Biology Warm-Ups

Biology 2012-2013Ms. 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 6What 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 7What 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 8What 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 9What is the name of the region where a reactant binds to an enzyme? ACTIVE SITE

SKETCH THIS GRAPH!

Question 10A change in pH can change the shape of a protein.

What is this change (in protein shape) due to heat and pH called? DENATURE/UNRAVEL

Why might a change in pH stop an enzyme from working? Loss of ACTIVE SITE, Loss of SHAPE.

Week 3

Standard 9• Students will describe

and explain the cell theory.

• New investigations in science influenced the development of the modern cell theory.

QUESTION 11•What are the 3 statements that summarize the modern cell theory?

– all living things are made of cells.

– Cells are the basic units of structure and function in living things.

– New cells are produced from existing cells.

•What common misconception was disproved by the cell theory?

– Spontaneous generation

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 13Which of the following is found in both prokaryotes and eukaryotes?A.LysosomeB.MitochondriaC.Nucleus

D.Ribosome

Standard 12Students 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.

PLANT CELLS ANIMAL CELLS

Complete to Compare Plant and Animal Cells

Week 4Review Standards

Compare and ContrastHypothesis 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 5REVIEW

Review Question #6

• What 3 subatomic particle make up an atom?– PROTONS + charge / in nucleus– NEUTRONS no charge /

in nucleus– ELECTRONS - charge /

surrounds nucleusSKETCH 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

MASS NUMBER

PROTONS NEUTRONS ELECTRONS NEUTRAL/ ION/ ISOTOPE

Hydrogen

H 1 1 1 0 0 +1 Ion

Carbon C 6 12 6 6 6 Neutral

Carbon C 6 14 6 8 6 ISOTOPE

Chlorine 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 StandardsCell Transport

Standard 12Students will describe how structures in cells are directly related to their function in the cell.

Cell Membrane– AKA Plasma Membrane– Selectively permeable

• Controls what enters/exits the cell

– Made of LIPIDS/fats– Contains protein channels

that allow large substances and water to pass through

Cell Membrane– AKA Plasma Membrane– Provides support and shape to the

cell.– Selectively permeable– Made of LIPIDS/fats– Contains protein channels that

allow large substances and water to pass through

QUESTION:What does HYDROPHILIC mean? Water-lovingWhat does HYDROPHOBIC mean? Water-fearing

Standard 12Students 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 13Students 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

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.

Concentration Gradients, ISOTONIC, HYPERTONIC, and HYPOTONIC

A CONCENTRATION GRADIENT is the difference of dissolved SOLUTES present on either side of a cell membrane.

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 - 2Students will identify the reactants, products, and functions of photosynthesis.

QUESTIONS:What organelle is present in plant cells that performs the process of photosynthesis? CHLOROPLASTWhat 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 - 5Students 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 14Standard 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 16Standard Review

REVIEW #2Identify 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 #3Identify 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 18Standard Review

Standard 16 - 1Students 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.RootsB.Cones

C.LeavesD.Veins

What makes these structures special? They contain chlorophyll

Standard 16 - 1Students 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.ovaryB.pistalC.stamen

D.stem

Standard 16 - 3Xylem 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 - 4Students 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 - 5Students will describe the differences between the 4 major classes of plants

Week 19Standard Review

Standard 17-2Students 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 17-3Students 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.