Worksheets biology

Biology (A. Shirakatsy Lyceum) M. Ohanyan

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BIOLOGY WORKSHEETS

2015 December

ANANIA SHIRAKATSY LYCEUM Teacher: Mariam Ohanyan DP coordinator: Anna Stepanyan

High school principal: Zara Ghaltakhchyan


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Name:________________________________________________ Cell Structures and Processes

1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________ 6. ___________________________ 7. ___________________________ 8. ___________________________ 9. ___________________________ 10. ___________________________ 11. ___________________________ 12. ___________________________ 13. ___________________________ 14. ___________________________ 15. ___________________________ 16. Which organelle contains its own DNA? 17. What is the endosymbiosis theory? 18. What is the difference between smooth and rough ER?

A. ___________________________ B. ___________________________ C. ___________________________


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D. ___________________________ E. ___________________________ F. ___________________________ G. ___________________________ H. ___________________________ I. ___________________________ J. ___________________________ K. ___________________________ L. ___________________________ M. ___________________________ N. ___________________________

How Proteins are Packaged for Transport Word Bank Rough ER / Smooth ER / Nucleus Golgi Apparatus / Ribosome Cis face of Golgi Apparatus Trans face of Gogli Apparatus Proteins / Transport Vesicle Cisternae / Nuclear Pore 1. ____________________ 2. ____________________ 3.____________________ 4.____________________ 5.____________________ 6.____________________ 7.____________________ 8.____________________ 9.____________________ 10.____________________ 11. ____________________ Endomembrane System 1. ____________________ 2. ____________________ 3.____________________ 4.____________________ 5.____________________ 6.____________________ 7.____________________ 8. ____________________ Describe the process by which proteins are made and then exported from the cell.


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Name______________________________________________

Comparing Plant and Animal Cells Problem: How are plant and animal cells alike? How are they different? Procedure: In this lab, you will view cells from your cheek (animal cells) and cells from elodea, which is a water plant. Careful observation should reveal similarities and differences between the cells. Cheek Cells Gently scrape a toothpick over the inside of your cheek and swirl it in a drop of methylene blue to stain the cells (otherwise they will be clear and difficult to see). You are looking for light colored blobs with dark spots in them. Perfect circles with black outlines are airbubbles. Don't sketch those. Sketch the cheek cells under low and high power. Make sure you are drawing your cells to SCALE - that is, the size of your drawing should reflect the size that you view them in the microscope.

Low Power High Power

1. Identify the NUCLEUS on your drawing. 2. Identify the CELL MEMBRANE on your drawing. 3. Identify the CYTOPLASM (area) on your drawing.

Elodea Cells Cut a small peice of elodea leaf and prepare a wet mount. When you are looking for cells, you should find a lot more than you found with the cheek cells, and it will resemble a green brick wall. Sketch your cells under low and high power, also paying attention to scale. The nucleus of these cells will not be visible but you should see many chloroplasts within each cell. Plant cells also have a rigid cell wall, outside the cell membrane. The Cell wall should also be visible.

Low Power High Power

1. Identify the CHLOROPLASTS on your drawing. 2. Identify the CELL WALL on your drawing. 3. Identify the CYTOPLASM (area) on your drawing. 4. Identify the CENTRAL VACUOLE on your drawing.

Analysis - Venn Diagram Create a Venn Diagram of plant and animal cells. Remember, things that they have in common go into the overlapping area, things that are different go in the non-overlapping area.


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Name:_______________________________________

Onion Cell Mitosis

1. ____________________________________ 2. ____________________________________ 3.____________________________________ 4.____________________________________ 5.____________________________________ 6.____________________________________ 7.____________________________________ 8.____________________________________ 9.____________________________________ 10.____________________________________ 11.____________________________________ 12.____________________________________ 13.____________________________________ 14. ____________________________________ 15.____________________________________ 16. ____________________________________ 17. ____________________________________ 18.____________________________________ 19.____________________________________ 20.____________________________________ 21.____________________________________ 22. ____________________________________\ 23. What percentage of the cells are in interphase? 24. What percentage of the cells are in metaphase


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Name:___________________________________Date:______________

Cell Cycle Labeling

11. What moves the chromatids during mitosis? ___________________________________ 12. What anchors the spindle? ________________________________________ 13. What are the four phases of mitosis? ___________________________________________________ 14. How many daughter cells are created from mitosis and cytokinesis? ___________________________ 15. During what phase does cytokinesis begin? ________________________________________ 16. If a human cell has 46 chromosomes, how many chromosomes will be in each daughter cell? _________ 17. If a dog cell has 72 chromosomes, how many daughter cells will be created during a single cell cycle? ______ .....Each of these daughter cells will have how many chromosomes? ____________ 18. The nuclear membrane dissolves during what phase? ________________________ 19. In the cell pictured above, how many chromosomes are present during prophase? ________________ 20. What structure holds the individual chromatids together? ______________________________


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Name:____________________________________ Cancer: Out of Control Cells Cells do not live forever, and they will reach a point where they will divide through mitosis, or die through a process called apoptosis. Cancer cells are the exception, these cells do not die and divide uncontrollably as they crowd out healthy, productive cells. Cancer can have many causes, but most are thought to be related to carcinogens in the environment. Carcinogens are chemicals that can damage DNA and interfere with a cell's normal cycle, thus disrupting the cells ability to control when and how often it divides. While most cells do not live forever, cancer cells do continue to divide as long as they are provided with nutrients. Research has been conducted for many years on an immortal line of cells called HeLa cells, named after Henrietta Lacks, who was a female with cervical cancer. All HeLa cells are derived from the original sample taken from her when she was a patient in 1951; Henrietta Lacks died that same year. How Cancer Works Cancerous transformation results from changes of the DNA and the genes that control the cell cycle. Two types of genes normally control the cell cycle: proto-oncogenes, which start cell division and tumor-suppressor genes which turn off cell division. These two genes work together, one turning on cell division when the body needs to repair or replace tissue, and the other turning off cell division when the repairs have been made. If the proto-oncogenes become mutated, they can become oncogenes, genes that lead to uncontrolled cell division. Mutations in the tumor-suppressor genes result in the cell not having the ability to turn off cell division. Oncology is a branch of medicine that deals specifically with cancer. Cancer Cells When a cell becomes cancerous, it develops traits that normal cells do not have. For instance, a cancer cell can have unusual number of chromosomes due to incomplete mitosis or cytokinesis. Cancer cells may be abnormally shaped or larger than normal cells. Cancer cells also can lose their attachment to nearby tissue and travel to other parts of the body, where they continue dividing and causing problems at other locations. Secondary growths of cancer at a distance from the primary site are referred to asmetastasis. Once a cancer has metastasized, aggressive therapies may be needed to treat the disease. Cancer cells take essential nutrients from the blood to grow and divide and crowd out other cells that have important jobs. In the case of leukemia, white blood cells grow uncontrollably and crowd out the red blood cells, thus reducing an individual's ability to deliver nutrients to the body and affecting the blood's ability to clot and repair wounds. 1. Compare the role of tumor suppressor genes to proto-oncogenes. 2. What are HeLa cells and why are they important? 3. What is the relationship between carcinogens and mutations? How does this in turn affect the development of cancer?


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4. Identify the parts on the picture at the top. [ DNA, Chromosome, Tumor Suppressor, Proto-Oncogene, Cell 5. In 1951, cells were taken from Henrietta Lacks and used for many years in research. Henrietta did not give permission for her cells to be used, the law did not require that. These cells have been used in over 60,000 research projects, but Henrietta's family has not received any compensation for contribution to the research. Do you think the law should be changed? Should people be compensated for donating their cells to science?


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Name____________________________________________________ Diffusion Lab Introduction: In this lab you will observe the diffusion of a substance across a semi permeable membrane. Iodine is a known indicator for starch. An indicator is a substance that chances color in the presence of the substance it indicates. Watch as your teacher demonstrates how iodine changes in the presence of starch. Prelab Observations: Describe what happened when iodine came into contact with starch. Procedure: Fill a plastic baggie with a teaspoon of corn starch and a half a cup of water tie bag. (This may already have been done for you) Fill a beaker halfway with water and add ten drops of iodine. Place the baggie in the cup so that the cornstarch mixture is submerged in the iodine water mixture. Wait fifteen minutes and record your observations in the data table While you are waiting, answer the questions. Questions: 1. Define diffusion. 2. Define osmosis 3. What is the main difference between osmosis and diffusion 4. Why is iodine called an indicator? 5. Molecules tend to move from areas of _______ concentration to areas of ______ concentration. What's in the Bag? We're going to think about concentrations now, which substances are more or less concentrated depends on which one has the most stuff in it. 1. Is the baggie or beaker more concentrated in starch? 2. Is the baggie or beaker more concentrated in iodine? 3. Iodine solution: is the baggie or the beaker hypertonic? 4. Starch solution: is the baggie or the beaker hypertonic? 5. Which one is hypotonic in relation to starch, baggie or beaker? Make Some Predictions 1. If the baggie was permeable to starch, which way would the starch move, into the bag or out of the bag? ________ 2. If the baggie was permeable to iodine, which way would the iodine move, into or out of the bag? _______ 3. If the baggie was permeable to iodine, what color would you expect the solution in the baggie to turn? _______ What about the solution in the beaker? ___________ 4. If the baggie was permeable to starch, what color would you expect the solution in the baggie to turn? ________ What about the solution in the beaker? _________ 5. Make a prediction about what you think will happen: ________________________________________ 6. Write your observations in the table below:

Starting Color Color after 15 minutes

Solution in Beaker Solution in Bag

Post Lab Analysis 1. Based on your observations, which substance moved, the iodine or the starch? 2. How did you determine this? 3. The plastic baggie was permeable to which substance? 4. Is the plastic baggie selectively permeable? 5. Sketch the cup and baggie in the space below. Use arrows to illustrate how diffusion occurred in this lab. 6. What would happen if you did an experiment in which the iodine solution was placed in the baggie, and the starch solution was in the beaker? Be detailed in your description. 7. Why is it not a good idea to store iodine in a plastic bag? Related Documents:


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Name:_______________________________________

Cell Membrane and Transport

Match the structure/process to the letter: 1. Phospholipid bilayer ____ 2. Osmosis _____ 3.Simple Diffusion ____ 4.Facilitated Diffusion _____ 5. Channel protein ____ 6. This cell would be in a [ hypertonic / hypotonic / isotonic ] solution. 7. All of the processes in the image are examples of [ active / passive ] transport. 8. The cell membrane can be described as [ semi-permeable / impermeable ] 9. There is more glucose [ inside / outside ] the cell. (Hint: Look at the direction it is moving) 10. Over time, this cell will [ shrink / swell ]


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Cell Membrane Images Instructions: For each image, determine an appropriate title and a description for what is happening in each. You may be assigned any number of the images to write a description for, and your descriptions (with the pictures) will be presented to the class on an overhead or a digital projecton. TITLE: _____________________________________________

Description: _________________________________________ TITLE: _________________________________________________

Description: _________________________________________________________________ TITLE: ________________________________________________________________

Description: ________________________________________________________________________ Title: _______________________


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TITLE: _____________________________________________

Description _______________________________________________________________________ TITLE: _______________________________________________

Description _______________________________________________________________________ TITLE: _________________________________________________________


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Description _______________________________________________________________________ TITLE: _______________________________________________

Description _______________________________________________________________________ TITLE: ______________________________________________________

Description _______________________________________________________________________ TITLE: _____________________________________________

Description _______________________________________________________________________


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Name:____________________________________ Diffusion and Osmosis What do you Know? 1. Label the three images below as isotonic/ hypertonic/ hypotonic (with regard to the solution the cell is placed in)

2. Movement across the cell membrane that does not require energy is called [ active / passive ] transport. 3. The difference in the concentration of a substance across a space is called a concentration [ equilibrium / gradient ]. 4. If there is a concentration gradient, substances will move from an area of high concentration to an area of [ equal / low ] concentration. 5. The cell membrane is [ selectively permeable / impermeable ]. 6. [ Equilibrium / Diffusion ] is the simplest type of passive transport. 7. The diffusion of water through a selectively permeable membrane is called [ osmosis / diffusion ]. 8. The direction of water movement across the cell membrane depends on the concentration of free water[ molecules / solutions ]. 9. A solution that causes a cell to swell is called a [ hypertonic / hypotonic ] solution. 10. Organelles that collect excess water inside the cell and force water out are called [ diffusion organelles / contractile vacuoles ] 11. The process of taking material into the cell by infolding the cell membrane is called [ endocytosis / exocytosis ] 12. In [ facilitated / molecular ] diffusion, membrane proteins help molecules across the membrane. 13. In diffusion, molecules [ spread out / condense ] 14. The lipid bilayer describes [ a type of transport / the cell membrane ] 15. Facilitated diffusion moves substances down their concentration gradient [ with / without ] using the cell's energy.

STUDY GUIDE 1. Know the parts of a solution (Solvent and solute) 2. Label a cell membrane (bilayer, proteins) 3. Explain what will happen to cells when placed in isotonic, hypertonic, and hypotonic solutions.

4. Know the definition of: Diffusion Equilibrium Osmosis Isotonic Hypertonic Hypotonic Facilitated diffusion Endocytosis Phagocytosis Pinocytosiы Exocytosis


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Separation of Plant Pigments Using Chromatography (demo lab) Purpose: To identify plant pigments by separation and isolation of the pigments using thin layer paper chromatography. The distance traveled by a particular compound can be used to identify the compound. The ratio of the distance traveled by a compound to that of the solvent front is known as the Rf value; unknown compounds may be identified by comparing their Rf's to the Rf's of known standards. Rf equation: Rf = distance traveled by compound distance traveled by solvent The different pigments in plants take a long time to separate, so you will need to set this up first and let it run while you are doing to other two experiments. 1. Cut a strip of coffee filter (or filter paper). Draw a horizontal line with a pencil (not pen) about half an inch from the bottom. Place a spinach leaf on the line and roll a penny over it so that you get a line of green pigment on the filter. Using a different part of the leaf, roll the penny again over the same line. Repeat this process until the line is fairly dark. 2. Put about an inch of isopropanol (acetone, fingernail polish remover will work) in a beaker. 3. Tape the top of the coffee filter strip to a pencil and balance the pencil across the top of the beaker. See the image below for the set-up. 4. It is very important that the bottom of the filter strip is in the isopropanol, but the green spot is not in the liquid. If the isopropanol touches the spot directly, the pigment will just dissolve away. 5. Set the cup aside. The isopropanol will move up the filter paper slowly and deposit the pigment components along the way.

Analysis 1. Assign a band number for each pigment band - you should see greens, yellows, oranges..etc.

Band Color Plant Pigment Distance (mm) Rf (use formula)

Yellow to Yellow-orange Carotene

Yellow Xanthophyll

Bright Green to Blue Green Chlorophyll a

Yellow Green to Olive

Green Chlorophyll b

2. Explain how a crime lab could use paper chromatography to determine if lipstick found at a crime scene matched the lipstick of a suspect

Heredity Simulation 1. State the gene, chromosomes. 2. Obtain four popsicle sticks that will represent the chromosomes of your parents. Arrange them so that the male’s set (Hh) is on one side and the female’s set (hh) is on the other side. The M1,M2, F1, F2 labels will help you if you get them confused. 3. Flip the sticks over so that you can’t see their labels. Choose one chromosome from the mother pile and another from the father pile. This represents the chromosomes each parent is “donating” to the next generation.

H

M1

h

M2

h

F1

h

F2


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4. Data (Repeat the exchange 8 times to produce 8 offspring) Genotype (letters) Phenotype Offspring 1 Offspring 2 Offspring 3 Offspring 4 Offspring 5 Offspring 6 Offspring 7 Offspring 8 Offspring 5. Math: Determine the PERCENTAGE of offspring from your data table. Show your work. That have two horns ____________________ That have one horn ____________________ 6. Show the cross using a Punnet square. Hh x hh 7. From the cross above, how many have ONE HORN ______ out of 8 .How many have TWO HORNS _______ out of 8 8. Compare this number to your simulation (where you flipped the sticks). Does the punnett square predictions match the results of your crosses? A. They are exactly the same B. They are close to he same C. They are very different D. I have no idea 9. What if the female had the genotype Hh. Show the cross between the new parents Hh x HhWhat percentage has one horn? _____ What percentage has two horns? _____ 10. Show the cross if the parents are HH x HhWhat percentage has one horn? _____ What percentage has two horns? _____


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Name:___________________________________________

Simple Genetics Practice Problems 1. For each genotype, indicate whether it is heterozygous (HE) or homozygous (HO)

AA ____

Bb ____

Cc ____

Dd ____

Ee ____

ff ____

GG ____

HH ____

Ii ____

Jj ____

kk ____

Ll ____

Mm ____

nn ____

OO ____

Pp ____

2. For each of the genotypes below, determine the phenotype. Purple flowers are dominant to white flowers

PP ___________________________

Pp ___________________________

pp ___________________________

Brown eyes are dominant to blue eyes

BB ___________________________

Bb ___________________________

bb ___________________________

Round seeds are dominant to wrinkled

RR ___________________________

Rr ___________________________

rr ___________________________

Bobtails are recessive (long tails dominant)

TT ___________________________

Tt ___________________________

tt ___________________________

3. For each phenotype, list the genotypes. (Remember to use the letter of the dominant trait) Straight hair is dominant to curly.

____________ straight

____________ straight

____________ curly

Pointed heads are dominant to round heads.

____________ pointed

____________ pointed

____________ round

4. Set up the square for each of the crosses listed below. The trait being studied is round seeds (dominant) and wrinkled seeds (recessive)

Rr x rr

What percentage of the offspring will be round? _______ Rr x R r


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What percentage of the offspring will be round? _______ RR x Rr

What percentage of the offspring will be round? ___________ Practice with Crosses. Show all work! 5. A TT (tall) plant is crossed with a tt (short plant). What percentage of the offspring will be tall? ___________ 6. A Tt plant is crossed with a Tt plant. What percentage of the offspring will be short? ______ 7. A heterozygous round seeded plant (Rr) is crossed with a homozygous round seeded plant (RR). What percentage of the offspring will be homozygous (RR)? ____________ 8. A homozygous round seeded plant is crossed with a homozygous wrinkled seeded plant. What are the genotypes of the parents? __________ x __________ What percentage of the offspring will also be homozygous? ______________ 9. In pea plants purple flowers are dominant to white flowers. If two white flowered plants are cross, what percentage of their offspring will be white flowered? ______________ 10. A white flowered plant is crossed with a plant that is heterozygous for the trait. What percentage of the offspring will have purple flowers? _____________ 11. Two plants, both heterozygous for the gene that controls flower color are crossed. What percentage of their offspring will have purple flowers? ______________ What percentage will have white flowers? ___________ 12. In guinea pigs, the allele for short hair is dominant. What genotype would a heterozygous short haired guinea pig have? _______ What genotype would a purebreeding short haired guinea pig have? _______ What genotype would a long haired guinea pig have? ________ 13. Show the cross for a pure breeding short haired guinea pig and a long haired guinea pig. What percentage of the offspring will have short hair? __________ 14. Show the cross for two heterozygous guinea pigs. What percentage of the offspring will have short hair? ________ What percentage of the offspring will have long hair? _______ 15. Two short haired guinea pigs are mated several times. Out of 100 offspring, 25 of them have long hair. What are the probable genotypes of the parents? ________ x ___________ Show the cross to prove it!


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Name: ____________________________________ Genetic Crosses that Involve 2 Traits -- Biology 2 In rabbits, grey hair is dominant to white hair. Also in rabbits, black eyes are dominant to red eyes.

GG = gray hair Gg = gray hair gg = white hair

BB = black eyes Bb = black eyes bb = red eyes

1. What are the phenotypes (descriptions) of rabbits that have the following genotypes: Ggbb ____________________ ggBB ________________________ ggbb ____________________ GgBb _________________________ 2. A male rabbit with the genotype GGbb is crossed with a female rabbit with the genotype ggBb The square is set up below. Fill it out and determine the phenotypes and proportions in the offspring. How many out of 16 have grey fur and black eyes? ____ How many out of 16 have grey fur and red eyes? _____ How many out of 16 have white fur and black eyes? ____ How many out of 16 have white fur and red eyes? _____

3. A male rabbit with the genotype GgBb is crossed with a female rabbit with the genotype GgBb The square is set up below. Fill it out and determine the phenotypes and proportions in the offspring. How many out of 16 have grey fur and black eyes? ____ How many out of 16 have grey fur and red eyes? _____ How many out of 16 have white fur and black eyes? ____ How many out of 16 have white fur and red eyes? _____

4. Show the cross between a ggBb and a GGBb. You'll have to set the square up yourself!


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Name _________________________________________

Genetic Crosses that Involve 2 Traits -- Biology 2A In rabbits, grey hair is dominant to white hair. Also in rabbits, black eyes are dominant to red eyes. GG = gray hair Gg = gray hair gg = white hair BB = black eyes Bb = black eyes bb = red eyes 1. What are the phenotypes (descriptions) of rabbits that have the following genotypes: Ggbb ____________________ ggBB ________________________ ggbb ____________________ GgBb _________________________ 2. A male rabbit with the genotype GGbb is crossed with a female rabbit with the genotype ggBb The square is set up below. Fill it out and determine the phenotypes and proportions in the offspring.

How many out of 16 have grey fur and black eyes? ______

How many out of 16 have grey fur and red eyes? ________

How many out of 16 have white fur and black eyes? ______

How many out of 16 have white fur and red eyes? _______

3. A male rabbit with the genotype GgBb . Determine the gametes produced by this rabbit (the sperm would have these combinations of alleles) Hint there are 4 combinations. 4. Use the gametes from #3 to set up the Punnet square below. Put the male's gametes on the top and the female's gametes down the side. Then fill out the square and determine what kind of offspring would be produced from this cross and in what proportion. Use the back of this page for more room. 6. An aquatic arthropod called a Cyclops has antennae that are either smooth or barbed. The allele for barbs is dominant. In the same organism, resistance to pesticides is a recessive trait. Make a "key" to show all the possible genotypes (and phenotypes) of this organism. Use the rabbit key to help you if you're lost. 7. A Cyclops that is resistant to pesticides and has smooth antennae is crossed with one that is heterozygous for both traits. Show the genotypes of the parents. ______________ x _______________ 8. Set up a Punnet square for the cross and show the phenotypic ratios.


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Name ________________________________________

Practice: Codominance and Incomplete Dominance 1. Practice setting up keys for the phenotypes listed in each set. Remember that the "medium" trait must always be heterozygous. a) Birds can be blue, white, or white with blue-tipped feathers. b) Flowers can be white, pink, or red. c) A Hoo can have curly hair, spiked hair, or a mix of both curly and spiked. d) A Sneech can be tall, medium, or short. e) A Bleexo can be spotted, black, or white. 2. Now, can you figure out in the above list, which of the letters represent codominant traits and which are incomplete. Codominant _____________ Incompletely Dominant ________________ 3. In Smileys, eye shape can be starred, circular, or a circle with a star. Write the genotypes for the pictured phenotypes

4. Show the cross between a star-eyed and a circle eyed. What are the phenotypes of the offspring? ____________ What are the genotypes? __________ 5. Show the cross between a circle-star eyed, and a circle eyed. How many of the offspring are circle-eyed? ____________ How many of the offspring are circle-star eyed? ____________ 6. Show the cross between two circle-star eyed. How many of the offspring are circle-eyed? ____________ How many of the offspring are circle-star eyed? ____________ How many are star eyed? ____________

Name:__________________________________________ Date: __________

Beyond Mendel – Codominance, Lethal Genes, Multiple Alleles, and Polygenic Traits 1. In a certain cactus, prickly spines can be two pronged or one pronged. If a true breeding one-pronged cactus is crossed with a true breeding two-pronged cactus, the F1 generation has a mixture of spines, some are two-pronged, some are one-pronged. a. Is this an example of codominance or incomplete dominance? b. Show the F2 generation (a cross between the two F1's). What are the phenotypes of the offspring and in what proportion? 2. In this same cactus, if you cross a plant that has red flowers to one that has yellow flowers, you produce a plant that has orange flowers. Is this codominance or incomplete dominance? Show the cross of an orange flowered plant to a red flowered plant. 3. A red flowered, two-pronged cactus is crossed with a yellow flowered one-pronged cactus. What are the resulting offspring and in what proportion?


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4. Show the cross of a cactus that is heterozygous for both traits crossed with one that has red flowers and one-pronged spikes. 5. A man with type A blood is married to a woman with type O blood. What are ALL of the possible blood types of their children. 6. A man with type AB blood is married to a woman with type O blood. What are all the possible blood types of their children? 7. Dwarfism in humans is a domininat trait that is also lethal if an individual inherits two copies. Show the genotypes of a family wear both parents are dwarfs and they have 2 children, where one is a dwarf and the other is not.

8. Guinnea pigs can have curly or straight hair, where the curly gene is recessive. Guinnea pigs can also have a condition called bowlegged, where their legs curve noticeably outward. Bowleggedness is a dominant lethal allele if an individual inherits two copies of it (BB). Show the cross between a curly haired, bowlegged guinnes pig and a heterozygous straight haired pig that is also bowlegged. How many of their offspring would you expect to be normal with curly hair? 9. In Snarlymonsters, the number of teeth is polygenic. The recessive condition (aabbcc) results in a toothless Snarlymonster, and the dominant condition (AABBCC) results in a Snarlymonster with 6 teeth. There are 5 other possible variations. How many teeth would aAaBbCcSnarlymonster have? ______ 10. List the phenotypic ratios (how many teeth) of all the potential offspring for the cross AABBCc x AAbbcc . 11. Lethal white overo syndrome is an autosomal recessive gene which if fatal 100% of the time and occurs in horses. Death of OLWS foals occurs within a few days of birth. If heterozygous, the animal has a multicolored patterned appearance, sometimes called a "paint". This pattern indicates the horse is heteroyzogous. If two of these horses were bred, what percentage of their offspring would be frame and what percentage would die from OLWS?


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Name:_____________________________________

Genetics - X Linked Genes **In fruit flies, eye color is a sex linked trait. Red is dominant to white.**

1. What are the sexes and eye colors of flies with the following genotypes? X

R X

r _________ X

R Y __________ X

r X

r __________

X R

X R

____________ X r Y ____________

2. What are the genotypes of these flies: white eyed, male ____________ red eyed female (heterozygous) ________ white eyed, female ___________ red eyed, male ___________

3. Show the cross of a white eyed female X r X

r with a red-eyed male X

R Y.

4. Show a cross between a pure red eyed female and a white eyed male. What are the genotypes of the parents: ___________ and _______________ How many are: white eyed, male ____ white eyed, female ____ red eyed, male ____ red eyed, female ____

5. Show the cross of a red eyed female (heterozygous) and a red eyed male. What are the genotypes of the parents? ___________ & ________________ How many are: white eyed, male ____ white eyed, female ____ red eyed, male ____ red eyed, female ____ Math: What if in the above cross, 100 males were produced and 200 females. How many total red-eyed flies would there be? ________ Human Sex Linkage

6. In humans, hemophilia is a sex linked trait. Females can be normal, carriers, or have the disease. Males will either have the disease or not (but they won’t ever be carriers)

X H X H = female, normal

X H X h = female, carrier

X h X h = female, hemophiliac

X H Y = male, normal

X h Y= male, hemophiliac

Show the cross of a man who has hemophilia with a woman who is a carrier. What is the probability that their children will have the disease? __________

7. A woman who is a carrier marries a normal man. Show the cross. What is the probability that their children will have hemophilia? What sex will a child in the family with hemophilia be? 8. A woman who has hemophilia marries a normal man. How many of their children will have hemophilia, and what is their sex?

Calico Cat Genetics 9. In cats, the gene for calico (multicolored) cats is codominant. Females that receive a B and an R gene have black and oRange splotches on white coats. Males can only be black or orange, but never calico.

Here’s what a calico female’s genotype would look like: X B

X R

Show the cross of a female calico cat with a black male? What percentage of the kittens will be black and male? _________ What percentage of the kittens will be calico and male? _________ What percentage of the kittens will be calico and female? _________

10. Show the cross of a female black cat, with a male orange cat. What percentage of the kittens will be calico and female? _____What color will all the male cats be? ______


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Name:__________________________________

The Genetics of Blood Disorders 1. If a female is a carrier for hemophilia X

H X

h and is married to a man with hemophilia X

h Y , what is

the probability that she will have a daughter with hemophilia? 2. A normal female marries a man who has hemophilia . (You’ll need to figure out the genotypes). What percentage of their sons will have hemophilia? 3. If a female has hemophilia and is married to a normal man. What percentage of her sons will have hemophilia? What percentage of her daughters will have hemophilia? 4. A woman with sickle cell anemia is married to a man who is a carrier for the trait. ( a a x A a). What is the chance of their children having sickle cell anemia? 5. What is the chance that two people (both being carriers for sickle cell anemia) will have a child with the disease? 6. Von Willebrand Disease is an autosomal dominant disorder (not located on the sex chromosomes) where blood will not clot properly. What would be the two possible genotypes of a person who has the disorder? If a person is heterozygous for the trait (having the disease) is married to a normal spouse (dd), what is the chance that their children will have the disorder.


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Name:______________________________________________

CORN GENETICS CHI SQUARE ANALYSIS

In this exercise, you will examine an ear of corn and determine the type of cross and genes responsible for the coloration and texture of the corn kernels like the one show below. There are four grain phenotypes in the ear. Purple and smooth (A), Purple and Shrunken (B), Yellow and Smooth (C), Yellow and Shrunken (D). Photos can be substituted: see Corn Genetics Gallery Monohybrid Cross 1. Count the number of purple and yellow kernels in five of the rows on your ear of corn and record the number on the chart. Be sure to use the same five rows for each calculation. 2. Count the number of smooth and shrunken seeds on the same five rows and record on the chart .

Number of

Kernels

Kernal Percentage

(divide count by total)

3. What are the probable phenotypes of the parents

with regard to coloration?

4. What are the probable phenotypes of the parents

with regard to texture?

Kernal Coloration

Purple

Yellow

Total (for 5 rows)

Kernal Texture

Smooth

Shrunken

Total (for 5 rows)

Dihybrid Cross 5. We will now consider a dihybrid cross, which is a combination of the two monohybrids. Your ear of corn may be a result of a cross between plants that were both heterozygous (PpSs x PpSs). Create a punnett square or use a mathematical system to determine the phenotype ratio. Record what you would expect to get from this cross in the chart below. Purple & smooth ____ Purple & shrunken ______ Yellow & smooth _____ Yellow & shrunken ______ 6. Now count the number of each in your five rows on the ear of corn. Number Counted Percentage: Number counted / total x 100

Purple & smooth

Purple & shrunken

Yellow & smooth

Yellow & shrunken

TOTAL

7. Did you obtain a 9:3:3:1 ratio? To determine if the deviations from your observed data are due to chance alone or if the data is significantly different, you need to use a chi square test. The table below will help you make the calculations.

http://www.biologycorner.com/myimages/corn-genetics-chi-square/


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Expected Number Observed Number ÷ expected

Purple & smooth Total x 9/16 =

Purple & shrunken Total x 3/16 =

Yellow & smooth Total x 3/16 =

Yellow & shrunken Total x 1/16 =

CHI SQUARE VALUE ========> (add the numbers from the rows above)

9. Now determine if your chi square value is a good fit with your data. Your degrees of freedom (df) is the number of possible phenotypes minus 1. In your case, 4 - 1 = 3. Find the number in that row that is closest to your chi square value. Circle that number. 10. Explain what it means to have a "good fit" or a "poor fit". Does you chi square analysis of real corn data support the hypothesis that the parental generation was PpSs x PpSs? Chi Square Problem Set 1. Problem: A large ear of corn has a total of 433 grains, including 271 Purple & starchy, 73 Purple & sweet, 63 Yellow & starchy, and 26 Yellow & sweet. Your Tentative Hypothesis: This ear of corn was produced by a dihybrid cross (PpSs x PpSs) involving two pairs of heterozygous genes resulting in a theoretical (expected) ratio of 9:3:3:1. Objective: Test your hypothesis using chi square and probability values 2. Problem: In a certain reptile, eyes can be either black or yellow. Two black eyed lizards are crossed, and the result is 72 black eyed lizards, and 28 yellow-eyed lizards. Your Tentative Hypothesis: The black eyed parents were Bb x Bb. Objective: Test your hypothesis using chi square analysis. In this set, because only two values (traits) are examined, the degrees of freedom (df) is 1. SHOW ALL WORK!


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Name:_________________________________________________

Hardy Weinberg Problem Set p

2 + 2pq + q

2 = 1 and p + q = 1

p = frequency of the dominant allele in the population q = frequency of the recessive allele in the population p

2 = percentage of homozygous dominant individuals

q2 = percentage of homozygous recessive individuals

2pq = percentage of heterozygous individuals 1. View the Dragons below. The winged trait is dominant.

2. You have sampled a population in which you know that the percentage of the homozygous recessive genotype (aa) is 36%. Using that 36%, calculate the following: A. The frequency of the "aa" genotype. B. The frequency of the "a" allele. C. The frequency of the "A" allele. D. The frequencies of the genotypes "AA" and "Aa." E. The frequencies of the two possible phenotypes if "A" is completely dominant over "a."


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3. There are 100 students in a class. Ninety-six did well in the course whereas four blew it totally and received a grade of F. Sorry. In the highly unlikely event that these traits are genetic rather than environmental, if these traits involve dominant and recessive alleles, and if the four (4%) represent the frequency of the homozygous recessive condition, please calculate the following: A. The frequency of the recessive allele. B. The frequency of the dominant allele. C. The frequency of heterozygous individuals. 4. Within a population of butterflies, the color brown (B) is dominant over the color white (b). And, 40% of all butterflies are white. Given this simple information, which is something that is very likely to be on an exam, calculate the following: A. The percentage of butterflies in the population that are heterozygous. B. The frequency of homozygous dominant individuals.


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Name: ____________________________________________

PHASES OF MEIOSIS Name of Phase Description

1. Homologous chromosomes pair up and form tetrad

2. Spindle fibers move homologous chromosomes to opposite sides

3. Nuclear membrane reforms, cytoplasm divides, 4 daughter cells formed

4. Chromosomes line up along equator, not in homologous pairs

5. Crossing-over occurs

6. Chromatids separate

7. Homologs line up alone equator

8. Cytoplasm divides, 2 daughter cells are formed


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Name:_________________________________________________Date:___________

A Chromosome Study In this activity, you will create a karyotype from a page of mixed chromosomes. Karyotypes are created by matching homologous pairs and numbering them from largest to smallest. Abnormalities, such as extra or deleted chromosomes can then be diagnosed. Pictured chromosomes will be used for this model rather than real chromosomes, but the process is the same for real chromosomes extracted from cell or fetal samples. Two karyotypes will be created, the first represents a normal human karyotype of a male or a female, the second represents an abnormal karyotype. You will then compare and diagnose the abnormality present in the patient of the second karyotype. Normal Human Karyotype Examine the page marked "normal" (You will receive either Normal Girl and Normal Boy sets) These chromosomes are actually enlarged photographs of what is seen through a microscope. Note that the sex chromosomes have been labeled for you as either X or Y chromosomes. They have been marked this way to indicate these are the sex chromosomes. Cut out each chromosome with scissors, to make it go faster, cut them out as squares rather than trying to cut around the margin of each chromosome. Prepare a karyotype of these chromosomes. A karyotype is a pattern or picture of chromosomes from one cell grouped into pairs and organized by size. --Pair up each of the chromosomes with its homologous pair, use the size and markings on the chromosomes to determine pairs. Temporarily put the two unshaded chromosomes aside. --On a blank paper, arrange the chromosome pairs from largest to smallest and number them. You numbers should range from 1(largest) to 22(smallest). Put the sex chromosomes last, this is pair #23. Glue or tape the chromosomes to the paper in the correct order. Sex chromosomes determine the sex of the individual. A female develops when the sex chromosomes match--XX . A male develops if the two sex chromosomes are unmatched--XY. (These chromosomes are unshaded on your karyotype) 1. How many total chromosomes are present in this karyotype? _____________ 2. How many chromosomes are present in each cell of this human? _____________ 3. Does your karyotype represent a male of a female? ________________ 4. Chromosomes that are NOT sex chromosomes are called autosomes. How many total autosomes are present in your normal karyotype? ______________ Body cells are called somatic cells. Somatic cells include the skin, liver, muscle, stomach and other bodily cells. The karyotype you prepared is from a somatic human cell. The term diploid chromosome number refers to the number of chromosomes in a somatic cell. The diploid numbervaries from species to species, however it does not differ from somatic cell to somatic cell within the same organism. To find your diploid number, simply count the number of chromosomes in your karyotype. The diploid chromosome number is also called the 2n number. 4. What is the diploid chromosome number for your karyotype? _____ 5. What is the 2n chromosome number for your karyotype? ____ The HAPLOID CHROMOSOME NUMBER refers to the number of chromosomes in an organisms sex cells. Sperm in males, eggs in females. Thehaploid number, or 1n number is always -half- that of the diploid number. 6. What would the haploid chromosome number for your karyotype be? ____ Abnormal Human Karyotype --Examine the page marked "Abnormal". Look at the top corner, what Set do you have?______ Four Sets Possible: Set A | Set B | Set C |Set D | --Prepare a second karyotype as you did the first. In this karyotype, you will discover an abnormality in the chromosome number. Finding incorrect chromosomes numbers in human somatic cells of an unborn baby alerts doctors to the fact that their child is abnormal and will be born with birth defects.

http://www.biologycorner.com/worksheets/karyotype/karyotype-female.gif

http://www.biologycorner.com/worksheets/karyotype/karyotype-male.gif

http://www.biologycorner.com/worksheets/karyotype/A-karyotype-down.gif

http://www.biologycorner.com/worksheets/karyotype/B-karyotype-xxy.gif

http://www.biologycorner.com/worksheets/karyotype/C-karyotype-18.gif

http://www.biologycorner.com/worksheets/karyotype/D-karyotype-13.gif


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*If the unborn has an extra number 13 chromosome, it it born with Patau syndrome. An extra chromosome 18 results in Edward syndrome. An extra chromosome number 21 results in Down Syndrome. A missing sex chromosome results in an X0 offspring who has Turner's syndrome. An extra X chromosome results in Klinefelters syndrome (XXY). 7. How many chromosomes are present in the abnormal karyotype: ________ 8. What is the diploid chromosome number for this karyotype: _________ 9. Which chromosome pair is abnormal? __________ 10. What syndrome does this unborn have? ____________ 11. What sex will the unborn child be? _____ Analysis: 12. Define the following terms: Somatic Cell Karyotype Diploid chromosome number Autosome 14. Describe two types of information that can be gained about a child before it is born through a karyotype.


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DNA 1. Why is the nucleus called the "control center" of the cell?_________________________________ 2. What is a gene? ______________________________________________________ 3. Where in the cell are chromosomes located? ________________________________________ 4. DNA can be found in what organelles? ______________________________________________ 5. What two scientists established the structure of DNA? ________________________________________ 6. Replication is called “semi-conservative” because half of the original strand is _______________________ 7. What are the sides of the DNA ladder made of? __________________________________________ 8. What three parts make up a single nucleotide: _____________________________________________ 9. What are the 4 bases that make up the rungs of the DNA ladder? ____________________________________ 10. What sugar is found in DNA? ____________________________ In RNA? ___________________________ 11. How do the bases bond together? A bonds with _____ G bonds with _______ 12. Why is RNA necessary to act as a messenger? __________________________________________ 13. Proteins are made where in the cell? __________________________________________________ 14. How is RNA different from DNA? (list 3 things) ___________________________________________ 15. The process of copying DNA is called ___________________________________________________ 16. What is the shape of DNA? _____________________________________________ 17. How do some cells become brain cells and others become skin cells, when the DNA in ALL the cells is exactly the same. In other words, if the instructions are exactly the same, how does one cell become a brain cell and another a skin cell? ____________________________________________________________________ 18. Why is DNA called the "Blueprint of Life"? ____________________________________________


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DNA - The Double Helix


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DNA REPLICATION


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Name______________________________________Date_______________

DNA Coloring - Transcription & Translation Transcription RNA, Ribonucleic Acid is very similar to DNA. RNA normally exists as a single strand (and not the double stranded double helix of DNA). It contains the same bases, adenine, guanine and cytosine. However, there is no thymine found in RNA, instead there is a similar compound called uracil. Transcription is the process by which RNA is made from DNA. It occurs in the nucleus. Label the box with the x in it near the nucleus with the word TRANSCRIPTION and proceed to color the bases according to the key below Thymine = orange Adenine = dark green Guanine = purple Cytosine = yellow Uracil = brown Color the strand of DNA dark blue (D) and the strand of RNA light blue (R). Color the nuclear membrane (E) gray.

Translation Translation occurs in the cytoplasm, specifically on the ribosomes. The mRNA made in the nucleus travels out to the ribosome to carry the message of the DNA. Here at the ribosome, that message will be translated into an amino acid sequence. Color the ribosome light green (Y) and note how the RNA strand threads through the ribsosome like a tape measure and the amino acids are assembled. The RNA strand in the translation area should also be colored light blue, as it was colored in the nucleus. Label the box with the X in the translation area with the word TRANSLATION. Important to the process of translation is another type of RNA called Transfer RNA (F) which function to carry the amino acids to the site of protein synthesis on the ribosome. Color the tRNA red. A tRNA has two important areas. The anticodon, which matches the codon on the RNA strand. Remember that codons are sets of three bases that code for a single amino acid. Make sure you color the bases of the anticodon the same color as the bases on your DNA and RNA strand - they are the same molecules! At the top of the tRNAis the amino acids. There are twenty amino acids that can combine together to form proteins of all kinds, these are the proteins that are used in life processes. When you digest your food for instance, you are using enzymes that were originally proteins that were assembled from amino acids. Each tRNA has a different amino acid which link together like box cars on a train. Color all the amino acids (M) pink.


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Questions: 1. How many different kinds of bases can be found on DNA _______ 2. What base is found on RNA but not on DNA? _____________ 3. How many bases are in a codon? ______ In an anticodon? ____________ 4. How many amino acids are attached to a single transfer RNA? ________ 5. Transcription occurs in the ____________________; translation occurs in the ________________________. 6. The process of making RNA from DNA is called ___________________ and it occurs in the _________________________ 7. The process of assembling a protein from RNA is called ____________________________ and it occurs in the _________________________ 8. Describe two ways in which RNA differs from DNA: _______________________________________________


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DNA Extraction Techniques Procedure 1: Extraction from Strawberry *Strawberries are octoploid, which means they have eight sets of chromosomes. The procedure for extracting DNA from a strawberry is simple, and the results are usually obvious, it is easy to see the white strands of DNA within the pink solution of strawberry juice. In this procedure you will crush a strawberry and add detergent and salt to break down the cell walls to release the DNA within the nucleus. The DNA will then precipitate into a cold alcohol layer in a test tube. This simple procedure can be performed by students of all ages and takes minimal preparation.

DNA Extraction Buffer (CAN BE PREPARED IN ADVANCE) 900 ml of deonized water, 50 ml of clear dishwashing detergent, 2 teaspoons of salt 1. Add a strawberry (or half a strawberry) to a ziploc storage back and use your hands to smash the strawberry, taking care to not break the bag. 2. Add 10 ml of the DNA extraction buffer. 3. Smush the strawberry and buffer for one minute. 4. Use a funnel and cheesecloth (or coffee filters) to filter the strawberry juice into a single test tube or beaker. 5. Slowly pour cold ethanol or 91% isopropyl alcohol over the top of the strawberry mixture. It may be best to use a pipette to add it. You want a single layer of clear ethanol on top of the strawberry mixture. COLD ethanol will work best. 6. White strands will form in the ethanol layer, use an innoculating loop or stirring rod to spool the strands.

Procedure 2: DNA Extraction from Cheek Cells Materials: Water, Clear Dish Soap, Table Salt, Isopropyl Alcohol (70%) or Ethanol, Food Coloring 1. To 200 Ml drinking water add two teaspoons of salt 2. Gargle the salt water for 1 minute. 3. Spit the gargled water into a beaker (or new cup). Now your cheek cells are suspended in the salt water. 4. Gently stir the salt water with one drop of soap (try to avoid air bubbles) or use 10 ml of the buffer solution you used in the strawberry extraction. 5. In a separate beaker (or cup), mix 20 ml isopropyl alcohol and 1-3 drops of food coloring. (FOOD COLORING IS OPTIONAL, YOU CAN ALSO JUST POUR A LAYER OF THE ALCOHOL ON TOP OF THE CHEEK CELL SAMPLE AS YOU DID WITH THE STRAWBERRIES) 6. Optional: You may want to transfer the gargled salt water/soap solution to a test tube to make it easier to see the DNA. 7. Gently pour the colored alcohol over the top of the gargled water so that it forms a layer on top. 8. Wait about 2.5 minutes until you see white clumps and strings forming - THIS IS DNA! 9. Use a stirring rod or straw to spool the clumps of DNA out of the solution.

Procedure 3: Onion Extraction Detergent/Salt Solution Add 20 ml of detergent to 20 g non-iodized salt and 180 ml of distilled water. The detergent salt solution is used to break down the fat and proteins that make up the cell membrane. The salt causs the phosphate ends of the DNA to come closer together which will make it easier to precipitate out of solution. Meat Tenderizer Solution Add 5 g of meat tenderizer to 95 ml of distilled water. Enzymes in the meat tenderizer will break down proteins Ethanol Solution Add 5 ml of distilled water to 95 ml of ethanol (alcohol). Rubbing alcohol can be substituted. Place this solution on ice, the colder the better. Alcohol is used to precipitate the DNA. Because DNA is soluble in water, alcohol (ethanol) causes the DNA to precipitate and come out of the solution. DNA will rise into the alcohol layer. Procedure 1. Cut the onion(s) and remove the center portions. Chop into small pieces and place in blender. 2. Add 100 ml of the detergent/salt solution 3. Blend on high for 1 minute 4. Strain the mixture into a beaker using a strainer and coffee filter 5. Add 20 ml meat tenderizer solution to the mix 6. Place 6 ml of the filtrate into a test tube.


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Name: ___________________________________________

HOW HIV INFECTS CELLS In general, viruses have very small genomes which means they can encode a very limited number of their own proteins. For this reason, most viruses must use the proteins provided by their host in order to reproduce (make more viruses). In a way, viruses are parasitic, they bring very little with them and steal what they need from the host cell. Because they cannot reproduce on their own, viruses are not considered living organisms, they are simply genetic information, either DNA or RNA packaged within a protein coat. The Structure of HIV The HIV (human immunodeficiency virus) has a lipid membrane similar to the cell membranes of other organisms. Color the lipid membrane (d) light green. Attached to the membrane are several envelope proteins (a) which are used to attach to the host cell. Color the envelope proteins (a) brown. Within the membrane is another layer of proteins that comprise the capsule (b), color the capsule dark green. The most important part of the virus is its genome, which is two strands of RNA. Color the viral RNA (c) pink. On the picture, there are several instances of the viral RNA, make sure they are all colored pink. Also important to the virus are the enzymes that will convert the RNA to DNA - reverse transcriptase, an enzyme that is unique to viruses. Color the reverse transcriptase yellow. Because the HIV virus uses the reverse transcriptase and RNA method, it is known as a retrovirus. Influenza is another example of a retrovirus. Because it is single stranded genetic material, it develops mutations more frequently than DNA viruses - this changing nature of a retrovirus makes it particularly difficult to develop vaccines for them - hence why you must get a flu shot every year but only need a polio vaccine once in your life. . HIV Infection HIV infects a particular type of immune system cell, the CD4 + T Helper cell, or just plainly, the T Helper Cell. Once infected, the T-Helper cell turns into an HIV replicating cell. There are typically 1 million T-cells per one milliliter of blood. HIV will slowly reduce the number of these cells until the person develops the disease AIDS. Step 1 - HIV enters the host by attaching to specific host receptors. It is as if the virus has a specific key that only works on the host cell with the right lock. In the case of HIV, the lock is the CD4 cell-surface antigen located on the surface of T Helper cells. Color the CD4 antigens (labeled q) dark green. CD4 antigens are located on the cell membranes of the cell (f) which should be colored black. At this point, the virus and the cell membrane fuse and the virion core enters the cell. The core contains the viral genes. Step 2 - The viral RNA and core proteins are released into the cytoplasm where reverse transcriptase converts the viral RNA to DNA. The viral RNA is colored as above, and the viral DNA (h) should be colored red. Step 3 - Viral DNA, now doublestranded is transported into the nucleus (continue to color all instances of viral DNA red) and the nuclear membrane (n) grey. In the nucleus, the enzyme called integrase fuses it with the host cell's normal DNA. Viral DNA can persist within the cell's DNA for many years in a latent state, which further complicates efforts to treat or cure the disese. Lightly color the host cell DNA blue in all instances (labeled g). Using the cellular enzyme RNA polymerase, the viral DNA is transcribed into two splices of RNA, a shorter splice (j) and a longer splice (i) which are destined for two different things. Color the short splices yellow and the long splices orange in all instances. Step 4 - The short spliced RNAs are transported to the cytoplasm and the golgi apparatus where their message is used to create viral proteins which will become part of the completed virus. Color the golgi apparatus (k) purple and the viral proteins as you did in the other instances (brown). The longer splices are the full length viral RNA and will become the core of new viruses. Another enzyme, called protease is needed to assemble the proteins into their final functional forms. Protease inhibitors are another drug used to combat AIDS. Step 5 - Using the proteins assembled from the golgi apparatus and the completed viral RNA from the long strands, the mature virus buds off from its host cell. The process of budding destroys the host cell.

a) envelope proteins - brown

b) virus capsule - dark green

c) viral RNA - pink

d) lipid membrane - light green

e) reverse transcriptase - yellow

f) host cell membrane - black

g) host DNA - blue

h) viral DNA - red

i) long splice viral RNA - orange

j) short splice viral RNA - yellow

k) golgi apparatus - purple

m) viral proteins - brown

n) nuclear membrane - grey

q) e) CD4 antigens - dark green


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Questions 1. Explain the role of each of the following in HIV infection --protease --reverse transcriptase --CD4 receptors -- RNA polymerase --integrase - ribosomes and golgi apparatus 2. What is a retrovirus? How is it different from a normal virus? Why is it more difficult to develope a vaccine for a retrovirus? 3. Drugs such as AZT work by inhibiting the function of reverse transcriptase. Integrase Strand Transfer Inhibitors (INSTI) are a class of antiretroviral drugs designed to block the action of integrase, a viral enzyme that inservs the viral genome into the DNA of the host cell. Sketch a model showing hos AZT and INSTI work.


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Name______________________________________________

GENETIC ENGINEERING CONCEPT MAP


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Name:_____________________________________

E v o l u t i o n C o n c e p t M a p


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Examining the Fossil Record Objectives: analyze characteristics of fossils compare placement of fossils and determine relative ages develop a model evolutionary tree based on the morphology and age of fossils Background Fossils are traces of organisms that lived in the past. When fossils are found, they are analyzed to determine the age of the fossil. The absolute age of the fossil can be determined though radiometric dating and determining the layer of rock in which the fossil was found. Older layers are found deeper within the earth than newer layers. The age and morphologies (appearances) of fossils can be used to place fossils in sequences that often show patterns of changes that have occurred over time. This relationship can be depicted in an evolutionary tree, also known as a phylogenetic tree. There are two major hypotheses on how evolution takes place: gradualism and punctuated equlibrium. Gradualism suggest that organisms evolve through a process of slow and constant change. For instance, an organism that shows a fossil record of gradually increased size in small steps, or an organism that shows a gradual loss of a structure. Punctuated equilibrium suggests that species evolve very rapidly and then stay the same for a large period of time. This rapid change is attributed to a mutation in a few essential genes. The sudden appearance of new structures could be explained by punctuated equilibrium.

Speciation The fossil record cannot accurately determine when one species becomes another species. However, two hypotheses regarding speciation also exist. Phyletic speciation suggests that abrupt mutations in a few regulatory genes occur after a species has existed for a long period of time. This mutation results in the entire species shifting to a new species. Phyletic speciation would also relate to the Punctuated Equlibrium hypothesis regarding evolution. Divergent speciation suggest that a gradual accumulation of small genetic changes results in subpopulation of a species, that eventually accumulate so many changes that the subpopulations become different species. This hypothesis would coincide with the gradualism model of evolution. Most evolutionary biologists accept that a combination of the two models has affected the evolution of species over time. Procedure: 1. The diagram you are creating requires a large space. To create your workspace, tape together 8 sheets of standard sized pape. use a ruler to draw the following chart on your workspace

Time Period ( 2 1/2 inches wide)

Began (years ago) ( 2 1/2 inches wide)

Fossils (8 inches wide)

Wyomington (oldest) 995,000 (Each row here must be 5 inches tall)

Ohioian 745, 000

Nevadian 545,000


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Texian 445,000

Oregonian 395,000

Coloradian 320,000

Montanian 170,000

Californian 80,000

Idahoan (the present) 30,000

2. The group of "fossils" you will work with are ficticious animals. Each fossil on your sheet is marked with a time period. Cut out each fossil and make sure you include the time period marked below it. 3. Arrange the fossils by age. On your data chart, place each fossil next to the period from which the fossil came from. The term "upper" means more recent and should be placed lower in the low. The term "lower" means an earlier time period, fossils from a "lower" time period should be place toward the older time periods. In each fossil column, you may have 3 specimens, one from the main time period, one from the upper and one from the lower. Not all fossils are represented, illustrating the incompleteness of any fossil record. 4. While keeping the fossils in the proper age order, arrange them by morphology (appearance). To help you understand the morphology of the specimen, view the diagram. Arrange the fossils using the following steps. a. Center the oldest fossil at the top of the fossil column (toward the oldest layer) b. Throught the chart, those fossils that appear to be the same (or close to the same) as the fossils preceding them should be placed in a vertical line c. During a certain period, the fossils will split into two branches. In other words, one fossil from that period will show one type of change, and another fossil will show a different change. When this happens, place the fossils side by side in the appropriate time period. From this point on you will have two lineages. 5. Once all the fossils have been placed correctly according to time and morphology, tape or glue the fossils in place. Analysis 1. Give a brief description of the evolutionary changes that occured in the organism. 2. During which time period did the fossils differentiate into two branches. 3. Explain how the chart illustrates both punctuated equlibrium and gradualism. Use specific fossils from the chart to support your answer. 4. Making the assumption that each fossil represents a separate species. Explain how the chart illustrates divergent and phyletic speciation.Use specific fossils from the chart to support your answer. 5. Define the following terms: morphology fossil phylogenetic tree 6. Examine the fossil that was unearthered in a museum, apparently the labels and other information were lost. Using your fossil record, determine the time period this fossil is likely from.

7. Of the two major species that arose from the parent species, which was more successful? How do you know? 8. For each of the "blanks" on your fossil record make a sketch of what the animal would look like. Draw these right on your fossil record.

Fossils


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Name:_________________________________________________

Dichotomous Key on Norns Norns belong to the genus Norno and can be divided into eight species that are generally located in specific regions of the world. Use

the dichotomos key to identify the norns below. Write their complete scientific name (genus + species) in the blank. 1. Has pointed ears .............................go to 3 ....Has rounded ears .............................go to 22. Has no tail ....................................Kentuckyus ....Has tail ..........................................Dakotus 3. Ears point upward .............................go to 5 ....Ears point downward ..........................go to 44. Engages in waving behavior ..................Dallus ....Has hairy tufts on ears .............................Californius 5. Engages in waving behavior ...................WalaWala ....Does not engage in waving behavior........go to 66. Has hair on head ...................................Beverlus ....Has no hair on head (may have ear tufts) .......go to 7 7. Has a tail ...................................................Yorkio ....Has no tail, aggressive ............................Rajus

A______________________ B_____________________ C____________________

D_______________________ E______________________ F_____________________


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Name______________________________________

CLADOGRAM ANALYSIS What is a cladogram? It is a diagram that depicts evolutionary relationships among groups. It is based on PHYLOGENY, which is the study of evolutionary relationships. Sometimes a cladogram is called a phylogenetic tree (though technically, there are minor differences between the two). In the past, biologists would group organisms based solely on their physical appearance. Today, with the advances in genetics and biochemistry, biologists can look more closely at individuals to discover their pattern of evolution, and group them accordingly - this strategy is calledEVOLUTIONARY CLASSIFICATION CLADISTICS is form of analysis that looks at features of organisms that are considered "innovations", or newer features that serve some kind of purpose. (Think about what the word "innovation" means in regular language.) These characteristics appear in later organisms but not earlier ones and are called DERIVED CHARACTERS. PART I - Analyze the Cladogram Examine the sample cladogram, each letter on the diagram points to a derived character, or something different (or newer) than what was seen in previous groups. Match the letter to its character. Note: this cladogram was created for simplicity and understanding, it does not represent the established phylogeny for insects and their relatives.

1. ______ Wings 2. ______ 6 Legs 3. ______ Segmented Body 4. ______ Double set of wings 5. ______ Cerci (abdomenal appendages) 6. ______ Crushing mouthparts 7. ______ Legs 8. ______ Curly Antennae


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Name:__________________________________________________

Dichotomous Keys Using Smiley Faces

1. Teeth visible ....................go to 2 .....Teeth not visible .................go to 4 2. Has a wide, toothy smile .......Smilustoothyus ....Is not smiling ......................go to 3 3. Visibly crying .................Smilusdramaticus .... Frowning .......................Smilusupsettus 4. Eyes are symmetrical ....go to 5 ....Eyes not symmetrical .....go to 8 5. Eyes shaped like hearts ..... ....Eyes are shaped as ovals .....go to 6 6. Smiling, happy face ......Smilustraditionalis .....Not happy, frowning or other .....go to 7 7. Mouth curved down, frowning ....Smilussaddus .... Mouth is a small circle .................Smilussuprisus 8. Has a pirate eye patch ...............Smiluspiratus ....Does not have eye patch ............ go to 9 9. One eye is much larger than the other eye .....Smilusmutatus One eye is winking .................Smiluswinkus Extension: A. The names of the smilies give you another bit of information about their taxonomy. Each of these smilies belongs to the same genus. What is their genus? B. Names are often given to an organism by the person who discovers it, though they follow certain conventions, often they are named after the person, or where the organism was found, or given a name that describes the creature. Which convention was used in naming these smilies? C. Suppose you discovered the new smiley like this one:


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What name would you give it? Test Image

D. Create a small dichotomous key that names the following creatures.


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Name: ___________________________________________ Interpreting Graphics - Taxonomy Answer true or false to the following statements. Use the graphic to determine the answers. 1. ______ Dogs belong to the order Felidae. 2. ______ A fox belongs to the phylum Arthropoda. 3. ______ Snakes belong to the phylum Reptilia. 4. ______ Lions belong to the class mammalia 5. ______ All arthropods belong to the Class Insecta 6. ______ All rodents belong to the phylum chordata. 7. ______ All amphibians belong to the class reptilia. 8. _______ All primates are mammals. 9. _______ The class mammalia includes dogs, cats and rats. 10. ______ A lion belongs to the genus Felis. 11. ______ All mammals are primates. 12. ______ Insects and lobsters are arthropods. In each set, circle the pair that is most closely related. 13. snakes& crocodiles | snakes & frogs 14. rats& cats | cats & dogs 15. insects& lobsters | insects & birds 16. lions& tigers | lions & cougars 17. foxes& rats | foxes & dogs 18. cats& dogs | cats & lions 19. List (use species name) all the animals pictured that belong in the Felidae family. 20. The image does not show orders of insects. Suggest three categories of insects that would likely be grouped into orders. Hint: think about what kind of insects there are. Add your three categories to the image. 21. Create an addition to the image given the following information. Mollusks are divided into three classes: Class Cephalopoda (squids), Class Gastropoda (snails), Class Bivalve (clams and oysters) Cephalapods have a few orders, one of which is Octopoda (octopus) and and another is Teuthida (squids) The scientific name for the common octopus is OCTOPUS VULGARIS. The scientific name for the common european squid is LOLIGO VULGARIS.

Source: http://www.thecephalopodpage.org/taxa.php

http://www.thecephalopodpage.org/taxa.php


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Name:______________________________________Date:_______________ INTERPRETING ECOLOGICAL DATA

Graph 1: Rabbits Over Time

a. The graph shows a __________ growth curve. b. The carrying capacity for rabbits is ______ c. During which month were the rabbits in exponential growth? Graph 2: Average Toe Length

a. In 1800, about how many people surveyed had a 3 cm toe? ______ How many in 2000? _______ b. The data shows the ____________ selection has occurred? c. In 2000, what is the average toe length? ______ What is the average toe length in 1800 _______


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Graph 3: Mexico and US

a. In Mexico, what percentage of the population is between 0-4 years of age? _______ In the US? ______ b. Which population is growing the fastest? ________ c. Which age group has the smallest number in both countries? _____ Chart 4: Trapping Geese In order to estimate the population of geese in Northern Wisconsin, ecologists marked 10 geese and then released them back into the population. Over a 6 year period, geese were trapped and their numbers recorded. Year Geese Trapped Number with Mark

1980 10 1

1981 15 1

1982 12 1

1983 8 0

1984 5 2

1985 10 1

a. Use the formula to calculate the estimated number of geese in the area studied? _____________ b. This technique is called ____________ & ______________


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c. Supposing more of the geese found in the trap had the mark, would the estimated number of geese in the area be greater or lesser? _____ Chart 5: Mushroom Plots Another ecologist uses a different method to estimate the number of mushrooms in a forest. She plots a 10x10 area and randomly chooses 5 spots, where she counts the number of mushrooms in the plots and records them on the grid.

a.Calculate the number of mushrooms in the forest based on the grid data: _________________ b. Thie technique is called _______________ Chart 6: Snakes & Mice Year Snakes Mice born Mice died

1960 2 1000 200

1970 10 800 300

1980 30 400 500

1990 15 600 550

2000 14 620 600

2001 15 640 580

The data shows populations of snake and mice found in an experimental field. a. During which year was the mouse population at zero population growth? ______ b. What is the carrying capacity for snakes ?______ c. What is the carrying capacity for mice? _____ d. What is the rate of growth (r) for mice during 1970? _____ During 1980? ______


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Name ____________________________________

Food Web 1. For the food web, label each organism: (Some may have more than one label) P = producer | 1 = Primary Consumer | 2= Secondary Consumer | 3 = Tertiary Consumer | | 4 Quartenary Consumer 2. Now label each animal as either a : H = herbivore C = carnivore O = omnivore

3. Create your own food web on the back. You do not need to draw pictures, you could just write the words. Animals to put on your web: MOUSE, CORN, BLUEBIRD, KING SNAKE, HAWK, CAT, CRICKET


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Name:____________________________________________

Food Web II Identify the: 1. Producers2. Primary Consumers3.Secondary Consumers4. Tertiary Consumers 5. Herbivores6. Carnivores7.Omnivores8. What elements are missing from this food web?

On the back, Construct a Food web using the following animals. This ecosystem represents a farm area. The corn is the main source of food for many of the herbivores in the area. You do not have to draw pictures, you can just use the animal names and draw arrows between them. SNAKE, CORN , CATERPILLAR, DEER, CROW, MOUSE, COUGAR, SQUIRREL, MICROORGANISMS (decomposers)


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Name:___________________________________

Biomes Concept Map

WORD BANK

reptiles monkeys pine trees dry climate canopy rainfall cactus equator maple trees seasons farmland

Northern Africa Eastern U.S. Central U.S. Canada Central Africa elephant giraffe prairie dogs lion moose squirrels


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EXAMINING THE STAGES IN ECOLOGICAL SUCCESSION Succession, a series of environmental changes, occurs in all ecosystems. The stages that any ecosystem passes through are predictable. In this activity, you will place the stages of succession of two ecosystems into sequence. You will also describe changes in an ecosystem and make predictions about changes that will take place from one stage of succession to another. The evolution of a body of water from a lake to a marsh can last for thousands of years. The process cannot be observed directly. Instead, a method can be used to find the links of stages and then to put them together to develop a complete story. The water level of Lake Michigan was once 18 meters higher than it is today. As the water level fell, land was exposed. Many small lakes or ponds were left behind where there were depressions in the land. Below are illustrations and descriptions of four ponds as they exist today. Use the illustrations and descriptions to answer the questions about the ponds.

Pond A: Cattails, bulrishes, and water lilies grow in the pond. These plants have their roots in the bottom of the pond, but they can reach above the surface of the water. This pond is an ideal habitat for the animals that must climb to the surface for oxygen. Aquatic insect larvae are abundant. They serve as food for larger insects, which in turn are food for crafish, frogs, salamanders, and turtles. Pond B: Plankton growth is rich enough to support animals that entered when the pond was connected to the lake. Fish make nests on the sandy bottom. Mussels crawl over the bottom. Pond C: Decayed bodies of plants and animals form a layer of humus over the bottom of the pond. Chara, a branching green algae, covers the humus. Fish that build nests on the bare bottom have been replacedby those that lay their eggs on the Chara.


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Pond D: The pond is so filled with vegetation that there are no longer any large areas of open water. Instead, the pond is filled with grasses. The water dries up during the summer months. Questions

1. Write the letters of the ponds in order from the youngest, to the oldest. ________________________________ 2. Black bass and bluegill make their nests on sandy bottoms. In which pond would you find them? ____________ 3. What will happen to the black bass and blue gill as the floor of the ponds fills with organic debris? ___________ 4. Golden shiner and mud minnows lay their eggs on Chara. In which pond would you find them? _____________ 5. Some amphibians and crayfish can withstand periods of dryness by burying themselves in mud. In which pond(s) would they survive? _________ 6. Dragonfly nymphs spend their early stages clinging to submerged plants. Then, they climb to the surface, shed their skins and fly away as dragonflies. Which pond is best suited for dragonflies?_____________________ 7. In which pond will gill breathing snails be replaced by lung breathing snails that climb to the surface to breathe? ____ 8. Some mussels require a sandy bottom in order to maintain an upright position. In which ponds will they die out._____ The climax community in the area of Michigan is a beech-maple forest. After the ponds are filled in, the area will undergo another series of stages of succession. This is illustrated below. Briefly explain what is happening in the diagram below.


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Name: ___________________________________

Human Population Growth Objectives: You will create a graph of human population growth and use it to predict future growth andidentify factors that affect population growth.

Statisics on Human Population Year A.D. Number of People (in

billions)

1650 .50

1750 .70

1850 1.0

1925 2.0

1956 2.5

1966 3.3

1970 3.6

1974 3.9

1976 4.0

1980 4.4

1991 5.5

2000 6.0

2004 6.4

Instructions for creating your graph. Place time on the horizontal access. Values should range from 1650 to 2020. Place number of people on the vertical access. Values should range from 0 to 20 billion. Make sure that your graph is a full page in size and you have the correct labels for the X and Y access and a title for your graph. Analysis 1. It took 1649 years fro the world population to double, going from .25 billion people to .50 billion people. How long did it take for the population to double once again? 2. How long did it take for the population to double a second time? ___________ A third time? ________________ 3. Based on your graph, in what year will the population reach 8 billion? _____________ 4. Based on your graph, how many years will it take for the population of 2004 to double? ______________ The Earth's Carrying Capacity Prior to 1950, the death rate was high, which kept the numbers of humans from increasing rapidly. In the 19th Century, the agricultural revolution increased food production. The industrial revolution improved methods of transporting food and other good. In the 20th Century, advances in medicine, sanitation and nutrition have decreased the death rates further. These factors combined to produce the rapid growth of the human population in the 20th century. As with any population, humans are also limited by factors such as space, amount of food and disease. The carrying capacity is the number of individuals that a stable environment can support. Authorities disagree on on the maximum number of people that the earth can support, though the numbers generally range for 8 to 10 billion. As the population approaches its limit, starvation will increase. Some countries have a much higher growth rate than others. Growth rate is the number of people born minus the number of people that die. Compare the growth rates of the following countries Most countries are trying to reduce their growth rate. Zero population growth means that as many people are being born as there are dying - to achieve zero population growth, each couple would need to have no more than two children (to replace the parents). Even if this number is achieved, the population will continue to grow because the parents will still live


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on for decades, as their children have children and their children have children..and so forth. The United States reached zero population growth in the 1980's, and yet the overall population of the US still increases. Analysis 1. What factors contributed to the world's overall population growth in the last 150 years. 2. Why does a population not level off during the same year it reaches zero population growth? 3. If the carrying capacity of the earth was 9 billion people, when would this number be reached (according to your graph)? 4. What will happen when the human population exceeds the earth's carrying capacity?


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Name:_________________________________________________________ Flower Structure and Reproduction Flowers are the plant's reproductive structures. Angiosperms are types of plants that bear fruits and flowers. Flowers are usually both male and female, and are brightly colored to attract insects to help them carry pollen used for sexual reproduction. Not all flowers are colorful, though. These flowers usually use the wind for pollination. Parts of the Flower The receptacle is the part of the branch on which a flower forms. Color the receptacle (B) brown. Sepals are leaf like structures that surround and protect the flower before it blooms. Color the sepals (C) green. Petals are the colorful part of the flower that attracts insects and even other small animals, such as mice, birds, and bats. Color the petals (D) a bright color of your choice. All flowering plants have flowers, but some are not brightly colored. The petals of these flowers are reduced or absent and the plant relies on the wind or water for pollination. The flower has both male and female reproductive parts. The female reproductive structures are called carpels. In most flowers, the carpels are fused together to form a pistil. Color the pistil (P) pink. The pistil has three parts, which can be seen, in the box labeled "pistil". The stigma at the top is often sticky and is where the pollen attaches. Color the stigma (J) purple. The style is the long tube that attaches the stigma to the ovary. Sperm from the pollen will travel down this tube to the ovules. The ovules, or eggs, are stored in the ovary until they are fertilized. Plants can only fertilize eggs of the same species. Special chemicals prevent sperm from fertilizing the eggs of flowers that are not the same kind. Color the style (K) red, and the ovary (L) pink. Color the ovules (O) black. The male reproductive structures are called the stamens. Color the stamens (H) blue. Each stamen consists of an anther (A), which produces pollen, and a filament (F), which supports the anther. In the box labeled "stamen" color the anther dark blue, and the filament light blue. Pollen produced by the anther is carried by insects or other animals to the pistil of another flower where it may fertilize the eggs. Plant Reproduction Sexual reproduction in plants occurs when the pollen from an anther is transferred to the stigma. Plants can fertilize themselves: called self-fertilization. Self-fertilization occurs when the pollen from an anther fertilizes the eggs on the same flower. Cross-fertilization occurs when the pollen is transferred to the stigma of an entirely different plant. When the ovules are fertilized, they will develop into seeds. The petals of the flower fall off leaving only the ovary behind, which will develop into a fruit. There are many different kinds of fruits, including apples and oranges and peaches. A fruit is any structure that encloses and protects a seed, so fruits are also "helicopters" and acorns, and bean pods. When you eat a fruit, you are actually eating the ovary of the flower. Questions 1. What is an angiosperm? 2. The flower attaches to what part of the plant? 3. Why are flowers brightly colored? 4. Name two mammals that might pollinate a plant. 5. If the petals of a flower are reduced or absent, how is the plant pollinated? 6. The female reproductive structures are called the: 7. Name the three parts of the pistil: 8. Where are the ovules stored? 9. Name the two parts of the stamen: 10. Describe sexual reproduction in plants. 11. The ovary develops into what structure? 12. Define fruit. 13. Some flowers are not brightly colored at all, but have a very pungent odor that smells like rotting meat. How do you think these flowers are pollinated?


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14. In many flowers, the pistils and stamens reach maturity at different times. Considering what you know about pollination, why would this be an advantage to the plant?


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Name: ___________________________________________ LEAF ANATOMY The leaf is the primary photosynthetic organ of the plant. It consists of a flattened portion, called the blade, that is attached to the plant by a structure called the petiole. Sometimes leaves are divided into two or more sections called leaflets. Leaves with a single undivided blade are called simple, those with two or more leaflets are called compound. The outer surface of the leaf has a thin waxy covering called the cuticle (A), this layer's primary function is to prevent water loss within the leaf. (Plants that leave entirely within water do not have a cuticle). Directly underneath the cuticle is a layer of cells called the epidermis (B). The vascular tissue, xylem and phloem are found within the veins of the leaf. Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves. The outer layer of the vein is made of cells called bundle sheath cells (E), and they create a circle around the xylem and the phloem. On the picture, xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H). Recall that xylem transports water and phloem transports sugar (food).

Cuticle (light blue)

Epidermis (yellow)

Guard cells (pink) Palisade Mesophyll

.........(dark green)

Phloem (purple)

Xylem (orange) Spongy Mesophyll

....(light green) Bundle Sheath

.......(dark blue) Within the leaf, there is a layer of cells called the mesophyll. The word mesophyll is greek and means "middle" (meso) "leaf" (phyllon). Mesophyll can then be divided into two layers, the palisade layer (D) and the spongy layer (F). Palisade cells are more column-like, and lie just under the epidermis, the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis. The air spaces between the spongy cells allow for gas exchange. Mesophyll cells (both palisade and spongy) are packed with chloroplasts, and this is where photosynthesis actually occurs. Epidermis also lines the lower area of the leaf (as does the cuticle). The leaf also has tiny holes within the epidermis called stomata. Specialized cells, called guard cells (C) surround the stomata and are shaped like two cupped hands. Changes within water pressure cause the stoma (singular of stomata) to open or close. If the guard cells are full of water, they swell up and bend away from each other which opens the stoma. During dry times, the guard cells close. Color the structures underlined above. Make sure that the entire picture is colored and that the color matches the words. For simplicity only part of the picture is labeled. Questions: 1. What two tissues are found within a vein? ____________________________________ 2. What does the word "mesophyll" mean? _____________________________ 3. What two layers of the plant contain chloroplasts? _______________________________________ 4. The outermost layer of cells: ________________________________ 5. The waxy covering of the leaf: _______________________________ 6. These cells function to open and close stomata. _________________________ 7. Outer layer of the vein: ______________________________ 8. Column like cells that lie just under the epidermis.__________________________ 9.Openings that allow for gas exchange._______________________________ 10.The stalk that connects the leaf to the stem. ______________________


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Name: ___________________________________________

Comparing Monocots and Dicots Both monocot and dicot seeds develop in similar ways and have the same parts. There are a few minor differences: monocots start out with one seed leaf, while dicots have two. The technical word for seed leaf is cotyledon: you can find it on the coloring sheet; it is the first leaf to emerge from a developing seed. Color all the cotyledons (A) on the seeds dark green. As a seed, both monocots and dicots are covered by a seed coat. Color the seed coat (B) yellow. The seed consists of the outside seed coat and a large area called the endosperm which functions as a source of reserve materials and food for the developing embryo. As germination occurs, the endosperm will be broken down and used by the plant. Color the endosperm blue (C). Germination occurs when the seed begins to sprout, usually in the spring and under appropriate conditions the radicle, the part of the seed that will become the root, begins to elongate and grow downward. Color the root brown (D). Meanwhile, the coleoptile begins to grow upward. The coleoptile is a sheath that encloses the shoot of the embryo. The primary function of the coleoptile is to provide protection to the developing shoot as it is passing through the soil. Color the coleoptile orange (E). Extending out from the coleoptile is the shoot. Color the shoot purple (F). Eventually adult leaves grow on the plant. Color these leaves light green. (G) Adult Monocots and Dicots Angiosperms are divided into two classes, the monocots and the dicots. The majority of flowering plants are dicots. Dicots include maples, oaks, and magnolias. Monocots are grasses, wheat, corn, and rice. Most of our food supply comes from monocots. The diagram compares the differences between the two. First of all look at the roots. The root of a monocot is called a fibrous root and the root of a dicot is a taproot. Notice how taproots have one main part - called the primary root. In a taproot the primary root grows very large and small roots spread out from it. Fibrous roots, on the other hand, do not have very large primary roots, and many small roots develop and remain near the surface. Color the taproot dark brown and the fibrous root light brown. Monocots and dicots also differ in their leaf structure. Adult monocots usually have parallel venation, whereas dicots have net-like venation. For monocots and dicots, color the leaves green and outline the veins in a darker green. The flowers of monocots and dicots differ in the number of petals they have. Monocots tend to have flower parts that occur in 3's ( 3, 6, 9, 12…). Dicot flowers usually have 4 to 5 petals. Color the monocot flower purple, and the dicot flower pink(make sure all petals are colored). Stems hold the flowers up and attach the leaves, color the stems blue. Monocot and dicots also differ in the way their vascular systems are arranged. In monocots, the vascular bundles are scattered throughout the stem. In dicots, the vascular bundles are arranged in a ring. Color the vascular bundles in both types of plants purple (V), color the stems blue. Questions: 1. Give two examples of plants that are monocots. __________________________________________ 2. Give two examples of plants that are dicots. ______________________________________________ 3. What is a cotyledon? _______________________________________________________________ 4. What is the radicle? ________________________________________________________________ 5. What is the coleoptile? _____________________________________________________________ 6. What is the function of the endosperm? ________________________________________________ 7. Fill out the table below.

Number of Seed Leaves

Type of Leaf Venation Number of Flower Parts

Type of Roots Example

Monocot Dicot

8. An unknown plant is brought to you and your job is to determine whether it is a monocot or a dicot. You observe that the plant has 6 petals and its leaves have parallel veins. Is it a monocot or a dicot?


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Tree Growth Study Introduction Forest trees grow in both height and diameter. The growth of a tree is influenced by it environment. By working with the cross section of a tree, a view of a tree round can reveal how outside influences have affected the tree’s quality of life. The cross section can also provide information about the tree’s age. What makes those rings? The appearance of rings in a x-section is due to the growth pattern of the tree. During regions that have seasons, trees will grow very rapidly in the spring and then not as rapidly in the late summer. The faster growth of early spring makes large cells that are light in color, the lighter colored area is called earlywood or springwood. Summer growth, which is slower, produces cells that are smaller and darker in color, these dark regions are called latewood, or summerwood. The circles created by the alternating summer and springwood are called annual rings. The oldest layer of growth is in the center, and the newest growth rings are closest to the bark. Counting the rings can give you an estimate of how old the tree is. This method is not foolproof though. Some environmental conditions can cause the tree grow more than once during a growing season, and thus produce false rings; ring counts do not always indicate the tree’s true age. What other things can a cross-section tell you? The width of the rings gives you clues about how favorable the growth season was. If environment conditions were good (plenty of water & sunlight) the growth rings will be wide. If conditions were not as favorable during the year, the growth rings will be narrower. The shape of the concentric circles (annual rings) can also tell you what kind of conditions the tree lived in. In normal conditions, the rings will be in near perfect circles. Sometimes, trees don’t grow in a regular pattern, which causes the rings to be irregular. Imagine if a tree was growing next to a boulder, and it had to grow around the obstacle: the resulting rings would be a little lopsided. Also, if a tree is damaged on the outside, as it grows that damage will become a scar on the inside. Damage could come from being cut, or fire, or disease. Questions: 1. Name 3 things that the cross section of a tree can tell you about the tree? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. What is a false ring? _________________________________________________ 3. The dark rings on the tree are called [earlywood / latewood ] . 4. The cells produced during the summer are [ larger / smaller ] than spring cells. 5. The oldest layer of growth is near the [ center / outside ] . 6. If a tree had to grow around an obstacle, the rings would be [ lopsided / scarred ]. 7. Ring scars are caused by [ damage / earlywood ] Examine the rounds: tree rounds have three distinct regions. The outer region, or bark, is separate from the area of wood on the inside. The center, or core, of the tree is the pith, which is small in comparison to the larger area of wood. Less noticeable region is the thin cambium, which lies between the bark and wood. Wood rays appear as lines radiating from the pith to the outside of the wood like spokes of a wheel. The wood area is further divided into two regions. The outer area of the new growth is usually light in color and represents the live tissue called sapwood. The inner area is darker, and is dead tissue called heartwood. Sometimes this is filled with gums and resins which gives it a very dark color. Locate all the underlined structures on your tree rounds. Make a sketch of one of them below and label each region (or structure) that is underlined above. Use shading to help distinguish the areas of sapwood and heartwood. Identify the trees. Minor differences will set the types of trees apart. If you look, they don’t all have the same bark texture and the rings appear different for each round. Trees that grow year round (pines and conifers) are called softwoods. Because they don’t have a distinct summer and spring growth period, their rings are not as visible, and will appear very light in color. Find the round that has the lightest colored rings. This is the pine tree. Walnut has a very dark region of heartwood due to the resin


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stored in it. Find the round with the darkest heartwood region – this is the walnut tree. The remaining round is the Oak tree. Sketch the three rounds below, paying special attention to the differences in the way the wood looks. Label them Oak, Pine, and Walnut. (Use shading to help illustrate). Look at the letters on the wood. Which letter goes with which type of tree (label below). Tree Growth Study Data

Oak Pine Walnut

Age of Tree (number of rings)

Best Growth Year (widest ring)

Identifiable Scar Regions (years)

Diameter (in centimeters)

Investigation of Leaf Stomata

Materials: Plant leaves, Clear fingernail polish, Clear cellophane tape (clear package sealing tape), Microscope Microscope slides Procedure: 1. Obtain a leaf from a plant, generally any plant will work for this procedure.. 2. Paint a thick patch of clear nail polish on the leaf surface being studied. Make a patch at least one square centimeter. 3. Allow the nail polish to dry completely. 4. Tape a piece of clear cellophane tape to the dried nail polish patch. (The tape must be clear. Do not use Scotch tape or any other opaque tape. Clear carton-sealing tape works well.) 5. Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling the fingernail polish off the leaf. This is the leaf impression you will examine. (Only make one leaf impression on each side of the leaf, especially if the leaf is going to be left on a live plant.) 6. Tape your peeled impression to a very clean microscope slide. Use scissors to trim away any excess tape. Introduction: Scan the slide until you find a good area where you can see the stomata. Each stoma is bordered by two sausage-shaped cells that are usually smaller than surrounding epidermal cells. These small cells are called guard cells and, unlike other cells in the epidermis, contain chloroplasts. 1. Sketch. Label the Stoma, Guard Cells, Epidermal Cells, and Chloroplasts 2. Estimate the number of stomata on your sample. Experiment: Guard cells are responsible for opening and closing the stoma. When water concentration is high, the guard cells will bulge, and cause the stoma to open. When the water concentration is low, the stoma will close. Stoma are generally open when plants are photosynthesizing. Question: Will plants have more stoma open during the day than during the night? 3. Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared to a plant in the light. Write your hypothesis below, and make sure that it is a complete sentence.


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Repeat the procedure above for preparing your slide. You will make two impressions, one from a "Dark Plant" and one from a "Light Plant" You will compare the two impressions. 4. Data Table:

Plant Number of Stomata

Light

Dark

5. Conclusions: Writea short paragraph that answers the question, use your data to support your conclusions.


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Lab: Exploring the Rate of Photosynthesis Photosynthesis is the process by which plants take carbon dioxide from the atmosphere, add water, and use the energy of sunlight to produce sugar. Photosynthesis occurs in the chloroplast, an organelle in plant cells that contains the molecule chlorophyll. Chlorophyll absorbs the energy of sunlight. That light energy is converted to chemical energy through the steps of photosynthesis. The reactions of photosynthesis can be divided into two major types: light-dependent reactions and light-independent reactions. The light-dependent reactions convert energy from the sun into a form that the chloroplast can then use to make sugar from carbon dioxide, in the process producing oxygen as a waste product. The light-independent reactions use that energy to make glucose from carbon dioxide and water. Materials: test tube, Elodea cuttings, sodium bicarbonate (baking soda), beaker with water, lamp Part 1: Measurement of Photosynthesis There are various set-ups that can be used to measure the rate of photosynthesis, each relies on counting the oxygen produced during the reaction. To improve results, add a pinch of baking soda to the water in the test tube. Cut elodea stems at an angle and use your fingers to crush the end of the stem. The water in the beaker is meant to absorb the heat from the light. Design 2: THE TEST TUBE CAN BE INVERTED AND THE AIR POCKET CAN BE MEASURED.

Design 1: HEAT SINKS (BEAKER WITH WATER) MAY NOT BE NECESSARY IF USING CFL BULBS. COUNT THE BUBBLES TO MEASURE THE RATE OF REACTION

Design 3: A MARKER CAN BE USED TO MEASURE THE AMOUNT OF OXYGEN IN THE TEST TUBE RATHER THAN MEASURING BUBBLES.


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If you do not see bubbles right away, re-cut and crush the stems, experiment with moving the light closer to the apparatus or remove the heat sink if using CFL bulbs. Your goal is to find a way to consistently measure the rate of photosynthesis using any of the designs above. Part 2: Conditions for Photosynthesis 1. With the members of your group, brainstorm variables which may affect the rates of photosynthesis. 2. Form a hypothesis to test your variable. 3. Design an experiment to test your hypothesis. (check with instructor about available materials) 4. After discussing your plan with your instructor, perform your experiment. 5. Record all data and determine if your data supports or refutes your hypothesis. Lab Report Include the following sections in your lab report, which should be typed. You may also include photos of your experiment. Introduction: Explain photosynthesis and include the chemical equation. Discuss the experimental set-up and how it can be used to measure the rate of photosynthesis. Photosynthesis Experiment: Describe your experiment, include your hypothesis and data collected. Answer your experimental question or hypothesis by using your data to support or refute your claim (conclusion). Conclusion: This section should summarize your overall findings and discuss any experimental errors or problems you encountered. This is also a good place to include any personal thoughts about your learning experience.

Leaf Transpiration Objective: Determine the amount of water loss due the transpiration. Materials: Leaves from a tree (students can collect from different species) Vegetable oil Water (dechlorinated) Beakers Problem: What properties affect the amount of transpiration that occur in leaves? Properties you can analyze include: surface area of leaf, exposure to light, and species of tree. How to Determine Water Loss Due to Transpiration: 1. Place dechlorinated water into a beaker, make sure you record the amount of water placed in the beaker (in milliliters) 2. Place leaves in a beaker with water so that their petioles are submerged. In order to get enough water loss to observe and record, you will need to place multiple leaves in the beaker. 3. Pour a small amount of oil over the surface of the water - this will prevent water loss due to evaporation 4. After 48 hours, remove leaves carefully and measure the amount of water left in the beaker, be careful not to include the oil in the measurement. Procedure: 1. As a group, determine how you will analyze each of the properties. The investigation should be comprehensive and address as many properties as possible. Your goal is to determine which factors affect transpiration. 2. Record your hypothesis and methods you will use to solve the problem. In your lab report, you will include this under the "materials and methods" section. 3. Set-up your experiment. 4. Record and analyze data.


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Germination Inhibitors Background - As a seed germinates, new cells are produced. As they grow larger, they differentiate into plant organs, such as roots, stems, leaves, and flowers. Tomato seeds will usually germinate when exposed to the proper amounts of moisture and oxygen and fairly warm temperature. Interestingly enough, these seeds do not germinate while they are inside the tomato. How can this be? Question: Do plants (particularly the tomato fruit) contain hormones that pervent germination. What effect does a germination inhibitor from one ind of tomator have on other kinds of tomatoes?

Procedure. 1. Crush one whole tomato (Variety A) and strain the crushed tomato into a beaker - label the beaker EXTRACT A 2. From the tomato pulp of the tomato remove about twenty seeds and wash them. 3. Place 10 seeds in one petri dish lined with moistened paper towels or filter paper. 4. Place 10 seeds in another petri dish moistened with extract A. 5. Over a period of several days, observe the seeds, add more water or extract to keep the paper moist. 6. Record the data. To determine the effects of another tomato on germinating seeds, obtain a different kind of tomato (Variety B). Discuss with your lab group how you will design this experiment (using the above procedure as a guideline)

Analysis 1. What are the controls in your experiment? Why did you wash the seeds? 2. Explain how you determined whether or not a seed has germinated. 3. What conclusions can you draw from the results: do tomatoes contain germination inhibitors? Do these inhibitors work for other types of tomato? 4. In addition to tomatoes, what other fruits or vegetables probably contain germination inhibitors? 5. Discuss some practical applications of germination inhibitors.

Seed Germination Experiments You will be investigating how different environmental conditions affect the germination of a seed. With only the materials provided on the list, for each question develop a hypothesis and an experimental design to test your hypothesis. You will then set up your experiments and take data over a week long period.

Materials: bean seeds (soaked overnight), paper towels , water, baggies (for storage of seeds, window with sunlight, drawer (dark), ziploc baggies, weak acid solution, refrigerator Questons: (Choose 2 of the questions to investigate) How Does Acid Affect the Germination of a Seed? How is the Germination of a Seed Affected by Air? How is the Germination of a Seed Affected by Sunlight?


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How is the Germination of a Seed affected by Flooding? How is the Germination of a Seed affected by Temperature? Report On a separate page, write your report that answers the questions. Your report should include: 1. The Question 2. The Hypothesis 3. The Experimental design (how you set it up) 5. Data table(s) 6. Conclusions

Lab Report Rubric Excellent 3 pts Good - 2 pts Needs Work - 1 pt

Question/Hypothesis written as a complete sentence, question is restated as a prediction that can be tested

Unclear phrasing, does include at least one question and answer

question is not answered, hypothesis not stated in a way that can be tested

Design the procedure will accurately test the hypothesis, can be followed easily, materials listed or described

procedure does test the hypothesis, parts are unclear or may not fully test, some materials are listed

procedure likely will not test the hypothesis as stated, procedure unclear, materials not listed

Data Clearly shows the all results of the experiment and includes a time frame, descriptors and any quantitative data taken, well organized,

Shows some results with some time frame and descriptors, organization lacking or hard to follow

results missing, hard to follow, only addresses part of the experiment, lack of organization

Conclusions Summarizes the essential data used to draw conclusions; conclusions follow data (not wild guesses or leaps of logic), the experimental question is answered

Summarizes data, answers some of the experimental questions, includes a reference to the data

Does not answer question or summarize data


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Identifying the trees Tree identification can be accomplished by looking at the shape and pattern of leaves on the trees. Leaf Desciptions alternate - petioles attach at different points opposite - petioles attach at the same point on opposite sides

simple - one single leaf attaches to petiole compound - one petiole has many small leaflets lobes - leaf has a deeply wavy margin, the indentations are called sinuses

palmately lobed - lobes are arranged as a hand (palm) pinnately lobed - lobes are arranged in a line toothed - not lobed, edge is not smooth


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Name: __________________________________ Date: _________

Types of Tissues MAJOR TISSUE TYPE OF TISSUE LOCATION

EPITHELIAL Outer layer of skin, mouth

Secretion, absorption, ducts of glands

Digestive tract (intestinal wall), absorption

Air passages (trachea), goblet cells

Lining of air sacs in the lungs

Stretchable tissue, urinary bladder

CONNECTIVE TISSUE Binds skin to internal organs

Found between vertebrae

Dense, tendons & ligaments

Covers ends of bones at joints

Osseus, structural tissue of the skeleton

Circulates, delivers oxygen

Insulation, protection, also called fat

MUSCLE TISSUE Muscles connected to bones

Walls of many internal organs

Walls of the heart

NERVE TISSUE Transmits signals, nerve impulses

Support cells


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Name: ____________________________________

CONNECTIVE TISSUE MATRIX

Match the structure to the function (use letters)

1. ____ Store energy 2. ____ Production of fibers 3.____ Consume debris and foreign objects 4.____ Fiber that makes up tendons 5. ____ Prevention of blood clots Coloring Instructions

collagen fibers [A] yellow.

fibroblasts [B] blue.

mast cells [C] purple .

macrophages [D] orange

elastic fibers [E] green (shade over the line)

blood vessel and blood cells [F] red.

fat cells [G] pink. Name:__________________________________Date:_______ Sarcomere Coloring Color the individual myofilaments (A) purple, these are composed of both thick and thin filaments. Mitochondria (B) are dispersed through the muscle fibers, color all mitochondria pink. Recall that mitochondria supply energy needed for muscle contraction. Two types of transport systems are found within the muscle. The sarcoplasmic reticulum (E) is a network of tubes that run parallel to the myofilaments. Color this network green. The transverse tubules (C) run perpendicular to the filaments – color both yellow. The enter muscle fiber is surrounded by the sarcolemma (D), color this membrane brown.


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If expanded, the light and dark bands are shown as individual thick and thin filaments. Color the thick filaments (not labeled) red and the thin filaments blue. The Z line is the boundary between sarcomeres, named after its shape. Color the Z–line orange.

1. What are the two types of myofilaments? ______________________________________________ 2. The membrane of the muscle fiber is called the: _____________________________________________ 3. The _________________________________ is defined as the region between two Z-lines. 4. What structure is similar to the endoplasmic reticulum? _______________________________________ 5. Dark bands are made from __________________; light bands are made from ______________________ Muscle and Muscle Fiber Structure: A muscle is composed of many muscle fibers arranged in bundles called _______________________________ Individual muscles are separated by fascia, which also forms _______________________________ What is plantar fasciitis? A muscle also contains 3 different layers of connective tissue: __________________________ - outermost layer, surrounds entire muscle __________________________ - separated and surrounds the FASCICLES (bundles) __________________________ - surrounds each individual muscle fiber


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Muscle Cells The muscle fiber membrane is called the ___________________________________ The cytoplasm is called _______________________________________ Within the sarcoplasm are many parallel fibers known as ___________________________________

Each myofibril is made of many MYOFILAMENTS. There are two types: MYOSIN - thick filaments ACTIN - thin filaments Structure of a SARCOMERE (functional unit of a muscle) A Bands = dArk = thick = MYOSIN I Bands = lIght = thin = ACTIN


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Sarcomere = the area between two Z-lines Heirarchy: Muscles → Fascicles (bundles) → Myofibrils → Myofilaments (actin & myosin) II. How Muscles Work with the Nervous System NEUROMUSCULAR JUNCTION (also called the motor unit) - where a ____________________and muscle fiber come together. MOTOR END PLATE - specialized part of the sarcolemma located at the neuromuscular junction, has many folds SYNAPTIC CLEFT - An actual "gap"which exists between the motor neuron endings and the motor end plate. SYNAPTIC VESICLES - where _________________________ are stored before being released into the synaptic cleft.

The neurotransmitted that crosses the gap is __________________________________. This brings about muscle contractions. CHOLINESTERASE is an enzyme that breaks down acetylcholine III. The Sliding Filament Theory The theory of how muscle contracts is the sliding filament theory. The contraction of a muscle occurs as the thin filament slide past the thick filaments. What is needed: ACh = acetylcholine | AChE = acetylcholinosterase | Calcium | ATP | Actin & Myosin


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IV. ENERGY SOURCE: Provided by ATP from cellular respiration which occurs in the___________________________ * Creatine Phosphate provides energy for the regeneration of ATP * Only 25% of energy produced during cellular respiration is used in metabolic processes - the rest is in the form of HEAT - maintains body temperature

ATP = adenosine triphosphate | ADP = adenosine diphosphate V: Other Terms 1. Threshold Stimulus 2. All-or-None Response


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3. Motor Unit 4. Recruitment 5. Muscle Tone 6. Muscular Hypertrophy 7. Muscular Atrophy 8. Muscle Fatigue 9. Muscle Cramp 10. Oxygen Debt / Lactic Acid

11. Origin / Insertion

Neuron Label


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Name:___________________________________________Date:_____

The Anatomy of a Synapse Neurons form elaborate networks through which nerve impulses—action potentials—travel. Each neuron has as many as 15,000 connections with neighboring neurons. Neurons do not touch each other; instead, neurons interact at contact points called synapses: a junction within two nerve cells, consisting of a miniature gap which impulses pass by a neurotransmitter. A neuron transports its information by way of a nerve impulse called an action potential. The action potential can originate in the cell body when it has received a stimulas, then it moves down the axon of that neuron. When an action potential arrives at the synapse, it stimulates the release of neurotransmitters. These neurotransmitters are released into the synaptic cleft to bind to the receptors of the adjacent cell.

On the image below: Color the cell body and the dendrites blue. Color the axon red.

Highlight the synapse with yello.

Use an arrow to show movement of the action potential.

On a cellular level, the neuron cell has vesicles that contain the neurotransmitters. Each neurotransmitter can carry a different type of message. Some neurotransmitters, like seratonin, regulate appetite, sleep and mood. Serotonin is though to be associated with certain types of depression and anxiety disorders.

The image below shows how seratonin is released from the neuron and how a drug called SSRI (selective seratonin re-uptake-inhibitors) is used to treat mood disoders. The neuron, like most cells of the body has mitochondria which provide

the energy the cell needs to function. Color the mitochondria (A) orange and the axon on the nerve cell (X) blue. The axon area contains the vesicles that store the neurotransmitters. These neurotransmitters are released into the synaptic cleft where they cross the gap and land on the receptors of the dendrites of the next neuron.

Color the axon (X) light blue. Color the neurotransmitters (E) red. Color the vesicles (B) pink.

Color the receptors (D) green. Color the dendrite (Y) yellow. The neurotransmitters arereturned to the original cell through transporters, a process called re-uptake. As long as the neurotransmitter remains in the cleft, the receptors will continue to be stimulated. Certain drugs, called SSRI's can inhibit this re-uptake process, leaving the seratonin neurotransmitter active for longer within the cleft. This has an effect of elevating the person's mood or reducing anxiety and depression. Many anti-depressents are marketed as SSRI's.

Color the tansporter (re-uptake area) purple. Color the inhibitor (F) brown. Color the dendrite (Y) dark blue.


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Questions: 6. An agonist is a chemical capable of binding to a receptor and initiating a reaction. An antagonist is a chemical that binds to the receptor but does not cause a reaction, effectively blocking that receptor. Sketch a model (using the one you colored as a guide) to show how an antagonist works. 1. What is the relationship between a receptor and a neurotransmitter? 2. Where are neurotransmitters stored in the cell? 3. What happens if the re-uptake transporter is blocked? 4. Explain how an SSRI works in your own words. 5. Dopamine is another neurotransmitter that works on moods. It is associated with the reward pathways in the brain, the part of the brain that makes us feel pleasure when we have achieved something. The illegal drug, cocaine, works by blocking dopamine transporters. Consider what you know about transporters and describe how you think cocaine effects the neurons.


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Name:______________________________________________

Endocrine System Review and Wordsearch

1. Gland in the brain that is the control center for all regulatory activities of the body: _________________________ 2. Condition in which levels of thyroid hormones in the blood are very low: _________________________ 3. Helps regulate when you sleep at night and when you wake in the morning ___________________________ 4. Master gland, makes hormones that control several other endocrine glands ___________________________ 5. Hormone that reproductive glands produce for females: _________________________________ 6. Two hormones produces by the pancreas: _______________________ & _________________________ 7. Gland produces hormones that control the rate at which cells produce energy _________________________ 8. 4 tiny glands that function together that release hormones that regulates calcium levels: _________________ 9. General name given to water soluble hormones (banned in most sports organizations ____________________ 10. The inner part of the Adrenal gland: ______________________________ 11. Hormone that reproductive glands produce for males: _________________________________ 12. Gland that produces melatonin: ___________________________ body. 13. Causes milk production in nursing mothers and contractions during childbirth: _________________________ 14. Increases blood pressure and heart rate when the body experiences stress: _________________________ 15. Helps regulate calcium in the bones: _____________________________ 16. Adrenal glands are located above this major organ: ___________________________ 17. Disease caused by a failure of the body to produce insulin: _______________________________ 18. Produced in the adrenal cortex, keeps blood glucose levels stable: ___________________________ 19.Contains cells called the Islets of Langerhans: ________________________________ 20. Collection of glands that secret chemicals that maintain homeostasis: _____________________ system


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Blood Concept Map

WORD BANK red blood cells | homeostasis | albumins |biconcave disc | bone marrow | transport nutrients | hemoglobin | monocytes | defend against diseases | plasma | leukocytes | spleen | phagocytes | inflammatory reaction | water | platelets | hematopoeisis | eosinophils | oxygen | nucleus | hemostasis | globulins | antibodies


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Name: _________________________________Date:_________

Blood Type Problems 1. List all the possible genotypes for each of the 4 blood types: Type O ____________ Type A ____________ Type B ____________ Type AB ____________ SHOW WORK! 2. A man with AB blood is married to a woman with AB blood. What blood types will their children be and in what proportion? 3. A man who has type B blood (genotype: BB) is married to a woman with type O blood. What blood type will their children have? 4. A woman with type A blood (genotype: AO) is married to a type B person (genotype: BO). What blood types will their children have? 5. A woman with type A blood is claiming that a man with type AB blood is the father of her child, who is also type AB. Could this man be the father? Show the possible crosses; remember the woman can have AO or AA genotypes. 6. A man with type AB blood is married to a woman with type O blood. They have two natural children, and one adopted child. The children's blood types are: A, B, and O. Which child was adopted? 7. A person with type A blood (unknown genotype) marries a person with type O blood. What blood types are possible among their children. (Show 2 crosses 8. Two people, both with AB blood have four children. What blood types should the children be? 9. A person with type B blood (genotype BO) has children with a type AB person. What blood types are possible among their children? 10. A person with type O blood is married to a person with type A blood (unknown genotype). They have 6 children, 3 of them have type A blood, three of them have type O blood. What is the genotype of the two parents? 11. A person has type B blood. What are ALL the possible blood types of his parents. Show the crosses to prove your answer. 12. A man of unknown genotype has type B blood, his wife has type A blood (also unknown genotype). List ALL the blood types possible for their children. (you may need to do multiple crosses to consider the different possible genotypes of the parents) 13. Two people with type O blood have three children. How many of those three children also have type O blood? 14. Why is a person with type O blood called a ―universal donor‖? 15. Why is a person with type AB blood called a ―universal acceptor‖?


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Blood Crossword

Down causes vasospasm "bleeder's disease" low red blood cell count cancer of the blood thrombocytes (common word) clear, liquid portion of blood cell that "eats" other cells circulate in body and attach to foreign substances the process where bleeding is stopped cell surface markers Movie: My ___ Valentine organ that breaks down old, worn out blood

Across binds to oxygen red blood cells percentage of blood cells and plasma in sample wbc that attacks parasites where new blood cells are created shape of a red blood cell clumping of blood cells from an immune response queen thought to be original carrier of hemophilia abnormal blood clot plasma protein that is converted to fibrin disease that causes rbc's to be abnormally shaped: __ Cell Disease white blood cells 24. wbc's that produce antibodies


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Name _________________________________ Heart Labeling

1. ____________________________ 2. ____________________________ 3.____________________________ 4.____________________________ 5.____________________________ 6.____________________________ 7.____________________________ 8.____________________________ 9.____________________________ 10.____________________________ 11.____________________________12.____________________________ 13.____________________________14.____________________________ 15. ____________________________ 16. . Use arrows to trace the blood flow in the human heart. 17. Name the major vessels that leave the heart and identify where they lead to: 18. Why is the human heart called a "double loop"?


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Name:____________________________________Date:_________

OVERVIEW OF THE CIRCULATORY SYSTEM Fill in the blanks to trace the path of blood through the circulatory system From the right atrium to the (1) ____ through the (2)_ ___ valve to the pulmonary trunk to the right and left (3)____, to the capillary beds of the (4) ____, to the (5) ___, to the (6) ____ of the heart through the (7) ___ valve, to the (8) _____ through the (9) ____ semilunar valve, to the (10) ___, to the systemic arteries, to the (11) ___ of the body tissues, to the system veins, to the (12) ____ and (13) ____, which enter the right atrium of the heart.

1. ____________________________________ 2. ____________________________________ 3. ____________________________________ 4. ____________________________________ 5. ____________________________________ 6. ____________________________________ 7. ____________________________________ 8. ____________________________________ 9. ____________________________________ 10. ____________________________________ 11. ____________________________________ 12. ____________________________________ 13. ____________________________________ Label the Diagram A - Vessels serving the head and upper limbs B - Vessels serving the body trunk and lower limbs C - Vessels serving the viscera D - Pulmonary Circulation E - Pulmonary "Pump"


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Lab: Measuring Blood Pressure Blood pressure is measured in millimeters of mercury (mm Hg). A typical blood pressure is 120/80 mm Hg, or "120 over 80." The first number represents the pressure when the heart contracts and is called the systolic blood pressure. The second number represents the pressure when the heart relaxes and is called thediastolic blood pressure.

Materials: Sphygmomanometer (blood pressure cuff) 1. Deflate the air bladder of the cuff and place it around the upper arm so it fits snugly. If you’re right handed, you should hold the bulb/pump in your left hand to inflate the cuff. Hold it in the palm so your fingers can easily reach the valve at the top to open and close the outlet to the air bladder. 2. Put the head of the stethoscope just under the edge of the cuff, a little above the crease of the person’s elbow. 3. Inflate the cuff with brisk squeezes of the bulb. Watch the pressure gauge as you do it, you should go to around 150 mmHg or until the pulse is no longer heard. At this point blood flow in the underlying blood vessel is cut off by pressure in the cuff. 4. At around 150, slightly open the valve on the air pump (held in your left hand). This part takes practice, it’s important that you don’t let the air out too suddenly. 5. Now, pay attention to what you hear through the stethoscope as the needle on the pressure gauge falls. You will be listening for a slight ―blrrp‖ or something that sounds like a ―prrpshh‖. The first time you hear this sound; note the reading on the gauge. This value is the systolic blood pressure. 6. The sounds should continue and become louder in intensity. Note the reading when you hear the sound for the last time. This is the diastolic blood pressure.

Measuring Heartbeat Using a Stethoscope Auscultation of the heart means to listen to and study the various sounds arising from the heart as it pumps blood. These sounds are the result of vibrations produced when the heart valves close and blood rebounds against the ventricular walls or blood vessels. The heart sounds may be heard by placing the ear against the chest or by using a stethoscope. Two major sounds can be heard: First heart sound. Produced at the beginning of systole when the atrioventricular (AV) valves close and the semilunar (SL; the aortic and pulmonary) valves open. This sound has a low-pitched tone commonly termed the ―lub‖ sound of the heartbeat.


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Second heart sound. Occurs during the end of systole and is produced by the closure of the SL valves, the opening of the AV valves, and the resulting vibrations in the arteries and ventricles. Owing to the higher blood pressures in the arteries, the sound produced is higher pitched than the first heart sound. It is commonly referred to as the ―dub‖ sound. *Measure your heart rate and the heart rate of 2 test subjects over a 30 second period. Multiply by 2 to get your heart rate. Measuring Pulse You should know that your "pulse" refers both to the physical thump created in your arteries by the contraction of your heart muscles and the number of these thumps your heart causes per minute. You have seven pulse points--places where arteries come close to your skin--on your body: a. carotid arteries (located on your neck) b. radial arteries (on your wrists) c. brachial arteries (on your arms) d. aortic arch (by your heart) e. abdominal aorta (near your stomach) f. femoral arteries (on your thighs) g. popliteal arteries (near your knees) Measure Using Your Radial Artery To find your radial artery (the most common point from which people take pulses), hold one hand straight out, elbow bent, palm relaxed and facing up. Raise your thumb slightly skyward, as if holding an apple or a tennis ball, to create a small pocket under your thumb at the top of your wrist where you will place the tips of your index and middle finger. (Don't use your thumb--it's also got a pulse and could cause counting confusion.) * Count the beats for 30 seconds and multiply by two. This is your pulse rate:______________ Measure Using Your Carotid artery Neck pulse points are stronger and more accessible. The carotid is located just below your jaw in the groove where your head and neck meet, on either side of your windpipe. Use your index and middle fingertips to feel around in the groove for a pulsation. *Measure the pulse rate of two test subjects using either the carotid or brachial artery. What is your pulse rate at the carotid? _________ *Complete data tables for yourself and one other test subject.


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Name:___________________________________________Date:________

L a b e l t h e D i g e s t i v e S y s t e m


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Name:_____________________________________Date:__________

Digestive System Concept Map


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Name:___________________________________Date:__________

REVIEW GUIDE: RESPIRATORY SYSTEM 1. Microorganisms that are removed by mucus are destroyed by the _____________________________ 2. How can you change the pitch of the sound in the vocal cords? ___________________________ 3. What causes altitude sickness? ____________________________ 4. What is a deviated septum? __________________________ 5. The area located behind the oral cavity and between the nasal cavity and the larynx is the ____________ 6. What happens when the diaphragm is lowered? ____________________________ 7. What is the function of the hyaline cartilage of the trachea? ________________________________ 8. What protein combines with oxygen in the blood (for transport)? ________________________________ 9. What is the function of the nasal conchae? ____________________________________ 10. What is the triangular slit that opens and closes during talking called? ____________________ 11. Where is the respiratory center located? ________________________________________ 12. What structure resembles a bunch of grapes? _____________________________ 13. What is the function of the mucus membrane that lines the nasal cavities? _______________________ 14. The amount of air that enters and leaves the lungs during a normal respiratory cycle is the ___________ 15. What is the main force for pushing air out of the lungs? ________________________ 16. Which bone of the skull does NOT have a sinus? ______________________________________ 17. What is the Adam's Apple? ____________________________________ 18. What part of the respiratory center is responsible for maintaining breathing patterns? ________________ 19. Oxygen travels from the pharynx to the ________________________ to the _____________________ and finally to the ________________________ where oxygen is exchanged with the bloodstream. 20. Why is the first breath of a newborn the most difficult? ___________________________________ 21. How many lobes are in the right lung? _________ The left lung? __________ 22. What happens to your respiration rate with the level of CO2 rises? ________________________ 23. What tool would be used to measure "vital capacity"?


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______________________________ 24. What is hypoxia? _______________________________________ 25. The respiratory membrane (at the alveoli) is made of what type of cells? _____________________ 26. What is the function(s) of the respiratory system? ___________________________________ 27. Name the organs of the upper respiratory tract? _________________________________________ lower respiratory tract?__________________________________________ 28. In what body cavity are the lungs located? __________________________________ 29. The taking in of air is called _______________________________________________ 30. What structure prevents food from entering the airway during swallowing? _________________________ 31. What fluid lubricates the lungs? ________________________________ 32. Where does the trachea lie in relation to the esophagus? __________________________________ 33. What is the main vessel the sends deoxygenated blood from the heart to the lungs? ______________ 34. Name a genetic disorder that affects the respiratory system: _________________________________ 35. Is breathing a voluntary or involuntary act? _______________________________________________ 36. What is internal respiration? _________________________________________________ external respiration?________________________________________________ 37. How does oxygen enter blood capillaries? _______________________

...................


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Label the Kidney

Label the Nephron


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Name:__________________________________________________ Date:_______________ Urinary System Wordsearch

1. ____________________________ Stores urine before it is excreted 2. ____________________________ The renal pelvis is divided into the major and the minor ___ (singular) 3. ____________________________ Surrounds the glomerulus (also called "Bowman's ___ ) 4. ____________________________ Duct that stores urine that has passed through the distal tubule 5. ____________________________ The outer area of the kidney, it forms a shell around the medulla. 6. ____________________________ An inflammation of the bladder, also known as a bladder infection 7. ____________________________ A procedure that cleans the blood of patients who do not have functioning kidneys 8. ____________________________ A tangled cluster of blood capillaries, filtration starts here. 9. ____________________________ The renal artery gives rise to these arteries, which pass between the renal pyramids 10. ___________________________ Bean shaped organ that lies on either side of the vertebral column and filters the blood 11. ___________________________ The inner region of the kidney, which contains the renal pyramids 12. ___________________________ The act of urination 13. ___________________________ The functional unit of the kidney. 14. ___________________________ A funnel shaped sac found within the renal sinus; renal ____ 15. ___________________________ The depression on the medial side of the kideny; renal ____ 16. ___________________________ Occurs in the proximal tubule, water is returned to the blood 17. ___________________________ Tubes that lead from the kidney and deliver blood to the bladder 18. ___________________________ This tube carries urine outside the body 19. ___________________________ Type of epithelium that lines the bladder 20. ___________________________ A word that means "pertaining to the kidneys"

Review Guide: Reproductive System

1. List the various types of birth control and describe how each of them works. 2. Explain what happens during childbirth. 3. Describe how an egg is fertilized. How many chromosomes are in a sperm? An egg?A zygote? 4. Be able to label the male reproductive system, the female reproductive system, and the uterus of a pregnant female. (you have diagrams of these) Review the definitions and descriptions of the following terms: Vasectomy teste zygote estrogen testosterone menstruation barrier method placenta cervix ultrasound amniocentesis pap test epidural trimester umbilical cord tubal ligation IUD ovulation prostate caesarean section uterus fallopian tube fertilization Plan B contractions diaphragm


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Name:

Date: Intestines

1. When the stomach has digested the food, it sends it to the small intestine large intestine bladder kidneys 2. What is the main job of the large intestine? To get rid of all the fats in your body. To help control the sugar levels in your body. To break down the food into chyme. To form the food waste into feces.

3. The large intestine is also called the . colon esophagus saliva liver 4. Mark 3 things that are true about the small intestine. Most of the chemical digestion occurs here. It is over 50 feet long. Proteins, carbohydrates, and fats are broken down by enzymes and enter the bloodstream. Food is only in the small intestine for about 10 minutes. It is lined with villi- little finger-like projections.

5. The villi are associated with the and function in . pancreas, release of hormones gall bladder, production of bile small intestine, absorption large intestine, excretion

6. Food the body can't use is stored in the . stomach large intestine mouth small intestine

7. The small intestine is about feet long. 50 20 10 1 8. In which organ is water absorbed? Liver Small intestine Large intestine Esophagus

Date:


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Name:

The Immune System 1. Which of these glands regulate the development of the immune system? thyroid thymus pancreas pineal 2. Which of the following statements about innate and adaptive defenses is not true? Defense mechanisms involve recognition of self from non-self. Adaptive responses are usually the body's first defense mechanism. The skin in an example of an innate defense mechanism. Innate defenses are usually quicker to act than adaptive defenses. 3. Where do T-cells mature? in the thymus in the lymph nodes in the bone marrow in the spleen 4. Which of the following is NOT considered a type of leukocyte? platelet neutrophil monocyte macrophage 5. If one were infected by a pathogen, which of these is describes the most likely response? Lysozyme production would increase. There would be an increase in the flow of mucus. Phagocytosis of the pathogen by T cells could be observed. T cells would recognize the infected cells in the body. 6. Which of the following are not considered a type of phagocyte? dendritic cells T cells basophils eosinophils 7. When traveling to a tropical region for the first time, it is likely you will come into contact with diseases and pathogens you have

never encountered before. As a result, you will need to rely heavily on your immunity for protection. 8. A vaccination is an inoculation of antigenic proteins that does not cause a disease to occur. True False 9. Which of the following cells releases histamines when tissues are damaged? mast cells B lymphocytes macrophages monocytes

Date:


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Name:

Essential Vitamins 1. Which vitamin is fat soluble? B C K All vitamins are fat soluble 2. Which vitamin, often found in citric fruit, is also known as ascorbic acid? Vitamin C Vitamin B12 Vitamin B3 Vitamin K 3. Which of these is a function of vitamin B12? Needed for the processing of amino acids and lipids. Assists with blood cell formation. Helps maintain connective tissue. Provides a boost for the immune system. 4. Which vitamin helps prevent lung damage caused by pollutants? Vitamin A Vitamin B3 Vitamin K Vitamin E 5. What is the primary function of Vitamin K? It helps with the development of bones and teeth. It assists with the absorption of calcium from the blood. It is used in the metabolism of amino acids. It is an essential part of the mechanism that clots blood. 6. A deficiency of Vitamin D can lead to which of these conditions? Rickets Scurvy Anemia Osteoporosis

7. Vitamin is responsible for the production of sex hormones.

8. The other term for Vitamin B2 is . 9. Where would one be most likely to obtain their daily requirement of Vitamin B6? from leafy green vegetables from whole grains from citrus fruits from egg yolks 10. What are the most common symptoms a person can develop if they experience a deficiency of Vitamin B5, also known as

pantothenic acid?


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SENSES 1. The diagram shows an eye of a mammal. In the table below add the names of the structures indicated by the letters.

CHOICES: Aqueous humour; choroid; conjunctiva; fovea; optic nerve; cornea; iris; lens; retina; sclera; vitreous humour; pupil

A .............................................

B ............................................. C ............................................. D ............................................. E ............................................. F ............................................. G ............................................. H ............................................. I ............................................. J ............................................. K ..............................................

2.Insert the correct term in the table below. Some terms may be used more than once. CHOICES: Aqueous humour; Choroid; Conjunctiva; Iris; Fovea; Optic nerve; Blind spot; Cornea; Sclera; Retina; Vitreous humour; Pupil; Nictitating membrane

Term Description

1. Fluid that fills the anterior (front) chamber of the eye.

2. The white of the eye.

3. Area of the retina that lacks rods and cones.

4. Coating that provides nutrients to eye. Becomes the iris in the front of the eye.

5. Layer containing the rods and cones.

6. Jelly-like substance filling the posterior cavity of the eyeball.

7. Heavily pigmented coating that prevents light scattering within the eyeball: reflects light in nocturnal animals.

8. Coloured structure that controls the size of the pupil.

9. Area of the retina of most detailed vision.

10. Most anterior part of the sclera—the window on to the world.

11. Outer coating of tough, fibrous connective tissue.

12. Aperture of the eye. Where the light enters.

http://wikieducator.org/File:Eye.JPG


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13. The delicate membrane that covers the front of the eyeball.

14. The third eyelid.

15. The nerve that takes nerve impulses from the retina to the brain.

3. Are these statements about the eye true or false? If false give the correct answer. 1. Prey animals like the rabbit have a large area of binocular vision. T/F 2. The rods of the retina function in dim light and do not respond well to colour. T/F 3. The lacrimal glands secrete fluid that washes the outer surface of the eye and keeps it moist. T/F 4. The conjunctiva is the inner lining of the eyeball. T/F 5. When the eye focuses both the lens and the cornea change in shape. T/F 6. The cones of the retina are more numerous in the region of the eye known as the fovea. T/F 7. Vitamin E is required in the diet to make the visual pigment found in the cells of the retina. T/F 8. The size of the pupil changes in different light intensities. T/F 9. The parasympathetic nervous system brings about dilation (expansion)of the pupil. T/F 10. Nocturnal animals are usually colour-blind. T/F 4. Match the terms in the list below to the descriptions in the table. Auditory ossicles; Pinna; Tympanic membrane; Cochlea; Ear canal; Eustachian tube; Vestibular organ; Middle ear Inner ear; Auditory nerve

Term Description

................................... 1. Connects the pharynx (throat) and the middle ear to keep the air pressures equal.

...................................... 2. Vibrates as sound waves hit it. Transmits these vibrations to the auditory ossicles.

..................................... 3. Animals can turn this towards the direction of the sound.

....................................... 4. The smallest bones in the body. They transmit sound vibrations across the middle ear.

......................................... 5. Sound vibrations are converted here into electrical impulses.

......................................... 6. Contains receptors for the sense of balance and movement.

......................................... 7. This canal can harbour mites in cats and dogs.

........................................ 8. The part of the ear consisting of the cochlea and vestibular organ.

......................................... 9. The part of the ear that contains the ear (auditory) ossicles.

.......................................... 10. The nerve that transmits nerve impulses from the cochlea to the brain


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With warm wishes Mariam Ohanyan

God bless my students

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