Download Unit 6 - Notes_Living Structures and Classification

Unit 6 – Living
Structures &
Classification
Essential Questions
•What is a cell?
•How are cells organized?
•What is a virus?
•What is classification?
•How are organisms classified?
Unit 6 – Living
Structures &
Classification
Lesson 1 – Cells:
Vocabulary
•compound light
microscope
•electron microscope
•cell theory
Unit 6 – Living
Structures &
Classification
Lesson 1 – Cells
•A microscope has one or more lenses that
makes an enlarged image of an object.
•In a compound light microscope, light
passes through and around an object, then
through two or more lenses.
•Stereomicroscopes have lenses for each
eye that give you a three-dimensional
image of an object that is too thick for a
compound light microscope.
Unit 6 – Living
Structures &
Classification
Lesson 1 – Cells (cont.)
•An electron microscope uses a magnetic field to
bend a beam of electrons and can magnify up to
one million times.
•The observations and conclusions of many
scientists became known as the cell theory.
•The major ideas of this theory are:
1) All organisms are made up of one or more cells.
2) Cells are the basic unit of function in all organisms.
3) All cells come from cells that already exist.
Unit 6 – Living
Structures &
Classification
Lesson 1 – Cells: Microscope
Comparison Lab – Day 1
•Step 1) Question: What things are better
viewed with a compound light or
stereomicroscope?
•Step 2) Research: Use the materials
provided by the teacher.
•Step 3) Hypothesis:
•Step 4) Procedures:
Unit 6 – Living
Structures &
Classification
Lesson 1 – Cells: Microscope
Comparison Lab – Day 2
•Step 5) Perform:
•Step 6) Data Table: (Day 1)
•Step 7) Interpret Data:
•Step 8) Conclusion:
– Based on your data, which microscope is
better suited for what tasks? (Give examples)
– Refer to your hypothesis.
Unit 6 – Living
Structures &
Classification
Lesson 2 – Cell Organization:
Vocabulary
•nucleus
•organelle
•cell wall
•chloroplast
Unit 6 – Living
Structures &
Classification
Lesson 2 – Cell Organization
•There are two basic types of cells:
1) Cells with no membrane around their
hereditary material are prokaryotic (ex.
bacteria).
2) Cells with a membrane around their
hereditary material are eukaryotic (ex. plants
and animals).
Unit 6 – Living
Structures &
Classification
Lesson 2 – Cell
Organization (cont.)
•In many-celled organisms, cells are organized
into tissues, groups of similar cells working
together to do one job.
•Tissues are organized into organs, groups of
different types of tissues working together to do a
particular job.
•Organs are organized into organ systems, a
group of organs working together to do a certain
job.
Unit 6 – Living
Structures &
Classification
Lesson 2 – Cell Organization:
Plant & Animal Cell
Comparison Lab – Day 1
•Step 1) Question: Can the differences between a
plant & animal cell be seen under a microscope?
•Step 2) Research: Use the materials provided by
the teacher.
•Step 3) Hypothesis:
•Step 4) Procedures:
Unit 6 – Living
Structures &
Classification
Lesson 2 – Cell Organization:
Plant & Animal Cell
Comparison Lab – Day 2
•Step 5) Perform:
•Step 6) Data Table: (Day 1)
•Step 7) Interpret Data:
•Step 8) Conclusion:
– What can you conclude about the differences
between plant and animal cells?
– Refer to your hypothesis.
Unit 6 – Living
Structures &
Classification
Lesson 3 – Viruses:
Vocabulary
•virus
•host cell
•vaccine
Unit 6 – Living
Structures &
Classification
Lesson 3 – Viruses
•A virus is nonliving and consists of a core
of hereditary material surrounded by a
protein coat.
•They can reproduce only inside a living
cell, called the host cell.
•Once there, the virus can become active
immediately or latent, an inactive stage.
•Some latent viruses hide for many years.
Unit 6 – Living
Structures &
Classification
Lesson 3 – Viruses (cont.)
•There are no antibiotic medicines to cure a viral
disease. But, some viral diseases can be
prevented by vaccines. A vaccine is made for
damaged viral particles that cannot cause
disease anymore.
•Viruses can be used to help people. In gene
therapy, a virus containing normal hereditary
material is injected into someone with defective
hereditary material. The virus then replaces the
old material with the new material.
Unit 6 – Living
Structures &
Classification
Lesson 4 – Classification:
Vocabulary
•binomial nomenclature
•genus
•species
•kingdom
Unit 6 – Living
Structures &
Classification
Lesson 4 – Classification
•To classify means to group ideas,
information, or objects based on their
similarities.
•The science of classifying living things is
called taxonomy.
•The modern classification system is called
binomial nomenclature, giving a two word
scientific name to every organism.
Unit 6 – Living
Structures &
Classification
Lesson 4 – Classification (cont.)
•The first word in an organisms scientific name is
the genus and the second word is the species.
•A genus is a group that has similar
characteristics. The genus is capitalized. (ex.
Canis ___X___ - dog, coyote, and grey wolf)
•A species is the smallest most precise
classification category. Organisms belonging to
the same species can mate to produce fertile
offspring. (ex. Canis lupus – grey wolf, Canis
latrans – coyote, and Canis familiaris - dog)
Unit 6 – Living
Structures &
Classification
Lesson 4 – Classification (cont.)
•In the modern classification system, all
organisms are divided into one of six large
groups (based on general common
characteristics) called kingdoms.
•Within a single kingdom organisms are
divided into separate phyla (in the plant
kingdom the word division is used instead).
•Each phylum or division is separated into
classes.
Unit 6 – Living
Structures &
Classification
Lesson 4 – Classification (cont.)
•Classes are separated into orders, and
orders are separated into families.
•Families are separated into one or more
genus, and the genus is separated into
individual species.
•Thus, every organism on the planet can be
separated from every other organism, by
classifying its common and unique
characteristics in this seven level system.
Unit 6 – Living
Structures &
Classification
Lesson 4 – Classification:
Class Shoes Lab – Day 1
•Step 1) Question: Can a working classification
system be created to separate shoes?
•Step 2) Research: Contribute your shoes and
then use at least six different shoes from the
common collection.
•Step 3) Hypothesis:
•Step 4) Procedures:
Unit 6 – Living
Structures &
Classification
Lesson 4 – Classification:
Class Shoes Lab – Day 2
•Step 5) Perform:
•Step 6) Data Table: (Day 1)
•Step 7) Interpret Data:
•Step 8) Conclusion:
– In what ways is your system like the modern
system? In what ways is it different?
– Refer to your hypothesis.
Unit 6 – Living
Structures &
Classification
Lesson 5 – Identifying
Organisms: Vocabulary
•dichotomous key
Unit 6 – Living
Structures &
Classification
Lesson 5 – Identifying Organisms
•Common names can be misleading, which is
why scientists use scientific names. (ex. Sea
horses are fish, but the starfish is not.)
•Scientific names serve four functions:
1) help avoid errors in communication.
2) organisms with similar evolutionary histories
are classified together.
3) give descriptive information about the species.
4) allows information to be organized and found
easily.
Unit 6 – Living
Structures &
Classification
Lesson 5 – Identifying
Organisms (cont.)
•Information about organisms from around the
world have been organized into different
books called field guides.
•Some field guides also contain a
dichotomous key. A dichotomous key is a
detailed list of characteristics used to identify
organisms and includes scientific names.
Dichotomous keys are arranged in steps with
two descriptive statements at each step.
Unit 6 – Living
Structures &
Classification
Lesson 5 – Identifying Organisms:
Class Dichotomous Key Lab – Day 1
•Step 1) Question: Can a working dichotomous
key be created to identify students?
•Step 2) Research: Use at least eight different
members of the class.
•Step 3) Hypothesis:
•Step 4) Procedures:
Unit 6 – Living
Structures &
Classification
Lesson 5 – Identifying Organisms:
Class Dichotomous Key Lab – Day 2
•Step 5) Perform:
•Step 6) Data Table: (Day 1)
•Step 7) Interpret Data:
•Step 8) Conclusion:
– What were some of the characteristics you
found most useful? least useful?
– Refer to your hypothesis.