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