 5. What other type of contraception will protect against STD’s? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ 6. Why are doctor examinations important? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ 7. Why is it worth a little bit of embarrassment to tell your doctor about sexual activity? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ 8. What are examples of infections of the reproductive system that are not STD’s? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Name ______________________________________________ STD’s Part I Life Threatening: _____________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Serious Consequences: ______________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ No Serious Consequences: __________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Life Threatening Curable vs. Not Curable Serious Consequences Curable No Serious Consequences Not Curable Curable: _______________________________________________________________________________________________________________ Not Curable: __________________________________________________________________________________________________________ -­‐ Treatment can help with: _________________________________________________________________________________ _________________________________________________________________________________________________________________________ -­‐Vaccines _____________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Symptoms: ___________________________________________________________________________________________________________ Asymptotic Diseases: ________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ -­Danger: You can still spread a disease, even if there are no symptoms Always Has Symptoms Often Don’t Have Symptoms How does the fact that many STD’s are asymptomatic affect the rate at which STD’s are spread? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ Name _____________________________________________________ Contraception: Preventing Unplanned Pregnancy and Protecting Against STDs Use the table in the article to help you fill out the chart below: Name of Contraception Type: Behavioral, Barrier, Hormonal, Chemical, or Other How effective is this method at reducing the risk of pregnancy? Consistent Abstinence Can this method also protect against STI’s? Birth Control (Patch, Pill, and Ring) Male Condom Female Condom Birth Control Shot (Depo-­Provera) IUD Emergency Contraception (Plan B) Withdrawal (“pulling out”) Spermicide Not Using Any Birth Control 1. Why do you think we need to have a conversation about contraception in 7th grade science? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ 2. Which method of birth control works 100% of the time (if people are careful to “use” it all the time?) _________________________________________________________ 3. If 100 couples had intercourse for a year without any kind of birth control, how many would start a pregnancy? Circle your answer. 15% 35% 55% 75% 85% 4. Of the multiple kinds of contraception mentioned in the article, name the ones that are more than 90% effective: _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ 5. Which methods give protection from STI’s? _________________________________________________________________________________________________________________________ 6. Why do these methods give protection and others do not? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ 7. Why is “practicing consistently/according to directions” and important factor in the % effectiveness of the contraception? _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________