Biology Warm-Ups SEMESTER 2

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Biology Warm-Ups SEMESTER 2 Biology 2012-2013 Ms. Chabot

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Biology Warm-Ups SEMESTER 2. Biology 2012-2013 Ms. Chabot. Add the Florida Biology Standard to the top of the page. Write out and answer the question. Each Friday I will check your Composition Book for the Warm-Ups done during the week. Week 1: Review Standards Mitosis. Standard 17-1. - PowerPoint PPT Presentation

Transcript of Biology Warm-Ups SEMESTER 2

Page 1: Biology Warm-Ups SEMESTER 2

Biology Warm-UpsSEMESTER 2

Biology 2012-2013Ms. Chabot

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• Add the Florida Biology Standard to the top of the page.

• Write out and answer the question.

• Each Friday I will check your Composition Book for the Warm-Ups done during the week.

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Week 1:Review Standards

Mitosis

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Standard 17-1Students will describe the cell cycle and explain the process of MITOSIS in the formation of new cells.

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Standard 17-1Sketch and Label the Cell Cycle

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Standard 17-2Students will describe the purpose of mitosis.Mitosis occurs for:1)2)3)

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Standard 17-2Students will describe the purpose of mitosis.

Mitosis occurs for:1) Growth2) Repair of damaged tissue3) Production of new offspring in some organisms; ASEXUAL reproduction.

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Standard 17-3Students will describe the relationship between the cell cycle and cancer.

What controls how often cells perform mitosis?

What occurs if this control is not regulated?

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Standard 17-3Students will describe the relationship between the cell cycle and cancer.

What controls how often cells perform mitosis?Chemicals called CYLCINS are responsible for the rate and timing of cell division.

What occurs if this control is not regulated?When these chemicals are not properly controlled (too much or too little) cell division does not occur as programmed.

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Standard 17-4Students will describe mutations that can lead to cancer development.What is a mutation?

What are examples of mutagens?

How do mutations affect cancer development?

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Standard 17-4Students will describe mutations that can lead to cancer development.What is a mutation?Mutations are changes that occur in the genetics of an organism, resulting in some physical or chemical change.What are examples of mutagens (chemicals that causes mutations)?UV light, cigarette smoking, poor diet, pollution, alcohol.How do mutations affect cancer development?Mutations in the instructions for cell division can mess with the production or release of cell CYCLINS, resulting in bad mitosis.

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Standard 17-5Students will describe the process of MEIOSIS.How are MITOSIS and MEIOSIS alike?

How are they different?

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Standard 17-5Students will describe the process of MEIOSIS.How are MITOSIS and MEIOSIS alike?• Both occur in phases• Both produce new cells.• Both occur in a variety of

organisms.How are they different?• Mitosis occurs in 1

stage/Meiosis occurs in 2 stages.

• Mitosis conserves the amount of DNA of the original cell/Meiosis reduces the amount of DNA to ½.

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Week 2:Standards

Meiosis

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Standard 18-1Students will describe the process of meiosis in the formation of HAPLOID cells.What do the following terms mean?• Haploid:

• Diploid:

Why is REDUCTION-DIVISION so important in the process of meiosis?

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Standard 18-1Students will describe the process of meiosis in the formation of HAPLOID cells.What do the following terms mean?• Haploid: cell that contains HALF

of the genetic info as another cell; usually a gamete; represented by N.

• Diploid: cell that contains the double/full amount of genetic info for an organism; usually a somatic (body) cell; represented by 2N.

Why is REDUCTION-DIVISION so important in the process of meiosis?

Keeps the amount of genetic information for a specific species of organism CONSTANT.

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Standard 18-2Students will describe the processes of INDEPENDENT ASSORTMENT and CROSSING OVER during meiosis.

Describe the process of Independent Assortment.

How does Crossing Over increase genetic diversity?

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Standard 18-2Students will describe the processes of INDEPENDENT ASSORTMENT and CROSSING OVER during meiosis.

Describe the process of Independent Assortment. As a cell undergoes MEIOSIS, chromosomes are separated into gametes to create a RANDOM ASSORTMENT of chromosomes within each gamete.How does Crossing Over increase genetic diversity? Swapping mother (maternal) and father (paternal) DNA guarantees each gamete will contain a UNIQUE combination from each parent’s parent.

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Standard 18-3Students will describe the reasons inheritance outcomes are expresses as percent, ratios, and fractions.

What is PROBABILITY?

How does probability apply to genetics?

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Standard 18-3Students will describe the reasons inheritance outcomes are expresses as percent, ratios, and fractions.What is PROBABILITY? The chance occurrence of a specific event or combination of events.

How does probability apply to genetics? Reproduction with gametes is a chance occurrence; the chance that any 2 gametes will join during conception.

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Standard 18-4Students will demonstrate the use of a PUNNETT SQUARE to predict the probability of genetic outcomes.

A PUNNETT SQUARE is a tool used by scientists to predict the possible offspring when pairing a male and female organism for reproduction.

The result is a PREDICTIVE PROBABILITY of the CHANCE, each time conception occurs, of producing offspring with specific characteristics.

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Standard 18-5Students will demonstrate the use of a PUNNETT SQUARE to predict the probability of genetic outcomes.Create a Punnett Square (test cross) that shows the mating of: TALL pea plant (TT) and a SHORT pea plant (tt)

Create a Punnett Square (test cross) that shows the mating of: A person WITH a widow’s peak (Ww) and A person WITHOUT a widow’s peak (ww)

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Standard 18-5Students will demonstrate the use of a PUNNETT SQUARE to predict the probability of genetic outcomes.Create a Punnett Square (test cross) that shows the mating of: TALL pea plant (TT) and a SHORT pea plant (tt)

Create a Punnett Square (test cross) that shows the mating of: A person WITH a widow’s peak (Ww) and A person WITHOUT a widow’s peak (ww)

T T

t Tt Tt t Tt Tt

W w

w Ww ww

w Ww ww

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Standard 18-6Students will demonstrate the use of a PUNNETT SQUARE to predict the probability of genetic outcomes.Create a Punnett Square (test cross) that shows the mating of: Homozygous Purple and Heterozygous Purple

Purple is Dominant to White

Create a Punnett Square (test cross) that shows the mating of: Homozygous White to Heterozygous Purple

Purple is Dominant to White

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Week 4Standard Review

Comparing Mitosis and Meiosis

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Standard 19-1Students will describe the differences and similarities of Mitosis and Meiosis.Create a Venn Diagram to address the following descriptions– Number of chromosomes to start and finish– Number of cells to start and finish– Diploid vs. haploid– Phases – Cells involved– Purpose

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Standard 19-1Students will describe the differences and similarities of Mitosis and Meiosis.

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Standard 19-1Students will describe the differences and similarities of Mitosis and Meiosis.

1. Diploid to DiploidEx. 46 to 46

2. 1 cell to 2 cells3. Growth and repair4. Somatic (body) cell

5. PMAT + Cytokinesis x 1

1. Diploid to Haploid

Ex. 46 to 232. 1 cell to 4 cells

3. Sexual reproduction

4. Gametes (sperm or egg)

5. PMAT + Cytokinesis x 2

MITOSIS MEIOSIS

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Week 5Standard Review

Reproduction

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Standard 20.1Students will describe the basic anatomy of the human reproductive system. Question #1: What structure(s) is/are referred to as the gonads?

Question #2: Do we classify the organs of reproduction as Primary or Secondary sex characteristics?

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Standard 20.1Students will describe the basic anatomy of the human reproductive system. Question #1: What structure(s) is/are referred to as the gonads?

Ovaries and TestesQuestion #2: Do we classify the organs of reproduction as Primary or Secondary sex characteristics?

PRIMARY

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Standard 20.2Students will describe the basic physiology of the human reproductive system.Question #1: What is the function of the ovary?

Question #2: What is the function of the testis?

Question #3: What is the ultimate function of the reproductive system in both males and females?

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Standard 20.2Students will describe the basic physiology of the human reproductive system.Question #1: What is the function of the ovary?

Produce eggs (ova) and hormone estrogenQuestion #2: What is the function of the testis?

Produce sperm and hormone testosteroneQuestion #3: What is the ultimate function of the reproductive system in both males and females?

To produce offspring for continuation of human species.

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Standard 20.3Students will describe the similarities and differences of the male and female reproductive systems Create a Venn Diagram to illustrate the similarities and differences of the male and female reproductive systems.

Male Female

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Standard 20.3

Male Female

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Standard 20.4Students will understand the relationship between infections of the reproductive system and human immune response.What is a pathogen?

What pathogens cause SID’s (formerly STD’s) in the human reproductive system?

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Standard 20.4Students will understand the relationship between infections of the reproductive system and human immune response.What is a pathogen?

A microorganism that can cause an infection.

What pathogens cause SID’s (formerly STD’s) in the human reproductive system?

Viruses and Bacteria

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Week 6:Standards

Immune System

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21-1Students will describe the NONSPECIFIC and SPECIFIC defenses of the human immune system

What are the body’s nonspecific defenses against pathogens?

What is the function of the immune system’s specific defenses?

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21-1Students will describe the NONSPECIFIC and SPECIFIC defenses of the human immune system

What are the body’s nonspecific defenses against pathogens?

First Line of Defense = intact skinInflammation, Fever, and Defense chemicalsWhat is the function of the immune system’s

specific defenses?Vaccines and antibodies attack specific pathogens.

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21-2Students will describe the immune system’s ability to distinguish “self” vs. “others”.

What does the term “self” mean?

What does the term “others” mean?

What 2 events must occur for the SPECIFIC immune system to be functional?

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21-2Students will describe the immune system’s ability to distinguish “self” vs. “others”.

What does the term “self” mean?The immune system recognizes your cells as normal and

belonging.What does the term “others” mean?The immune system recognizes other cells as abnormal and

should be destroyed.What 2 events must occur for the SPECIFIC immune system to

be functional?Recognition of “others” and accurate response for defense.

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21-3Students will describe how the body responds to vaccinations and borrowed antibodies.

What is a vaccination?

What type of response does vaccination provide?

What type of immunity does a pregnant mother pass along to her fetus during pregnancy?

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21-3Students will describe how the body responds to vaccinations and borrowed antibodies.

What is a vaccination?The injection of a weakened form of a pthogen to

produce immunity.What type of response does vaccination provide?Active ImmunityWhat type of immunity does a pregnant mother pass

along to her fetus during pregnancy?Passive, or Borrowed, Immunity

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21-4Students will describe public health measures that help to protect individuals and communities from infectious diseases.

What does the term “public health” mean?

List examples of public health measures that we use to protect our citizens.

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21-4Students will describe public health measures that help to protect individuals and communities from infectious diseases.

What does the term “public health” mean?Measures used to protect entire communities from

contracting an infection.List examples of public health measures that we use

to protect our citizens.Clean water and sanitation, food monitoring,

vaccine programs.

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21-5Complete the concept map about the Immune System

IMMUNITY

1.

Skin 2. Fever 3.

Specific Defenses

4. Humoral Immunity

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21-5Complete the concept map about the Immune System

IMMUNITY

Nonspecific Immunity

Skin Inflammation Fever Interfero

n

Specific Defenses

Cell-Mediated Immunity

Humoral Immunity

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Week 7:StandardsGestation

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22-1Students will describe the processes related to human development from fertilization to birth.

Define the following terms:zygote

embryo

gestation

trimester

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22-1Students will describe the processes related to human development from fertilization to birth.Define the following terms:

zygote: the first cell formed when sperm and egg fuse.

embryo: multicellular, diploid eukaryote from first cell division until birth.

gestation: the time period of development for an embryo; human gestation is 40 weeks.

trimester: the segments of human gestation, each lasting about 12-14 weeks; marks major milestones of embryonic and fetal development.

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22-2Students will describe the processes related to human development from fertilization to birth.

What are the hormones necessary for reproduction to occur for males and females?

MALES FEMALES

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22-2Students will describe the processes related to human development from fertilization to birth.

What are the hormones necessary for reproduction to occur for males and females?

MALES FEMALESLeutinizing Hormone (LH) LHFollicle Stimulating Hormone (FSH) FSHTestosterone Estrogen

Progesterone

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Female Reproductive

Hormones

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22-3Students will correctly identify the structures required for fetal development.

Placenta

Umbilical Cord

Amniotic sac

Amniotic fluid

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22-3Students will correctly identify the structures required for fetal development.

Placenta: gland produced during pregnancy that maintains pregnancy and nourishes fetus.Umbilical Cord: links placenta to fetus during gestation to deliver oxygen and nutrients to fetus and get rid of wastes.Amniotic sac: protective sac that surrounds fetus during development as a barrier to pathogens.Amniotic fluid: Fluid in sac that acts as cushion, keeps environment moist, and protects fetus.

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Week 8:StandardsGestation

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23-1Students will understand the major events of fetal development during each of the 3 trimesters.

A fertilized egg undergoes several stages before it is successfully implanted. The diagram shows these stages as the fertilized egg travels through the female reproductive system.

In which structure(s) of the femalereproductive system is the blastocyst implanted during normal human development?

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23-1Students will understand the major events of fetal development during each of the 3 trimesters.

A fertilized egg undergoes several stages before it is successfully implanted. The diagram shows these stages as the fertilized egg travels through the female reproductive system.

In which structure(s) of the femalereproductive system is the blastocyst implanted during normal human development?

UTERUS

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23-2Students will understand the major events of fetal development during each of the 3 trimesters.List ONE major developmental event that occurs in each of the 3 trimesters.

FIRST TRIMESTER

SECOND TRIMESTER

THIRD TRIMESTER

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23-2Students will understand the major events of fetal development during each of the 3 trimesters.List ONE major developmental event that occurs in each of the 3 trimesters.

FIRST TRIMESTER

SECOND TRIMESTER

THIRD TRIMESTER

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23-3Students will understand the major events of fetal development during each of the 3 trimesters.What is the danger of using prescription drugs, alcohol, and illicit drugs during pregnancy?

What is the LAST major body system to fully develop during gestation?

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23-4Students will understand the major events of fetal development during each of the 3 trimesters.What is differentiation?

When does differentiation begin?

At about what time during development does a human embryo become a fetus?

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23-4Students will understand the major events of fetal development during each of the 3 trimesters.What is differentiation?The ability of cells to take on specific characteristics needed to perform specific functions.When does differentiation begin?When the embryo forms layers. This event is called gastrulation.At about what time during development does a human embryo become a fetus?About 8 weeks after fertilization as the embryo has made all major body organs.

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Week 9:Standards

Nervous and Circulatory Systems

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24-1Students will describe the factors that affect blood flow through the cardiovascular systemThe rate at which blood flows through the human body changes in response to many factors.What can impact the flow of blood through the body?

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24-1Students will describe the factors that affect blood flow through the cardiovascular systemThe rate at which blood flows through the human body changes in response to many factors.What can impact the flow of blood through the body?• Thickness (viscosity) of blood• Force of heart contractions• Blockage of blood vessels• Pressure of blood in arteries (high or low bp)

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24-2Students will describe the factors that affect blood flow through the cardiovascular systemWhat lifestyle choices can impact the health of the cardiovascular system? NEGATIVE CHOICES POSITIVE CHOICES

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24-2Students will describe the factors that affect blood flow through the cardiovascular systemWhat lifestyle choices can impact the health of the cardiovascular system? NEGATIVE CHOICES POSITIVE CHOICESSmoking ExerciseDrinking Healthy dietBad diet RelaxationNot exercising

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24-3Students will identify the major parts of the brain.1. Make a rough sketch of the brain in your standard

book.2. Label the following structures

cerebrum cerebellum ponsbrain stem frontal lobe parietal lobeoccipital lobe temporal lobe medulla oblongata

3. List ONE function for each labeled function.

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Week 10:Standards

Evolutionary Theory

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25-1Students will explain the scientific theory of evolution.

Answer the following TRUE/FALSE questions related to evolution.1. Humans evolved from monkeys.2. Mutations can be good or bad.3. A theory is a guess.4. Evolution is random.5. Humans are animals

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25-1Students will explain the scientific theory of evolution.Answer the following TRUE/FALSE questions related to evolution.1. Humans evolved from monkeys. FALSEHumans evolved alongside monkeys and they SHARE a common ancestor.

2. Mutations can be good or bad. TRUE3. A theory is a guess.FALSEA theory is a well-supported body of scientific evidence.

4. Evolution is random. FALSEEvolution is a specific sequence of biochemical events that occur and allow for the next biochemical reaction to occur. There is nothing random about it.

5. Humans are animals. TRUE

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25-2Students will list the supportive evidence for evolution.List and give a quick description of the 4 ideas that provide evidence of evolution.1.

2.

3.

4.

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25-2Students will list the supportive evidence for evolution.List and give a quick description of the 4 ideas that provide evidence of evolution.1. Fossil evidence: a fossil is the impression left by a dead/decayed once-living organism.2. Comparative Embryology: presence of homologous/ similar structures in embryos of similar organisms.3. Comparative Anatomy: presence of homologous/ similar structures in similar organisms.4. Geography: Isolated organisms evolve similarly when isolated from other related organisms.

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25-3Students will use evidence to compare organisms and support their evolutionary relationship.What is a hominid?

What two structures are used to compare hominid evolution?

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25-3Students will use evidence to compare organisms and support their evolutionary relationship.What is a hominid?Humans and relatives of humans related more closely than chimpanzees.What two structures are used to compare hominid evolution?The mandible and the brain caseOther structures are the teeth and pelvis

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Week 11:Standards

Evolutionary Theory

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26-1Students will identify basic trends in hominid evolution from early ancestors to modern humans.How did the brain case and jaw change over time?

How did the pelvis and teeth change over time?

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26-1Students will identify basic trends in hominid evolution from early ancestors to modern humans.How did the brain case and jaw change over time?The brain case became larger to support a larger cerebrum. The mandible became smaller as the diet changed.How did the pelvis and teeth change over time?The pelvis changed to support bipedal (2 legs) locomotion. The teeth became smaller as the diet changed.

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26-2Students will understand the contributions other scientists had on the development of Darwin’s theory of evolution.

• Hutton:

• Lyell:

• Malthus:

• Lamarck:

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26-2Students will understand the contributions other scientists had on the development of Darwin’s theory of evolution.• Hutton: Estimates Earth to be millions of years old, shaped by

geological forces like volcanic eruptions and earthquakes.• Lyell: Supported Hutton’s ideas of geological change and the

age of the Earth.• Malthus: Predicts that the human population will grow faster

than the space and food needed to sustain it.• Lamarck: “Use it or Lose it” and the inheritance of acquired

traits; both proven to be wrong.

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Week 12:StandardsECOLOGY!

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27-1Students will understand the variety of organisms found in the different biomes and classify them based on their primary food sources.Define the following terms:• Producer• Consumer• Decomposer• Herbivore• Omnivore• Carnivore

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27-1Students will understand the variety of organisms found in the different biomes and classify them based on their primary food sources.Define the following terms:• Producer: creates energy from the sun or chemicals. Example:

plants• Consumer: must eat/consume other organisms for energy.

Example: animals• Decomposer: breaks down dead plants and animals for

energy. Example: mushroom and bacteria.• Herbivore: consumer that eats only plants.• Omnivore: consumer that eats plants and animals.• Carnivore: consumer that eats only animals.

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27-2Students will understand the movement of energy through food chains, food webs, and energy pyramids.What is the difference between a “food chain” and a “food pyramid?”

Sketch an ecological pyramid below. Include a producer, primary consumer (herbivore), secondary consumer (omnivore), and a tertiary consumer (carnivore).

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27-2Students will understand the movement of energy through food chains, food webs, and energy pyramids. FOOD CHAIN FOOD WEB

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27-3Students will understand the movement of energy through ecosystems and describe how energy changes as it passes from organism to organism.How much food is available to plants in an energy pyramid?

What happens to the energy that islost/gained in energy transfer among organism?

What percent of energy is lost/gained?

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27-3Students will understand the movement of energy through ecosystems and describe how energy changes as it passes from organism to organism.How much food is available to plants in an energy pyramid?100% of the energy created through photosynthesis.What happens to the energy that islost/gained in energy transfer among organism?LOST as HEAT through metabolism.What percent of energy is lost/gained? 90% is lost in each successive level.

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27-4Students will understand the movement of matter through the WATER and CARBON cycles.What plant process is VITAL for the success of the CARBON cycle?

What process of the WATER cycle removes water from plants and return it to the atmosphere?

What is the role of MUSHROOMS in biogeochemical cycles?

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27-4Students will understand the movement of matter through the WATER and CARBON cycles.What plant process is VITAL for the success of the CARBON cycle?PHOTOSYNTHESIS uses CO2 to make sugars.What process of the WATER cycle removes water from plants and return it to the atmosphere?TRANSPIRATION is evaporation of water from plants.What is the role of MUSHROOMS in biogeochemical cycles? DECOMPOSERS or detritivores:

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Week 13:StandardsECOLOGY!

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28-1Students will understand the movement of matter through the WATER and CARBON cycles.In some parts of the world, rain forests are being cut down to make land available for homes, businesses, and farms. How does the loss of these trees affect the carbon, water, and nitrogen cycles?

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28-1Students will understand the movement of matter through the WATER and CARBON cycles.In some parts of the world, rain forests are being cut down to make land available for homes, businesses, and farms. How does the loss of these trees affect the carbon, water, and nitrogen cycles?