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Biology Warm-Ups

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. Week 1. Standard #1.

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Biology Warm-Ups

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  1. Biology Warm-Ups Biology 2012-2013 Ms. Chabot

  2. 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.

  3. Week 1

  4. 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?

  5. 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

  6. Standard 2 • Student will compare and contrast different types of microscopes. Question 2: Describe the following types of microscopes: • Compound microscope • Dissecting microscope • Scanning electron • Transmission electron

  7. 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.

  8. 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? What kind of microscope is used to study viruses?

  9. 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

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

  11. 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

  12. 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.

  13. 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.

  14. Week 2

  15. Standard 5 • Students will explain the properties of water, including: DESCRIBE • Adhesion: • Cohesion: • Ability to moderate temperature: • Expansion upon freezing • Universal solvent: Question 6 What property of water allows it to stick to other water molecules?

  16. 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

  17. 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? Why is this property of water important to organisms?

  18. 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.

  19. 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? What are the functions of this macromolecule?

  20. 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.

  21. 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? SKETCH THIS GRAPH!

  22. 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!

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

  24. 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.

  25. Week 3

  26. Standard 9 • Students will describe and explain the cell theory. QUESTION 11 • What are the 3 statements that summarize the modern cell theory? • What common misconception was disproved by the cell theory?

  27. 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

  28. 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?

  29. 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).

  30. 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

  31. 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

  32. Standard 12Students will compare and contrast the organelles found in plant and animal cells that allow them to perform specific functions.

  33. Complete to Compare Plant and Animal Cells ANIMAL CELLS PLANT CELLS

  34. Week 4 Review Standards

  35. 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

  36. 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

  37. 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

  38. 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 :

  39. Enzymes and Lock and Key Mechanism Describe how a lock and key mimic how an enzyme functions in the body.

  40. 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.

  41. Week 5REVIEW

  42. Review Question #6 • What 3 subatomic particle make up an atom? • What are their charges? • Where are they located in the atom? SKETCH THE ATOM ABOVE IN YOUR STANDARD NOTEBOOK

  43. 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

  44. Review Question #7 • What is an ION? • What is an ISOTOPE? • Complete the table below.

  45. 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.

  46. Review Question #8 • What are the 2 main types of chemical bonds? SKETCH EACH EXAMPLE BELOW AND LABEL PROPERLY

  47. 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

  48. Review Question #9 • What are the main elements of all macromolecules and all living things? • What happens to chemical bonds during chemical reactions?

  49. 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.

  50. Review Question #10 Complete the following sentences concerning chemical reactions: • Chemical reactions that _____________ energy often occur on their own/spontaneously. • Chemical reactions that _____________ energy will not occur without a source of energy.

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