Biology warm ups
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Biology Warm-Ups. Biology 2012-2013 Ms. Chabot. Add the Florida Biology Standard to the top of the page. Write out and answer the question. Each Friday I will check your Composition Book for the Warm-Ups done during the week. Standard #1. Students will be able to define a problem by:

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Biology Warm-Ups

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Biology warm ups

Biology Warm-Ups

Biology 2012-2013

Ms. Chabot


Biology warm ups

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

  • Write out and answer the question.

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


Standard 1

Standard #1

  • Students will be able to define a problem by:

    • Posing questions about the natural world.

    • Conduct observations.

    • Plan investigations.

    • Use tools to gather data.

    • Evaluate others’ investigations.

Question #1:

Scientists begin all investigations/experiments by making observations.

What is the term used to describe the statement generated by using inferences and prior knowledge?

Hypothesis


Standard 2

Standard 2

  • Student will compare and contrast different types of microscopes.

Question 2:

Describe the following types of microscopes:

  • Compound microscope: uses 2 mirrors and a light source to magnify images.

  • Dissecting microscope: Uses 2 mirrors and a light source with LOW magnification to view dissections.

  • Scanning electron: passes electron over the surface of DEAD specimens to view very small structures.

  • Transmission electron: Passes electrons through DEAD specimens to view very small structures.


Standard 3

Standard 3

  • Student will compare and contrast different types of microscopes.

Question 3:

What type of microscope is most commonly used in a high school science lab?

Compound Light Microscope

What kind of microscope is used to study viruses?

ANY Electron Microscope


Standard 4

Standard 4

  • Students will accurately place the order of events that occur in a scientific investigation.

Question 4:

Place the following events in order according to the Scientific Method.

Make observations, Generate hypothesis, Design an experiment, Collect data, Draw conclusions


Question 5

Question 5

An osmosis investigation was conducted using chicken eggs to represent a cell’s semipermeable membrane. The mass of each egg was measured to determine how much water moved into or out of the eggs. Each egg was placed into a different solution for 24 hours. The table below shows the results of the investigation.

  • Based on this experiment, which of the following should be inferred abut cells with semipermeable membranes?

  • Substances other than water may also cross the cell membrane.

  • Water enters the cell when placed in environments of high water concentrations.

  • Water enters the cell when placed in environments of low water concentrations.


Standard 5

Standard 5

  • Students will explain the properties of water, including:

    DESCRIBE

    • Adhesion: allows water to stick to other substances.

    • Cohesion: attraction between water molecules

    • Ability to moderate temperature: keeps temperature constant

    • Expansion upon freezing

    • Universal solvent: dissolves many substances

Question 6

What property of water allows it to stick to other water molecules?

COHESION


Standard 6

Standard 6

  • Students will explain how the properties make water essential for life on Earth.

Question 7

What property of water allows for a meniscus to form in a graduated cylinder?

COHESION and ADHESION

Why is this property of water important to organisms?

Allows water to move through bloodstream.


Standard 7

Standard 7

  • Students will identify and describe the basic molecular structure of carbohydrates, lipids, proteins, and nucleic acids.

Question 8

What type of macromolecule is composed of chains of amino acids that are joined together by peptide bonds?

PROTEINS

What are the functions of this macromolecule?

Structure, enzymes, antibodies.


Standard 8

Standard 8

  • Students will explain how enzymes speed up the rate of a biochemical reaction by lowering the reaction’s activation energy.

Question 9

What is the name of the region where a reactant binds to an enzyme?

ACTIVE SITE

SKETCH THIS GRAPH!


Question 10

Question 10

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

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

DENATURE/UNRAVEL

Why might a change in pH stop an enzyme from working?

Loss of ACTIVE SITE, Loss of SHAPE.


Standard 9

Standard 9

  • Students will describe and explain the cell theory.

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

QUESTION 11

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

    • all living things are made of cells.

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

    • New cells are produced from existing cells.

  • What common misconception was disproved by the cell theory?

    • Spontaneous generation


Standard 10

Standard 10

Students will understand the science behind the development of the cell theory.

Question 12

  • What inventions and discoveries were necessary for the cell theory to be accepted?

    • Disprove spontaneous generation (Pasteur and Redi).

    • Invention of microscope

      (Leeuwonhoek).

    • Discovery and ID of cells (Hooke).


Standard 11

Standard 11

Students will compare and contrast Eukaryotic and Prokaryotic cells.

Question 13

Which of the following is found in both prokaryotes and eukaryotes?

  • Lysosome

  • Mitochondria

  • Nucleus

  • Ribosome


Complete to compare plant and animal cells

Complete to Compare Plant and Animal Cells

ANIMAL CELLS

PLANT CELLS


Compare and contrast hypothesis and theory

Compare and ContrastHypothesis and Theory

Hypothesis

Theory

  • Can be revised

  • Used by scientists

  • Well-tested

  • Combines hypothesis and observations

  • Possible explanation for events

  • Based on observations and inferences


Match the following biology related words with their correct descriptions

Match the following biology-related words with their correct descriptions.

WORDS

DESCRIPTIONS

Organisms change over time

All chemical reactions that occur in living things.

Internal environment remains steady.

The study of LIFE

All form of life on Earth are connected.

Living things are made of cells.

  • Homeostasis

  • Evolution

  • Interdependence

  • Cellular basis for life

  • Biology

  • Metabolism


Construct a ph chart and label with the following items

Construct a pH chart and label with the following items:

  • Numbers to represent the pH of a substance.

  • Acid

  • Base

  • Neutral

  • Weak acid

  • Weak base

  • Strong acid

  • Strong base


Answer the following questions about organic macromolecules

Answer the following questions about Organic Macromolecules.

  • Which type of macromolecule is composed of chains of amino acids held together by peptide bonds?

  • Which class of macromolecule is used as a rapidly available energy source?

  • What is the role of the following nucleic acids in living things?

    • DNA :

    • RNA :

    • ATP :


Enzymes and lock and key mechanism

Enzymes and Lock and Key Mechanism

Describe how a lock and key mimic how an enzyme functions in the body.

The enzyme acts like a lock, with a specific bonding site called the ACTVIE SITE. The chemical is the key that will fit specifically into the ACTIVE SITE to catalyze (speed up) the chemical reaction.


Review question 6

Review Question #6

  • What 3 subatomic particle make up an atom?

    • PROTONS + charge /

      in nucleus

    • NEUTRONS no charge / in nucleus

    • ELECTRONS - charge / surrounds nucleus

SKETCH THE ATOM ABOVE IN YOUR

STANDARD NOTEBOOK


Review question 7

Review Question #7

  • What is an ION? A charged atom, # Protons does not = # Electrons.

  • What is an ISOTOPE? An atom with a different Mass Number/Atomic Weight so a different # of Neutrons.

  • Complete the table below.


Review question 8

Review Question #8

  • What are the 2 main types of chemical bonds?

    • IONIC BOND transfers electron(s) from one atom to another.

    • COVALENT BOND shares electrons between atoms.

      SKETCH EACH EXAMPLE BELOW AND LABEL PROPERLY


Review question 9

Review Question #9

  • What are the main elements of all macromolecules and all living things?

    • Carbon, Hydrogen, Oxygen, Phosphorus, Sulfur, Nitrogen

  • What happens to chemical bonds during chemical reactions?

    • Bonds are made and broken to transform one set of chemicals into another.


Review question 10

Review Question #10

Complete the following sentences concerning chemical reactions:

  • Chemical reactions that RELEASE energy often occur on their own/spontaneously.

  • Chemical reactions that ABSORB energy will not occur without a source of energy.


Go back and review standard 9

QUESTION 11

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

    • all living things are made of cells.

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

    • New cells are produced from existing cells.

  • What common misconception was disproved by the cell theory?

    • Spontaneous generation

Go Back and Review Standard 9

Students will describe and explain the cell theory.


Go back and review standard 10

Question 12

  • What inventions and discoveries were necessary for the cell theory to be accepted?

    • Disprove spontaneous generation (Pasteur and Redi).

    • Invention of microscope

      (Leeuwonhoek).

    • Discovery and ID of cells (Hooke).

Go Back and Review Standard 10

Students will understand the science behind the development of the cell theory.


Go back and review standard 11

Question 13

Which of the following is found in both prokaryotes and eukaryotes?

  • Lysosome

  • Mitochondria

  • Nucleus

  • Ribosome

Go Back and Review Standard 11

Students will compare and contrast Eukaryotic and Prokaryotic cells.


Standard 12

Standard 12

  • Students will compare and contrast the organelles found in plant and animal cells that allow them to perform specific functions.


Standard 121

Standard 12

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

Cell Membrane

  • AKA Plasma Membrane

  • Selectively permeable

    • Controls what enters/exits the cell

  • Made of LIPIDS/fats

  • Contains protein channels that allow large substances and water to pass through

Cell Membrane

  • AKA Plasma Membrane

  • Provides support and shape to the cell.

  • Selectively permeable

  • Made of LIPIDS/fats

  • Contains protein channels that allow large substances and water to pass through

QUESTION:

What does HYDROPHILIC mean? Water-loving

What does HYDROPHOBIC mean? Water-fearing


Standard 122

Standard 12

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

Membrane Proteins

  • Embedded in the phospholipid bilayer of the cell membrane.

  • SOME allow substances to pass through that are:

  • SOME act as membrane markers/FLAGS for cell ID.

QUESTION:

What substances must use a membrane protein embedded in the cell membrane to move into and out of the cell? Water and Large molecules like glucose


Standard 13

Standard 13

Passive transport means to move substances into and out of the cell without consuming the cell’s energy, ATP.

QUESTION;

Describe each type of PASSIVE transport below:

  • Diffusion: movement of a solute from an area of high concentration to an area of low concentration.

  • Osmosis: movement of WATER from an area of high concentration to an area of low concentration.

  • Facilitated Diffusion: movement of a solute from an area of high concentration to an area of low concentration through a membrane protein.

Students will explain the role of the cell membrane during active and PASSIVE transport


Standard 131

Standard 13

Concentration Gradients,

ISOTONIC, HYPERTONIC, and HYPOTONIC

QUESTION:

What happens to cell size in the following situations:

  • ISOTONIC: concentration is the same so cell does not change size.

  • HYPOTONIC: solute concentration is lower in solution than the cell, water moves in and cell SWELLS.

  • HYPERTONIC: solute concentration is higher in solution than the cell, water leaves the cell and cell SHRINKS.

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


Standard 132

Standard 13

Active transport means that substances moving across the cell membrane must be FORCED, using cell’s energy, ATP.

Examples of ACTIVE transport are:

Solute Pumping

Vesicular Transport

QUESTION;

Describe each type of ACTIVE transport below:

  • SOLUTE PUMP:

  • VESICULAR TRANSPORT:

Students will explain the role of the cell membrane during ACTIVE and passive transport


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