Science FCAT Review Produced by LAJH Science Teachers
Science FCAT Review Produced by LAJH Science Teachers
Vocabulary Associated with Living vs Nonliving Living Biotic _____ Organic Was alive (dead) _______ Is alive Will be alive ______ made of cells plants Nonliving Abiotic Inorganic ______ Never was alive Isn't alive _____ Never will be alive Not made of cells _______ Rocks
Characteristics of Life • Living things (organisms) and Develop 1. Grow ________ 2. Reproduce ______ Energy 3. Use _____ 4. Respond _____ to their environment 5. Organized ______ – Cells – Systems Green Rhinos Eat Rotten Oranges Causing Sickness • 1. 2. 3. Living things need An _______ Energy source _____ Water Place to live _____ • • The right environment Right amount of space ***Not all living things need oxygen, etc***
Characteristics of Life: Essential Question • While walking the beach you discover a jelly-like substance, what several characteristics would you look for to determine whether or not it is an organism? • Answer: You should look for evidence of Organization: Is the object made of a cell or multiple cells? Look for clues that it can Respond: Is the object equipped to respond to changes in their environment? Does the object use Energy? Does it appear to have a way to consume food or produce its own food by photosynthesis? Can the object Grow and Develop? Does the object have a means of Reproduction?
How do humans compare 1. 2. 3. 4. Grow & Develop Reproduce Energy Use _____ Respond to their environment 5. Organized _____ – Cells – Systems Green Rhinos Eat Rotten Oranges Causing Sickness 1. 2. 3. 4. 5. Fertilized egg, baby, toddler, teen, adult Sexually reproduce to make babies (offspring) Heterotroph- eat things Sweat when hot…etc Multicellular - specialized Cells make tissues which make organs which work together in systems to make the organism survive.
Abiotic Factors • Biotic means “living. ” • In the word abiotic the prefix a means “not” • Thus, the vocabulary word abiotic means “non living. ”
Life Lines: Abiotic Factors • Air – The gases Nitrogen and Oxygen make up the vast majority of our atmosphere and provide the substances needed to sustain life. • Water – Major component of cells within all organisms. • Soil – Soil supports plant growth. • Sunlight – Light energy supports almost all life on earth
Life Lines: Abiotic Factors (continued) • Temperature – Many organisms require 0 – 50 degrees Celsius to maintain healthy body temperatures. – Latitudes further from the equator (central location on the planet) tend to have colder temps than the latitudes closest to the equator. • Climate – Refers to an areas average weather conditions over time, including temperature, precipitation, and wind.
Essential Question • A sunflower requires a significant amount of sunlight, water, and soil to grow. If a large number of sunflower seeds are planted around a large tree, all of the seedlings will not grow to the same size plant. Explain why plants farthest from the tree branches will be taller, greener, and healthier than the plants closer to the tree? • Answer: The sunflowers farthest away from the tree are able to absorb enough sunlight to carry out photosynthesis. This allows them to make and store glucose in the photosynthesis process. The sunflowers can then break down the glucose during cellular respiration to get energy to make new cells for growth and maintenance. Those sunflowers growing closest to the tree are in the shade and are therefore limited in their ability to carry out photosynthesis and respiration that may cause these plants to die.
Essential Question • In the summer of 2005, the St. Johns River experienced an algal bloom. Describe the abiotic factors that caused the bloom and its effects on the abiotic and biotic factors in the river. ER • Answer: Abiotic factors involved in the bloom include increased water and air temperature (higher than normal temperatures), increased sunlight (summer), and increased available nutrients, particularly nitrogen, from fertilizer runoff. The bloom resulted in less available sunlight (algae blocked sunlight from water below), less available oxygen in the water (bacteria decomposers use up the oxygen and warm water does not hold as much oxygen), and toxins released into the air and water (abiotic factors) by the algae organisms. This resulted in stress, illness, and death to multiple freshwater and saltwater organisms in the river and those preying on those organisms. A complete answer will need to include two triggering abiotic factors (fertilizer is required) and at least on abiotic effect and one biotic effect.
The Cycle’s of Nature The Water Cycle The Nitrogen Cycle The Carbon Cycle
The Water Cycle • Groundwater • Evaporation – When liquid water turns to a gas an enters the atmosphere. • Transpiration – Water vapor enters the atmosphere from plant leaves, also from animals during exhalation and excretion. • Condensation – The process in which water vapor (gas) turns back into a liquid. This process involves molecules collecting on particulate matter and clumping together to form clouds!! • Precipitation – The change of temperature due to increased altitude will cause particulate matter to become dense and drop moisture in the form of snow, sleet, hail, rain.
Essential Question • Explain the role of the soybean in the nitrogen, water, and carbon cycles. ER • Answer: Soybeans function in the nitrogen cycle by harboring nitrogen-fixing bacteria that make nitrogen in the atmosphere available in the soil to the individual soybean plant as well as nearby plants. Soybean plants function in the water cycle when they draw water from the soil into their root systems and release it into the atmosphere during respiration and transpiration Soybean plants function in the carbon cycle by taking in carbon dioxide from the atmosphere and releasing oxygen during photosynthesis.
Energy transfer in a community Light energy is converted into usable chemical energy within producers (plants) those plants are eaten by consumers, the energy transfer gets smaller (10% of available energy value)as one consumer is eaten by another. Fox Eats squirrel consumes and energy value of. 006% Squirrel Eats grass seed consumes an energy value of. 06% Grass Seed Has an energy value of 60% Successful energy transfer within an ecosystem typically occurs between 3 -5 organisms, further predation results in insufficient energy consumption. Which results in more consumption to fill energy void.
Energy Pyramids • As you move through the pyramid from bottom to top, you can notice that the energy transfer becomes less efficient.
Essential Question • Use your knowledge of food chains and the energy pyramid to explain why the number of mice in a grassland ecosystem is greater than the number of hawks. • Answer: Hawks eat mice. To support the hawk population, there must be far more energy at the mouse level than at the hawk level. Since mice are much smaller than hawks, there must be many more mice than hawks.
Resources • Natural resources – All living things depend on natural resources to survive – Some resources are renewable, while others like petroleum are not. – Renewable Natural resources include: • sunlight, water, air, and crops. – Nonrenewable Resources include: • Minerals, Metals, and Petroleum
Abiotic Factors in the environment include: • Air • Water • Soil • Sunlight • Temperature • Climate
Types of Pollution • Air Pollution – vehicles, volcanoes, forest fires and wind blown dust & sand • Acid rain precipitation- this type of rain washes nutrients from the soil which harms plants • Indoor air pollution- pollutants such as pet dander and mold can build up inside of buildings • Water Pollution- agriculture run off of fertilizers the number one killer of aquatic ecosystems (I. e. Manure, Fertilizer, Pesticides) • Soil Pollution-acid rain, household product like laundry detergents, pesticides, hundreds of thousands of other culprits • Soil Loss –wind and rain and other natural phenomena contribute to soil erosion.
Pollution accelerating global warming
Essential Question • How might humans contribute to the greenhouse effect by cutting down a large percentage of the Earth’s forests? • Answer: Trees take in carbon dioxide during photosynthesis and release oxygen into the atmosphere. The greenhouse effect is the result of increased levels of carbon dioxide in the atmosphere. Cutting large amounts of trees would result in fewer trees to take carbon dioxide out of the atmosphere while not decreasing the amount of carbon dioxide going into the air. This would result in an overall increase in the level of carbon dioxide in the atmosphere thus making the greenhouse effect worse. Additional information about global warming may be included.
The 3 R’s of Conservation • Reduce– Reduce your use of natural resources. Car pooling or using public transportation will reduce your personal use of petroleum. Opting to bring cloth bags to the super market instead of using plastic or paper bags. – What are some other ways we can reduce our consumption of natural resources?
The 3 R’s of Conservation • Reuse – Another way to help conserve natural resource is to reuse items from previous purchases. – Reusing means to use over without changing or reprocessing the item. – Donating clothes to charity is a great way to help other reuse clothes that you have outgrown.
The 3 R’s of Conservation • Recycle – This requires the changing or reprocessing of item or a natural resource. – Recyclable materials include: • • • Plastic Metals Glass Paper Compost
Interactions of Life
Ecosystems Also called biotic factors Living organisms Plants Also called abiotic factors Ecosystem Animals Nonliving parts Bacteria water soil sunlight
Levels in an Ecosystem 1. _____ Habitat Forest 2. ______ Community Deer + rabbits Pine trees + bears 3. ______ Population Herd of deer Organism 4. _______ A deer
Essential Question Write about your own life using the terms habitat, community, populations, and ecosystem to describe your environment.
Levels in an Ecosystem 1. Habitat- WJH 2. Community 7 th and 8 th graders, teachers, custodians, administrators 3. Population 8 th graders 4. Organism You
Feeding relationships Tertiary consumer ________ Eats the secondary consumer __________ Secondary consumer Eats the primary consumer ________ Primary consumer Eats the plants or algae Producer _________ Make their own food Through energy from the sun Plants, algae, phytoplankton
Types of Consumers Carnivore (tertiary consumer) Herbivore (primary consumer) Omnivore (primary or secondary or tertiary consumer) Decomposer Only eats meat Wolf Egret (bird) Only eats plants Cow Deer Eats both plants and meat Florida Black bear Breaks down Dead material Bacteria, Fungi Earthworms
P= producer PC= primary consumer Food Webs SC= secondary consumer TC= tertiary consumer TC TC SC PC P P P
Food Webs • Arrows show the direction energy flows • Any change in one organism’s population will result in a change to all other organisms populations.
How populations change Activity Birth rate exceeds death rate Death rate exceeds birthrate Movement into an area Movement out of an area Limited food supply or space Predator population increases Predator population decreases Invasive species uses the same resources Increase Decrease
Essential Question Kudzu is a non-native, invasive plant species. Explain how introducing it to the Florida ecosystem has affected the populations of native species.
Answer Populations may change their food source Populations may leave an area to find food which could cause over crowding in another area Consumer populations may decrease as food source becomes limited Kudzu covers the native plants so they cannot get sunlight to make food http: //www. world-builders. org/lessons/less/biomes/deciduous/decweb. html
Symbiosis Relationship Parasitism Definition One organism benefits while the other organism is harmed Commensalism One organism benefits while the other organism is not affected Mutualism Both organisms benefit
Essential Question Describe a symbiotic relationship between two organisms. Identify the relationship as one of the following: mutualism, commensalism or parasitism and how the relationship affects each organism.
Examples of Symbiotic Relationships 1. A humming bird drinking pollen, as the hummingbird flies from flower to flower the pollen from one flower is deposited to another flower. 1. _____________________ Mutualism 2. The fleas on a dog are provided with a home and food (blood), while the dog’s skin is irritated, inflamed and made itchy by the flea bite. Parasitism 2. _____________________
Examples of Symbiotic Relationships 3. The Cattle Egret looks for food in pastures and fields among cattle and horses. It feeds on the insects stirred up by the movement of the grazing animals. The egrets benefit by having an easier time getting food, but for the cows and horses there is no benefit. Commensalism 3. ___________________ 4. Humans give carbon dioxide to the plants while the plants gives oxygen to the humans and animals. Mutualism 4. ___________________
Photosynthesis vs. Respiration Photosynthesis • Occurs only in organisms that contain chlorophyll (Plants and some protists) • The process of using sunlight and carbon dioxide to create sugar • Happens in the chloroplasts of plants. Respiration • Occurs in all living cells, inside the Mitochondrion • The process of breaking down sugar to produce energy • Requires oxygen for the process to take place • Also produces water and carbon dioxide in the process
The Cell Cycle • Why is it important for cells to reproduce? • Cells need to reproduce for three reasons 1. Growth 2. Repair damaged cells 3. Replace dying cells • The Cell Cycle is the process cells use to reproduce.
Parts of the Cell Cycle 1. Interphase: when the cell doubles in size and DNA is duplicated. – Why? 2. Mitosis: when two new nuclei are formed inside the cell – Why? 3. Cytokinesis: When the cell’s cytoplasm splits and two new cells are formed. – Why? – What happens next?
Animation Movie
Things to Remember about the Cell Cycle • Mitosis is the division of a cell’s nucleus. However, sometimes scientists refer to the entire cell cycle as mitosis. • Some cells do not go through mitosis, or only go through it on rare occasions. Example, red blood cells and neurons • Some cells, such as skin cells go through the cell cycle your entire life.
Essential Question • Describe several ways that mitosis is an important and beneficial life process in humans and other organisms. _________________________________________________________________ Mitosis is the process by which we grow, repair our body, and replace dead cells. During periods of rapid growth _________________________________ (childhood and puberty) the cell cycle goes quickly. When we _________________________________ injure our bodies, our cells are damaged. The cells must be replaced by new cells. Although some cells, such as neurons _________________________________ can last many years, most cells die much sooner and _________________________________ must be constantly replaced. _________________________________
What’s the connection? • What did we start out with in the cell cycle? ONE CELL • What did we end up with? TWO CELLS • This means the cell cycle is a type of Asexual Reproduction ___________.
Asexual Reproduction • • • 1 Only takes _______ parent The offspring has identical DNA as the parent Other Examples: Budding _____ (like a hydra) Cuttings _____ (like plants) Binary Fission _______(bacteria and protists)
Asexual Reproduction Advantages • Don’t have to “go find a mate” (good for organisms that can’t or don’t move much • Can produce lots of offspring quickly • Great for areas of the world with very little change. (example, bacteria in the dead sea) Disadvantages • Creates no offspring that are “different” • Species cannot adapt to its environment • Easy to overpopulate
What sounds like Mitosis and Confuses everyone? To first understand meiosis, you must understand sexual reproduction
Sexual Reproduction • Creating an organism by using two parents. Each contributes ½ of the DNA. Gamete • ______: a sex cell that contains ½ of the organisms DNA egg – Female gamete: _______ Meiosis • ______ is the process used to make gametes. 4 • Meiosis takes 1 cell and creates ____ gametes.
• Cells with a full copy of DNA are called diploid ______ cells. – In humans, 46 chromosomes • Gametes with ½ copy of DNA are called haploid ______ cells. – In humans, 23 chromosomes • When egg and sperm meet it is called fertilization ______. • The two haploid cells create one diploid cell zygote called a ______. the cell cycle • Zygote goes through ______creating more and more cells for the baby organism.
Meiosis Animation
Essential Question • Explain why it is important for meiosis to produce a haploid cell in order for sexual reproduction to occur. _________________________________________________________________ Meiosis must successfully create a haploid cell so it can combine with another haploid cell to create another complete _________________________________ organism. In humans, this is sperm and egg making a baby. In_________________________________ plants, this is pollen and ovum making a seed. _________________________________________________________________
Mitosis/Meiosis Review 1. 2. 3. 4. 5. Mitosis Used for growth, repairs, and replacements Starts with one cell with 1 full copy of DNA Creates 2 cells each with a full copy of DNA Is a ______! cycle Occurs all over the body of an organism Meiosis 1. Used for _________ sexual reproduction 2. Starts with one cell with 1 full copy of DNA 3. Creates 4 cells each with ½ a copy of DNA 1. These cells are called gametes 4. Is not a cycle 5. Occurs only in __________ sex organs
Essential Question • Explain how sexual reproduction is an important process in evolution and the natural selection for the survival of the organism. • Answer: Sexual reproduction allows for the offspring to inherit different combinations of genes than that of the parents. Natural selection means that organisms born with traits bestsuited to their environment are more likely to survive and reproduce, thereby passing on those helpful traits to future generations.
Adaptation • Any variation that makes an organism better suited for its environment. Example: camels… 1. What are some adaptations camels have? 2. Class Discussion: Explain how meiosis, sexual reproduction, and evolution have helped the camel adapt to its environment for survival.
Time to Review…. It’s Really Small! It’s the Basic Unit of Life It’s the……
The Cell: The most basic unit of life. Prokaryote ______ Eukaryote ______ NO Nucleus neatly holds DNA Like a grocery bag holds groceries DNA floats freely Only Bacteria
Bacterium Cell genetic material cytoplasm ribosomes cell membrane flagellum cell wall
Animal vs Plant Cells Animal Cell Plant Cell Both have a nucleus; Both are Eukaryotes Plants cells have extra parts- cell walls and Chloroplasts
Animal vs Plant Cells Animal Cell No Cell Wall No Chloroplast Plant Cell Membrane ________ Mitochondria _________ Cytoplasm *Nucleus Cell Wall (Protection) Chloroplast Large Vacuole to store water *Both have a nucleus; Both are Eukaryotes
Parts of the cell Cell Wall • _______: Rigid structure that protects the cells of plants, fungi, and some bacteria. Makes the plant “crunchy” • _______: Cell Membrane Jelly’s “Sack” that holds everything. Has tiny holes that allows nutrients in and wastes out. Helps maintain homeostasis Cytoplasm • _______: Cell’s jelly • Mitochondria _______: Makes energy for the cell • _______: Does photosynthesis Chloroplast Vacuole • _______: (usually one large one in plant cells) contains water and can store food. Nucleus • _______: Controls the cells, stores the hereditary material
Some good cell words Homeostasis • _______ – A healthy balance: a regulation of an organism’s internal, life-maintaining conditions Diffusion • _______ – When items move in and out of a cell from high concentrations to low concentrations • Osmosis is the diffusion of water only Equilibrium • _______ – When concentrations outside and inside the cell are the same Active/Passive Transport • ___________ – Moving items in and out of a cell (like nutrients, proteins) • Active requires the cell’s energy • Passive requires no energy
FROM CELL TO ORGANISM Cell The basic unit of life Tissue Group of cells working together Organ Different tissues working together Organ System Group of Organs working together Organism Any living thing made of 1 or more cells
Can you give an example of each of the following? Organelle: Mitochondria _____________ Cell: Red Blood Cell ___________ Tissue: Cardiac Tissue __________ Organ: Heart __________ Organ System: Cardiovascular System _________ Organism: Mrs. Richardson _________
Essential Question • Study the following slide. Explain in detail why each cell looks different. _________________________________________________________________ Cells are designed for their function (job). Muscle cells must stretch and contract. Red blood cells carry oxygen and _________________________________ carbon dioxide. White blood cells attack germs. Nerve cells _________________________________ send messages. _________________________________________________________________
Structure of Cells and Function of Cells 1. 3. White blood Cell 2. Red blood Cell 4. Nerve Cell
Classification: 2 Thoughts Phylogeny __________ • Organisms are classified by their evolutionary history. Taxonomy __________ • Organisms are classified by their characteristics The good news, phylogeny and taxonomy usually classify organisms in the same groups…. Why? Organisms that share the same characteristics most likely share a similar evolutionary path.
Domains: The Highest Level of Classification
Levels of Classification Older textbooks do not mention domains, and sometimes neither do scientists. They start with “Kingdom” as the highest level of classification. – – – – Kingdom Phylum Class _____ Order Family Genus _____ Species Broad/ general similarities Specific similarities Can only mate with each other and create fertile offspring
Characteristics of Each Kingdom As we review each kingdom, complete this chart. Kingdom Archaebacteria Eubacteria Protists Fungi Plants Animals Eukaryote or Prokaryote (nucleus or NOT? ) Autotroph Or Heterotroph Unicellular Or Multicelular
Archaebacteria • Prokaryotes • Both heterotroph and autotroph • Unicellular • Lives in extreme environments
Eubacteria • Prokaryotes • Both heterotroph and autotroph • Unicellular So what are they? Strep Throat Bacteria in Yogurt and Cheese On our skin In our eye balls
Protist • Eukaryotes • Both heterotroph and autotroph • Unicellular or multicellular
Fungus • Eukaryotes • Heterotophs • Mostly multicellular Remember, these have cell walls!
Plants • Eukaryotes • Autotrophs • Multicellular
Animals • Eukaryotes • Multicellular • Heterotrophs
Characteristics of Each Kingdom Eukaryote or Prokaryote (nucleus or NOT? ) Autotroph Or Heterotroph Unicellular Or Multicelular Archaebacteria P Either U Eubacteria Protists Fungi Plants Animals P Either U E Either E H M mostly E A M E H M
Scientific Names (2 names are better than 7) • Scientists identify organisms by their Genus and Species Names _________________ • This system of naming organisms is Binomial Nomenclature known as _____________ – Examples: • “Quercus virginiana” (Live Oak Tree) • “Quercus alba” (White Oak Tree) • “Quercus rubra” (Red Oak Tree)
Essential Question • Why is classification important to scientists? _________________________________________________________________ Classification allows scientists to organize organisms into _________________________________ groups. Simply by knowing what group an organism is in, scientists can also know information about that organism. _________________________________ For example, even if a scientist doesn’t know exactly what a _________________________________ hedgehog is, knowing that it is a mammal means the hedgehog has hair, gives milk to its young, has live birth, etc. _________________________________________________________________
The Kingdoms of Life
W be he lo re ng do ? hu m an s The Kingdoms of Life • ____ Monera – Archaebacteria – Eubacteria • • ____ Protists _______ Fungi _______ Plants _______ Animals Study Hint… My Always Energetic Puppy Finds Pizza Appetizing
How do Scientists Classify Organisms? Types of cells Grouped based on similarities eukaryote nucleus prokaryote No nucleus autotroph photosynthesis heterotroph Eats things unicellular One cell multicellular Many celled Energy source number of cells in bodies
Types of Cells Prokaryote Eukaryote NO Nucleus neatly holds DNA Like a grocery bag holds groceries DNA floats freely
Source of Energy Autotroph Heterotroph Eats something else Makes it’s own food Inside the cell!
Number of Cells Unicellular Made of one Cell Multicellular Made of many Cells
Bacteria vs Viruses • • _______ Bacteria Single cell organism Are alive Are usually beneficial for an organism Harmful ones can be treated with Antibiotics (killing the life) • • • _______ Viruses NOT a cell (protein coat and RNA) Are not alive They are always harmful to the host Cannot be treated with antibiotics Only a few antiviral medicines are available.
What about a Virus? Not Alive A virus is strand of hereditary material surrounded by a protein coat Not alive because they do not meet most of the characteristics of life FOR EXAMPLE: 1. Do not use own energy 2. They cannot reproduce without a host cell 3. They do not grow or develop 4. Not made of a Cell
Human Body Systems:
What I LEARNED about some Body Systems System Function/Job Major Organs ______ shape, support & protection Skeletal all the bones Muscular ______ Movement – organs contract and relax; voluntary and involuntary, makes Smooth, cardiac and skeletal muscle Digestive ______ Break down food into small useable molecules (ex. glucose) Mouth, teeth, tongue, epiglottis, Esophagus, stomach, sm & lg intestines, liver, pancreas, gall bladder, rectum
What I LEARNED about some Body Systems System Function/Job Major Organs _______ Respiratory Create energy in the cell by Trachea, larynx, bronchi, combining Oxygen and bronchioles, lungs, diaphragm Glucose in the cell’s mitochondria; exchange Oxygen and CO 2 _______ Circulatory Transport blood around the Heart/aorta, Blood, blood body, dropping off Oxygen vessels, (arteries, veins, and nutrients to cells, capillaries) taking away cell waste, and CO 2 fight infection Excretory _______ “exit the body” Several systems perform to excrete or remove waste excretion: skin, urinary system from the body (Kidneys, bladder, etc) digestive system, lungs
What I LEARNED about some Body Systems System Function/Job ________ Send electrical messages Nervous between brain, sensory organs, etc. Major Organs Brain, spinal cord, nerves, (neurons, synapses) Lymphatic ________ Regulation Station! Sends hormones/chemical Pituitary gland signals to control growth, Adrenal gland puberty, reproduction, Thyroid hunger and defense (adrenaline- fight or flight; melanin- protect skin from sun) Immune ________ Protect the body from disease Lymphatic System, Lymphocytes, Lymph nodes Circulatory sys, White blood cells, Antibodies Skin
Antibiotics vs Vaccine • Medicine taken AFTER you get sick! BACTERIA only • Destroys ______ • Will NOT kill viruses • Overuse and improper use is leading to the creation of “Resistant Bacteria” those _________ that can not be killed by traditional antibiotics. • Taken BEFORE you get sick! • Broken or damaged _______ PATHOGENS (anything that can make you sick such as bacteria and viruses) • Given to a person to stimulate an immune response ANTIBODIES • the body makes ______ to that specific pathogen • Protection from that disease can be long-lasting but not necessarily permanent
Essential Questions about the Human Body • Explain what would happen if a person’s sweat glands did not produce sweat. • Answer: The person would not be able to constant body maintain a _______ temperature ______ and may overheat. The person would not be able to release ____ certain waste products through the skin that may result in a buildtoxins in the body. up of ______
Essential Questions about the Human Body • Describe the roles of chemical and mechanical digestion in the process of eating and digesting an apple. ER • Answer: A correct answer would include at least two mechanical examples and two chemical examples. Mechanical examples • _________: Chewing in the mouth, moved by the tongue, churning/mixing in the stomach, movement along the intestines. • _________: Chemical examples Enzymes and acids found in substances such as saliva, stomach acid, and insulin (not bile).
Essential Questions about the Human Body • Explain how a diet high in fat and cholesterol affects the functions of your circulatory system. • Answer: Foods high in fat and cholesterol can Build-up result in ____ in the arteries. This can cause a decrease or complete blockage of blood flow and would result in oxygen reduced ____ and nutrients reaching target _______ tissues. This can cause diseases _____, heart failure, or even death.
Essential Questions about the Human Body • Explain how the respiratory system maintains a balance of oxygen and carbon dioxide in the blood and provides energy for the body. • Answer: The ______ respiratory system maintains a balance of oxygen and carbon dioxide in the blood by moving air through the lungs transferring oxygen to red blood cells. The _______ blood delivers this oxygen to the body cells where it is used in cellular respiration that releases energy for the body to use. The carbon dioxide waste carried back to products are _____ the lungs in the blood for exhaling.
Essential Questions about the Human Body • Explain how the excretory system helps to properly balance fluids and chemicals to maintain homeostasis within the body. • Answer: To maintain homeostasis, fluid and chemical levels within the body must be balanced. Waste products must be eliminated by the excretory system. A correct answer would include at least two examples of excretory organs and the waste products that they eliminate. Kidneys filters excess fluids _____: and toxins from the blood Bladder stores/excretes liquid _____: wastes Skin ______: secretes salts and cell wastes Large intestine undigested food _______: Lungs carbon dioxide (waste ______: product of cellular respiration)
Genetics: The Science of Heredity
Think: What do you Know? Why do you look/act the way you do? (your eyes, skin, nose, ears, skills: sing, dance, sports, etc…) I Want to know Genetics and probability http: //learn. genetics. utah. edu/content/ begin/tour/ By: Learn. Genetics sponsored by the University of Utah
Genetics vs Physical Traits • Genetic Traits • Genotype (XX or XY) • Allele (‘x’-one letter of the code) • Dominant- trait “in control”, use a capital letter- “T”= Tall • Recessive- trait may “hide”; use lower case letter- “t”= short • Purebred = Homozygous – Two of the same alleles for a trait – “TT”- TALL or “tt”- short • Hybrid = Heterozygous – Two DIFFERENT alleles for the same trait – “Tt” (TALL hybrid) • Physical Traits • Phenotype- the trait that physically shows – Hair color, eye color, skin color, gender. . . – Flower color, leaf shape… • Physical traits are the result of the genotype
Some Good Genetics Words to know • • • Parents Offspring- the “children” Heredity Inheritance- the passing of traits from parent to offspring Traits- a characteristic or an organism (hair color, feathers) Pedigree- the map of a trait through a family history Gene- a single piece of information controlling a trait Chromosome- condensed DNA containing genes DNA- hereditary material, instructions for life Mutation- a change in the DNA Meiosis- cell division resulting in Sex Cells (sperm/egg cell) Punnett square- tool used to determine the chance a train will get passed on to the offspring
Polygenic Inheritance __________many pairs of alleles to control a single trait (like skin color – “Aa. BBcc”) Codominant _____ two expressions of a trait physically show at the same time (black and white feathers in a rooster- “BW”) Incomplete Dominance the expressions of a trait _________ BLEND together (in “four o’clocks”: red + white = pink flowers) Sex-linked Trait a trait carried on a sex chromosome _______(“Xc”- the trait for colorblindness is passed attached to the “X” chromosome) Genetic Engineering
Major Scientific Contributors Gregor Mendel • _______ – “the father of Genetics”; created the lettering system to show dominant vs recessive traits • R. C. Punnett – Invented the “punnett square” to calculate the probability of passing on a trait to an offspring
Mendel and Genetics Genotype Phenotype Dominant or Recessive TT Tall Dominant Tt Tall Dominant tt Short Recessive
Punnett, & Genetics Probability Punnett Square % Probability of Offspring Phenotype 75% TALL 25% short Genotype 25% TT 25% tt 50% Tt
Human Inheritance % Probability of Offspring Phenotype ___% Male 50% _____ Genotype ____% XY ____% XX
Human Inheritance Human traits Single genes such as Widow’s peak Multiple alleles such as Blood type Many genes such as Height Sex-linked genes such as Colorblindness controlled by
Pedigree A circle represents a female. A horizontal line connecting a male and female represents a marriage. A square represents a male. A vertical line and a bracket connect the parents to their children. A half-shaded circle or square indicates that a person is a carrier. A completely shaded circle or square indicates that a person has the trait. A circle or square that is not shaded in green indicates that a person neither has the trait nor is a carrier.
Genetics ws # 1 1. For each genotype below, indicate whether it is heterozygous (He) or homozygous (Ho) AA - Ho Ee - He Ii - He Mm - He Bb - He ff - Ho Jj - He nn - Ho Cc - He Gg - He kk - Ho oo - Ho DD - Ho HH - Ho LL - Ho Pp - He 2. For each of the genotypes below write the phenotype that would show. Purple flowers are dominant to white flowers Brown eyes are dominant to blue eyes PP - Purple Pp – Purple pp – white BB – Brown Bb – Brown bb - blue Round seeds are dominant to wrinkled seeds Bobtails in cats are recessive to full length tails RR – Round Rr – Round rr – wrinkled TT – Full length tail Tt – Full Length tail tt – bobtail
Genetics ws #1 3. For each phenotype below, list the genotypes (2 -letter combination that creates that trait) Straight hair is dominant to curly. (S=straight, s = curly) SS straight (homozygous) Ss straight (heterozygous) ss curly Pointed heads are dominant to round heads. (P = pointed, p = round) PP pointed (homozygous) Pp pointed (heterozygous) pp round
Punnett Square Practice Part 1: Hair Color: B-Brown Dad M b o m b B B Bb Bb Dad’s hair color? Brown Mom’s hair color? Blond 100% Brown 0 % Blond b-blond B M BB B o m b Bb B BB Bb Dad’s hair color? Brown Mom’s hair color? Brown Offspring Hair Color: 100% Brown 0 % Blond Dad B b M B B o B m Bb bb Dad’s hair color? Brown Mom’s hair color? Brown 75% Brown 25 % Blond
Punnett Square Practice Part 2: Eye Color: B= Brown b=blue *(recessive to brown but dominant over blue) Dad M b o m b Bb bb g-*green Probability of Offspring % Phenotype % Genotype 50% Brown Eyes 50% Blue Eyes 0% Green eyes 0% Homozygous Dominant (“BB”) 50% Homozygous recessive (bb, gg) 50% Heterozygous (Bb, Bg, bg) Dad B b M B B o B m Bb bb Probability of Offspring % Phenotype 75% Brown Eyes 25% Blue Eyes 0% Green eyes % Genotype 25% Homozygous Dominant (“BB”) 25% Homozygous recessive (bb, gg) 50% Heterozygous (Bb, Bg, bg)
Punnett Square Practice Part 2: Eye Color: B= Brown b=blue *(recessive to brown but dominant over blue) Dad M B o m b g b Bg Bb gb bb g-*green Probability of Offspring % Phenotype % Genotype 50% Brown Eyes 25% Blue Eyes 25% Green eyes 0% Homozygous Dominant (“BB”) 25% Homozygous recessive (bb, gg) 75% Heterozygous (Bb, Bg, bg)
Punnett Square Practice Part 3: Blood Type: Type A= AA, Ai B M A AA AB o m i Ai Bi Phenotype 25% Type AB 50% Type A 25% Type B 0% Type O Dad M B o m i A A AB AB Ai Ai Type AB Type O= ii Probability of Offspring Dad A Type B= BB, Bi Genotype 25% Homozygous Dominant (AA, BB) 0% Homozygous recessive (“ii”) 25% Codominant (“AB”) 50% Heterozygous (“Ai”, “Bi”) Probability of Offspring Phenotype 50% Type AB 50% Type A 0% Type B 0% Type O Genotype 0% Homozygous Dominant (AA, BB) 0% Homozygous recessive (“ii”) 50% Codominant (“AB”) 50% Heterozygous (“Ai”, “Bi”)
Punnett Square Practice Sex Linked Disability- carried on a gender chromosome Color vision= XC XC, XC Y Carrier for colorblind (physically has color vision) = XC Xc Colorblind=Xc. Xc, Xc. Y Dad Mom XC Y XC XCY Xc XCXc Xc. Y Probability of Offspring Phenotype 75% chance Kids with Color Vision: 25% chance Colorblind Kids: 25% Color Vision Girl 25% Color vision boy 25% Carrier girl 25% Colorblind boy Genotype XCXC XCXY XCXc Xc. Y
Essential Question • In cats, black fur is dominant over white fur. How can two black cats produce white kittens? • Answer: In order for two black cats to produce kittens with white fur when black fur is dominant, both parents must be heterozygous and carry the recessive Dad gene for white fur. BB or Bb= black fur bb= white fur Mo B m b BB Bb Bb bb
Essential Question Explain why a color-blind father will pass the gene on to his daughter, but not his son Answer: Color-blindness is a recessive, sex-linked trait attached to the X chromosome. A color-blind father can pass this allele on to his daughter and not to his son, because in order to produce a son the father must pass on a Y chromosome. The Y chromosome does not carry the trait for color-blindness. Daughters Mom Sons get the Y chromosome from dad Dad Xc Y XC XCXc XCY
Essential Question • Describe with examples of each, how mutations can be harmful and helpful to an organism. ER • Answer: Mutations occur when a permanent change in the DNA takes place and can have a harmful or helpful effect on an organism. For example, mutations during cell division can result in cancerous growths, which is harmful to an animal. A mutation cause a plant to be resistant to a certain disease, which would be helpful as it would result in increased survival for the plant. (examples will vary).
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