From Cells to Organisms Student Notebook Table of Contentsmrsdekeuster.weebly.com/uploads/5/6/3/7/56376133/... · • Is the image seen through the microscope oriented the same way

From Cells to Organisms Student Notebook

Table of Contents

Activity Page Number

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Living/Nonliving Card Sort 21

22

Five Materials Observation 23

24

Life in Different Environments 25

26

Microscope Care and Use 27

Microscope Images 28

Field of View and Magnification 29

Focal Plane 30

Brine Shrimp Alive! 31

32

Looking at Elodea 33

34

Plant Cell Structures and Functions 35

36

Looking at Spirogyra 37

38

Paramecia 39

40

Looking at Euglena 41

42

Protist Cell Structures and Functions 43

44

Response Sheet – Investigation 3 45

46

Minihabitat Safari 47

48

Human Cheek Tissue 49

50

Animal Cell Structures and Functions 51

52

Cells Reading 53

Cells Reading 54

Cells Reading 55

Cells Reading 56

Cells Reading 57

Cells Reading 58

Celery Investigation A 59

60

Celery Investigation B 61

62

Leaf Observations 63

64


66

Multicellular Levels of Complexity 67

68

Water, Light, and Energy Reading 69





74

Structure and Function: Organization of the Human Body 75





80

Germination and Growth in Different Salinities 81

82

Comparing Growth 83

84

Parts of a Flower 85

86

Flower Dissection A 87

Flower Dissection B 88

Plant-Reproduction Cards 89

90


92

Pollination Syndrome A 93

Pollination Syndrome B 94

Are Viruses Living Organisms 95

Tree of Life 96

97

98

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

FOSS Diversity of Life Course, Second Edition© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Investigation 1: What Is Life?

No. 1—Notebook Master

Card name L NL U

Amoeba

Apple

Baby

Blue cheese

Blue-green algae

Bread mold

Cactus

Clouds

Coral

Corn

Cotton boll

E. coli

Eggs

Fire

Horse

Jelly�sh

Kelp

Living/Nonliving Card Sort

Card name L NL U

Mushrooms

Onions

Potatoes

Rhinovirus

Robot

Rocking horse

Spider and web

Streptococcus

Sulfolobus

Sun

Tornado

Trees and leaves

Yeast

Yogurt

21

22




Fir

st

ob

serv

ati

on

s

(dry

)

(in

clu

de

dra

win

gs)

Ch

an

ge

s

ob

serv

ed

aft

er

10

min

ute

s

(in

clu

de

dra

win

gs)

Ch

an

ge

s

ob

serv

ed

aft

er

24

ho

urs

(in

clu

de

dra

win

gs)

Ch

an

ge

s

ob

serv

ed

aft

er

__

__

__

__

(in

clu

de

dra

win

gs)

A B C D E

Five Materials Observation

Liquid number__________

23

24




Life in Di!erent Environments

Liquid 1____________________________

Material What evidence of life do you observe?

A

B

C

D

E

Liquid 2____________________________


A

B

C

D

E

Liquid 3____________________________


A

B

C

D

E

25

26

7FOSS Diversity of Life Course

© The Regents of the University of California

Can be duplicated for classroom or workshop use.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

MICROSCOPE CARE AND USE

Always use two hands to carry a microscope—one hand holding the neck and onesupporting the microscope from below. If the microscope has a built-in light, gather up thepower cord to keep it from getting underfoot.Water and dust are the two main enemies of a microscope. Be sure to wipe up any water thatfalls on the scope, and always cover microscopes with a dust cover when they are not in use.Never use tissue or a paper towel to clean a microscope lens. Even though they feel soft, theycan scratch the lenses. Use lens paper only to clean the lenses.When first examining an object, start with the lowest power objective lens (the lens withthe smallest number on it). Use the coarse adjustment knob to bring the objective lensclose to the slide. Do not look through the lens at this time. Check the distance between theobjective lens and the slide carefully while bringing the objective lens close to the slide. Thelens should never touch the slide.Look through the eyepiece. Use the coarse adjustment to bring the object into focus.Always turn the coarse focus knob so the objective lens moves away from the stage, so thatyou will not break the slide or damage the lens. Never use the coarse adjustment to focuscloser to the object while looking through the eyepiece. Adjust the amount of light coming tothe object with the diaphragm located under the stage.Once you have the object in focus, to increase the magnification rotate the objective lens toa higher power and use the fine adjustment to focus the object.Label the parts of the microscope.

NamePeriod Date

Investigation 2: Introduction to the Microscope

Student Sheet27

FOSS Diversity of Life Course


Can be duplicated for classroom or workshop use.9

1. Draw the letter e.

• Set the objective lens to 4x.• Place the dry-mount slide of the letter e

on the stage of the microscope.• Center the image and draw exactly what you see.

Field of view

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

MICROSCOPE IMAGES

2. Move the slide away from you.

• Move the slide away from you.• What direction did the image move?• Draw an arrow in the circle to indicate

the direction the image moved.

3. Move the slide to the right.

• Move the slide to your right.• What direction did the image move?• Draw an arrow in the circle to indicate

the direction the image moved.4. Observe the color photograph.

• Make a dry mount of a piece of colored photo.• Draw and color what you see.• Compare the colors you see with and without

the microscope.5. Observe the feather.

• Prepare a dry mount of the feather. Usea second slide as a coverslip.

• View the feather tip using the 10x objective.• Draw what you observe.

Field of view

Field of view

Field of view

Field of view

NamePeriod Date

6. Answer these questions on page 8 or on a blank sheet of paper.

• Is the image seen through the microscope oriented the same way as the object onthe stage of the microscope? Explain.

• If you want to move the image to the right, which way should you move the slide?• If you want to move the image up, which way should you move the slide?


Student Sheet28

FOSS Diversity of Life Course


Can be duplicated for classroom or workshop use.11

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

FIELD OF VIEW AND MAGNIFICATION

The width of one square in the nylon netting material(measured with the millimeter ruler) is___________________.Part 1: The 4x objective

1. Place the netting and ruler slide on the stageof the microscope. Select the 4x objective.

2. Draw exactly what you see in the field of view.• What is the width of the field of view?___________• What is the width of one mesh square? __________• What is the total magnification with this

objective lens? _______________________________• Mark 1 mm on the scale below the field of view.

Field of view

Part 2: The 10x objective

1. Select the 10x objective.2. Draw exactly what you see in the field of view.• What is the width of the field of view?___________• Estimate the width of one mesh square to the

nearest 0.1 mm._______________________________• What is the total magnification with this


Part 3: The 40x objective

1. Select the 40x objective.2. Draw exactly what you see in the field of view.• What is the width of the field of view?___________• Estimate the width of one mesh square to the

nearest 0.1 mm._______________________________• What is the total magnification with this


NamePeriod Date


Student Sheet29

12FOSS Diversity of Life Course© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.

Field of viewPart 1: Focus on layers of ribbon

1. Make a wet mount of three layers of ribbon.

2. Set the objective lens for 100x magnification.

3. Focus on the top layer of ribbon. Then use thefine focus to focus down through the layers.

• How many layers can you get into focus at onetime? _____________________________________

• Which direction do you turn the right-hand finefocus to focus down through the layers? _______

• Use colored pencils to draw exactly what you seewhen the middle layer is in focus.

Part 2: Mystery ribbons

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

FOCAL PLANE

Mystery slide

Questions

1. How did you figure out which ribbon was on the bottom?

2. Why can’t you get all three layers of ribbon in focus at the same time?

3. What is “focal plane”?

Name

Period Date

Investigation 2: Introduction to the MicroscopeStudent Sheet

1. Make a wet mount of three layers ofribbon. Keep the order a secret. Recordthe order of ribbons, top to bottom, on thelines to the left under the heading “Ourslide.”

2. Trade mystery-ribbon slides with anotherteam.

3. Use your microscope to determine theorder of the colored ribbons used to makethe mystery-ribbon slide. Record thecolors and the order to the right underthe heading “Mystery slide.”

Our slide

Top

2

3Top

2

3

30

13FOSS Diversity of Life Course


Can be duplicated for classroom or workshop use.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

BRINE SHRIMP ALIVE!

Part 1: Brine shrimp in the vial

1. Place the vial containing brine shrimp in one of the vial holders.Shine a flashlight through the vial at the water’s surface. Wheredo the brine shrimp go? Why do you think they do that?

2. Compare the size of the brine shrimp now to the size of theshrimp when they first hatched. How are they different?

Part 2: Brine shrimp under the microscope

1. Use a dropper to take up a few shrimp. Put one drop onthe surface of a slide. If no shrimp are on the slide, wipethe slide dry and put on another drop.

2. Use a piece of blotter paper to soak up part of the water.3. Do not put a coverslip on the slide.4. Observe and draw a picture of the brine shrimp.5. How big are the brine shrimp? mm

Part 3: Adding yeast to brine shrimp

1. Carefully add one drop of Congo red–dyed yeast to the slide.2. Observe the tiny red yeast and the brine shrimp. Describe what you observe.

Questions

1. What evidence did you collect to support the idea that brine shrimp are living organisms?

2. What characteristics of life were not confirmed by your observations of brine shrimp?

Field of view at 100x

NamePeriod Date


Student Sheet31

32


Investigation 3: The Cell


Looking at Elodea

Part 1: Observe elodea leaf layers.

1. Place a small elodea leaf on a slide, top side up, bottom side against

the slide. Prepare a wet mount, using pond water and a coverslip.

2. Focus the microscope at 40X and then increase to 100X.

3. Increase the magni�cation to 400X. Using the �ne focus knob,

carefully focus up and down through the di�erent layers of the leaf.

How many layers can you see?__________

4. Describe what you observe.

Part 2: Observe elodea details and cell size.

5. Look carefully for movement inside the leaf. Describe what you

observe.

6. Draw a few representative large

brick-like structures to scale in the

circle. Do not �ll in the entire �eld

of view. Use color and include de-

tail.

7. How many of the large green

“bricks” �t lengthwise across the �eld of view?

__________

8. Estimate the size of one of the “bricks.”

_____________________

Part 3: Label the drawing.

Label the cell wall, chloroplasts, and cytoplasm.

High power (400X)

33

34




Plant Cell Structures and Functions

Cell structure Function

Cell membrane

Cell wall

Chloroplasts

Cytoplasm

Endoplasmic reticulum

Mitochondrion

Nucleus

Ribosomes

Central vacuole

Cell membraneCell wall

Chloroplast

Centralvacuole

Cytoplasm

Mitochondrion

Ribosome

Endoplasmicreticulum

Nucleus

35

36

Looking at Spirogyra

Part 1: Observe Spirogyra

1. Use a pipette to obtain a small sample of water from the container marked

Spirogyra. Spirogyra is a type of common pond alga whose cells are joined

in chains. Make sure the sample includes from two to four of the green

strands that are floating in the water.

2. Put a drop of the sample on the middle of the slide and add a coverslip.

3. Focus the microscope at 40X and then increase to 100X

4. Increase the magnification to 400X and focus on one cell. Observe where

one Spirogyra cell ends and another begins. In the space below describe

what you observe.

Part 2: Observe Spirogyra details and cell size.

5. At high power magnification, look for the following parts of a Spirogyra cell

a. The cell wall (the rectangular boundary around a single cell)

b. The cytoplasm (the inner fluid of a cell)

c. The nucleus (a dark body near

the center of the cell)

d. The chloroplasts (green spirals

that look like ribbon)

e. The vacuoles (large, clear

spaces)

6. Estimate the length of one spirogyra

cell. ___________

7. Draw a model of how the cells appear

under high magnification.

8. Label the cell wall, chloroplasts, and

cytoplasm.

37

38




Paramecia

Part 1: Movement and behavior

1. Put one small drop of paramecium culture on the center of your

slide. Do NOT put a coverslip on.

2. Focus the microscope at 40X to make sure you have paramecia on

your slide. Increase the magni�cation to 100X.

3. Describe the movement and behavior of the paramecia.

Part 2: Paramecium up close

4. Remove the slide from the stage and add one drop of methyl

cellulose. Put on a coverslip. If necessary, blot up extra liquid.

5. Find one paramecium that is still moving, focus under low power,

and increase to medium and then to high power. Focus using

the �ne focus knob. Describe the paramecium and draw it in the

circle below.

6. Estimate the length of the paramecium.__________

Part 3: Label the drawing.

1. Label the cell membrane, cytoplasm,

cilia, and any other structures you

observe.

2. What is the purpose of the cell

membrane?

High power (400X)

39

40

Looking at Euglena

Part 1: Movement and behavior

1. Use a pipette to obtain a small sample of water from the container marked

Euglena. Place two or three strands of cotton in the depression on the

slide. The cotton helps confine the euglena to a smaller area.

2. Put a drop of the sample on the middle of the slide and add a coverslip.

3. Focus the microscope at 40X to make sure you have a euglena on your

slide. Increase the magnification to 100X

4. Describe the movement and behavior of the euglena.

Part 2: Euglena up close

5. At high power magnification find one euglena that is still moving. Describe

the euglena and draw it in the circle below.

6. Estimate the length of one euglena cell.

___________

7. Label the cell membrane, chloroplasts,

and nucleus

8. How is the euglena different from the

paramecia?

41

42




Protist Cell Structures and Functions


Cell boundary that controls what enters and

leaves the cell.

Internal �uid that contains the cell structures.

A membranous structure that assembles

proteins and parts of the cell membrane.

Digests cellular waste and merges with a food

vacuole to digest food.

Converts the energy in food into usable

energy for the cell.

Contains the cell’s genetic material (DNA),

which determines the nature of cell structures

and substances.

Makes proteins. (Found either free or bound

to the surface of the endoplasmic reticulum.)

Stores water and expels excess water.

Stores food and merges with a lysosome to

digest food.

Cell membrane

Cytoplasm

Mitochondrion

Ribosome


Nucleus

Lysosome

Contractilevacuole

Food vacuole

43

44




Two students were having a discussion. One said,

All cells are living things. Every cell in an elodea plant is an organism, just like the one-celled paramecium we looked at.

The second student said,

Well, you’re partly right. I agree that all cells are living things, but an elodea cell is not an organism.

Evaluate what each student said. Explain your thinking.

First student:

Second student:

Response Sheet —Investigation 3

45

46




Minihabitat Safari

Is there anything living in the minihabitat?

1. Prepare a wet mount from one region of your minihabitat. Look

for life at 40X.

2. If necessary, add one drop of methyl cellulose. Put on a coverslip

and blot away any extra liquid. Increase the magni�cation to 100X

and then 400X as needed.

3. Draw to scale any organisms you observe. Use the next page in

your science notebook to describe their behavior and to add more

organisms.

4. Use “Microorganism Guide” in Science Resources to help identify any

organisms you �nd.

Organism_______________

Estimated size___________

Organism_______________


Organism_______________


Organism_______________


47

48




Human Cheek

Tissue

Part 1: Prepare a cheek tissue sample.

1. Gently rub the inside of your cheek with a cotton swab.

2. Roll the rubbing onto the center of a slide. Add one drop of

methylene blue and let set for 1 minute.

3. Hold the slide over a waste container and rinse it with a few drops of

water. Add a drop of water if necessary, place a coverslip on top, and

blot any extra water from the edges.

4. View the slide, starting at 40X. Use the search image your teacher

provides to help you focus on the stained cheek tissue. Increase

magni�cation to 400X.

Part 2: Record observations.

5. Describe what you see at 400X and

draw it in the circle below.

6. Estimate the diameter of one cell.

Part 3: Questions

7. What is the inside of your cheek made of?

8. What do you think other parts of your body are made of?

9. Label the cell membrane and nucleus in one of the cheek cells.

Clean up as directed.

High power (400X)

49

50




Animal Cell Structures and Functions

Cell membrane

Cytoplasm

Mitochondrion

Ribosome


Nucleus

Lysosome

Vacuole


Cell boundary that controls what enters and

leaves the cell.

Internal �uid that contains the cell

structures.

A membranous structure that assembles

proteins and parts of the cell membrane.

Digests cellular waste.

Converts the energy in food into usable

energy for the cell.

Contains the cell’s genetic material (DNA),

which determines the nature of cell structures

and substances.

Makes proteins. (Found either free or bound

to the surface of the endoplasmic reticulum.)

Stores water and other materials.

51

52




53




54




55




56




57




58


Data

Day 0

(set-up)

Day 1

(�nal) Change

Water in control

vial (volume)

Water in celery

vial (volume)

Celery mass

Part 1

1. Take the celery stalk out of the vial. Measure the amount of

water in the celery vial, using a graduated cylinder. Record.

2. Record the amount of water in the class control (evaporation)

vial.

3. Calculate the changes in volume of water in the vials. Record.

4. How much water was lost to evaporation? __________

5. How much water was lost in the celery vial? __________

6. Do the amounts match? __________ Why or why not?

Part 2

7. Predict the current mass of the celery stalk. (Remember that for

water, 1 mL = 1 g.) __________

8. Determine the actual mass of the celery. Record.

Celery Investigation A

Investigation 5: Plants: The Vascular System


59

60


Part 2. (continued)

9. Does your prediction match the actual mass of the celery?

__________ Record any ideas you have about your results.

10. Calculate the change in mass of the celery. Record in the data

table.

Part 3

11. How much of the water from the celery vial ended up in the

celery? __________ How do you know?

12. What do you think happened to the rest of the water that was lost

from the celery vial?

13. Determine the amount of water unaccounted for in your vial.

Part 4

14. In your notebook, describe any patterns you notice in the class

celery and class data.

water lost

from celery

vial

water that

evaporated

any increase

in mass of the

celery

water

unaccounted

for

Celery Investigation B



61

62


Tradescantia leaf (100X) Tradescantia leaf (400X)one stoma

Crisp celery leaf (400X)

(optional)

Wilted celery leaf (400X)

(optional)

1. Label the guard cells and one stoma in the high-power drawing.

2. Describe the structure of a stoma.

3. Explain how stomata work.

Leaf Observations



63

64


A student noticed a plant outside that had really wilted leaves. He

remarked to a friend,

Those leaves must be losing a lot of water to become so wilted. I bet that the stomata are totally open right now.

Do you agree or disagree? What would you add to the

conversation?

Response Sheet—Investigation 5



65

66


Multicellular Levels of Complexity



Atoms

Cells

Multicellular

organism8

7

6

5

4

3

2

1

C, H, O, etc.

Proteins, etc.

Cell wall, etc.

Tracheid cells

Vascular land plant

8

7

6

5

4

3

2

1

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69




70




71




72




73

74

Structure and Function: Organization of the Human Body

How is the human body similar to a well-tuned machine?

Many people have compared the human body to a machine. Think about some common machines,

such as drills and washing machines. Each machine consists of many parts, and each part does a

specific job, yet all the parts work together to perform an overall function. The human body is like a

machine in all these ways. In fact, it may be the most fantastic machine on Earth.

Levels of Organization

The human machine is organized at different levels, starting

with the cell and ending with the entire organism (see Figure

on right). At each higher level of organization, there is a

greater degree of complexity.

Cells

The most basic parts of the human machine are cells – an

amazing 100 trillion of them by the time the average person

reaches adulthood! Cells are the basic units of structure and

function in the human body, as they are in all living things.

Each cell carries out basic life processes that allow the body to survive.

Many cells in our bodies do not look like the “typical” animal cell that we have all seen. Differences

in cell structure include different shapes and different amounts and types of specific types of

organelles. These differences in structure are related to differences in the function of different types

of cells, as illustrated in diagram on the right. For some types of cells, a flexible structure that allows

the cell to change shape is crucial for the cell’s function. The white blood cell shown in the image to

the right defends our body against infection by squeezing

themselves between other cells to get to the infected area

to engulf, kill, and digest bacteria.

One of the images is of a nerve cell (neuron). Nerve

cells are the primary cells in the nervous system. They

are responsible for relaying electrical messages to cells

and tissues in other organ systems.

Some columnar epithelial cells have small hair-like

structures (cilia) attached. These structures can move

back and forth, therefore these cells are located where

movement of substances like mucus within the lining of

the nose and lungs are necessary.

75

Think Question #1: Observe the very specialized structure of the nerve cell

(neuron) in the previous diagram. Explain how the structure of nerve cells

contributes to their function.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Think Question #2: What is the relationship between the structure of a white

blood cell and its function in the body? Cite evidence from the text to support

your response.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Group of Cells Form Tissues

After the cell, the tissue is the next level or organization in the human body. A tissue is a group of

connected cells that have a similar function. There are four basic types of human tissues: epithelial,

muscle, nervous, and connective tissues. These four tissue types (see Figure below), make up all the

organs of the human body.

· Connective tissue is made of cells that form the body’s structure. Examples include bone and

cartilage.

· Epithelial tissue is made of cells that line inner and outer body surfaces, such as the skin and

the lining of the digestive tract. Epithelial tissue protects the body and its internal organs,

secretes substances such as hormones, and absorbs substances such as nutrients.

· Muscle tissue is made up of cells that have the unique ability to contract, or become shorter.

When cardiac muscle tissues contract, it causes the rhythmical beating of the heart and

76

circulating of the blood. When skeletal muscle tissues contract, it enables the body to move.

Smooth muscle tissue controls slow contractions in the walls of the stomach and intestines.

· Nervous tissue is made up of neurons, or nerve cells, that carry electrical messages. Nervous

tissue makes up the brain and the nerves that connect the brain to all parts of the body.

Group of Tissues Form Organs

A single type of tissue alone cannot do all the jobs that are needed to keep you alive and healthy.

Two or more tissues working together can do a lot more. An organ is a structure that consists of two

or more types of tissues that work together. The heart (see Figure below) is made up of four types of

tissues.

Groups of Organs Form Organ Systems

Your heart pumps blood around your body. But how does your heart get blood to and from every cell

in your body? Your heart is connected to blood vessels such as veins and arteries, which are also

organs is your body. Organs that work together form an organ system. Together, your heart, veins,

and arteries form your circulatory system. An organ system is a group of organs that work together to

carry out a complex overall function for an organism. Each organ of the system does part of the

larger job. Other examples of systems are: excretory, digestive, respiratory, muscular, and nervous.

Think Question #3: What is the relationship between the structure of a muscle cell

and it function? Include an example from the text to support your response.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Think Question #4: Explain the interaction of tissues and organs within the

circulatory system. Use examples from the text.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

77

Deep Dive into the Structure and Function of the Digestive System

Your digestive system is uniquely constructed to perform its specialized function of turning food into

the energy you need to survive and packaging the residue for waste disposal. This is a major job;

therefore, many kinds of cells, tissue, and organs must interact to carry out the process. To help you

understand how the many parts of the digestive system work together, let’s review the structure and

function of this complex system.

The organs in the human digestive system include the:

· Oral cavity where teeth, jaw muscles and saliva work

together to begin breaking down food into smaller

particles.

· Esophagus which carries this mixture of food and

digestive juices to the stomach where acid helps to kill

any germs in the food; the stomach stores the partially

digested food and gradually releases small amounts of it

for further digestion in the small intestine.

· Pancreas and liver which supply the small intestine with

enzymes and other molecules that further aid in the

digestion of food molecules.

· Small intestine where enzymes break down food

molecules into smaller molecules that are absorbed into

the blood. This is also where the circulatory system

becomes involved in the process by moving the necessary

nutrients around the body and transporting unwanted

materials away. Most digestion and absorption occur in

the small intestine which is a much longer organ than

shown in diagram to the right.

· Large intestine where water is absorbed into the body and

the feces or waste is stored for excretion.

Think Question #4: Imagine a digestive system where food entered the small

intestine directly without first going through the oral cavity and stomach. What

would be the disadvantages of this type of digestive system?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Think Question #5: The digestive and circulatory systems must work together in

order for your body to break down food and get the energy from it necessary for

survival. Explain how these two systems interact to carry out the processes.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

78

Think Question #7: Populate the table below with examples that support the

following claim: “Structure and Function is a general principle that applies to

cells, tissues, organs, and body systems.”

Example from reading Explain how this example supports the

claim

Example: Columnar epithelial cells. Attached hair like cilia move back and

forth (structure) to assist with movement

of substances (function).

Cell:

Tissue:

Organ:

Organ System:

**Adapted from the following sources: CK12.org and the Department of Biology @ University of

Pennsylvania

79

80


The kind of seed we are investigating: ____________________

Number of seeds “planted” in each dish: _____

1. Record the number of seeds with roots and the number of

seeds with shoots in the table below.

0 spoons

salt 1 spoon salt

2 spoons

salt

4 spoons

salt

Day

2

Day

_____

2. On the �nal day, make your observations and comments.

Germination and

Growth in Di!erent

Salinities

# seeds

with

roots # seeds

with

shoots

0 spoons salt

4 spoons salt2 spoons salt

1 spoon salt

Investigation 6: Plant Reproduction and Growth


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82


Part 1: Think about the seeds you investigated.

The kind of seed we are investigating: ____________________

1. In which condition/s did most of your seeds germinate?

In which condition/s did the fewest of your seeds germinate?

2. In which condition/s do the roots and the shoots of your seeds

appear the healthiest? (Compare length of roots and shoots,

branching of roots, number of root hairs, greenness.)

3. How does increasing the concentration of salt a�ect the

germination and growth of your seeds?

Part 2: Compare all the seeds at each concentration of salt.

4. Which seeds (oats, wheat, barley, or corn) grew the best at 0 spoons,

1 spoon, 2 spoons, 4 spoons of salt? (Compare number of seeds

germinated, healthiest looking.)

0 spoons

salt 1 spoon salt

2 spoons

salt

4 spoons

salt

Seed type

showing

most salt

tolerance

5. Which type of food crop is best suited to saline (salty) soil?

6. Answer in your notebook: Is saline soil a suitable environment for

germinating and growing food crops? What is your evidence?

Comparing Growth



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84




Simple �ower

Petal

Anther

Stigma

Stamen Pistil

Ovary

Sepal Pollen grain

Pollen tube

Egg

Ovule Sperm

Parts of a Flower

Filament

Sperm

EggPollen tube

85

86




Dissection of a ____________________�ower

Flower Dissection A

1. Look into the center of the #ower. Draw a picture showing how

the stamen and the pistil are arranged. Label your drawing.

2. Observe the end of the stamen closely. Make a close-up

drawing showing the structure at the end of the stamen. Label

your drawing.

3. Gently push your �nger into the center of the #ower. Look

closely at your �nger with a hand lens. Describe what you see.

4. If a microscope is handy, put some of the

material on a slide and observe it at 100X and

400X. Draw what you see under high power.

Label your drawing.

400X

87




5. Remove the sepals. How many are there?_______ Stick one

sepal upside down on the tape near the right end.

6. Remove the petals. How many are there?_______ Stick one

petal upside down on the tape next to the sepal.

7. Remove the stamens. How many are there?______ Put all the

stamens on the tape.

8. The remaining part is the pistil, which

includes the ovary. Use a hand lens to

observe the stigma of the pistil. Draw

and label it.

9. Ask your teacher to cut open the ovary.

Examine the inside of the ovary with

your hand lens. Draw and label what

you see.

Place the pistil with the ovary cut

side down on the tape next to

the stamens.

10. Slide the card out from under the tape. Place the card on top of

the mounted #ower parts. Press down �rmly to stick the card to

the tape. Carefully lift up the ends of the tape and fold them to

the back of the card to complete the #ower mount. Label all

the parts.

Flower Dissection B

88




A A p

oll

en

gra

in, u

sua

lly

carr

ied

by

an

ima

l or

air

,

lan

ds

on

th

e s

tig

ma

of

an

oth

er

!o

we

r.

F Th

e s

pe

rm c

ell

fe

rtili

zes

an

eg

g.

Th

e e

gg

an

d s

pe

rm m

erg

e t

o f

orm

a s

ing

le c

ell

wit

h

info

rma

tio

n f

rom

th

e m

ale

an

d f

em

ale

.

B Th

e p

are

nt

pla

nt

form

s a

fo

od

so

urc

e f

or

the

de

velo

pin

g e

mb

ryo

.

G Th

e p

oll

en

gra

in f

orm

s a

lon

g t

ub

e d

ow

n t

he

len

gth

of

the

pis

til i

nto

th

e o

vu

le.

C A s

pe

rm c

ell

tra

vels

do

wn

th

e p

oll

en

tu

be

.

H Th

e s

ee

d-c

on

tain

ing

ov

ary

de

velo

ps

into

a f

ruit

.

D Fru

it is

dro

pp

ed

or

con

sum

ed

by

an

an

ima

l, a

nd

the

se

ed

is r

ele

ase

d.

I Th

e s

ing

le c

ell

div

ide

s, a

nd

ea

ch o

f th

ose

ce

lls

div

ide

s, a

nd

so

on

un

til t

he

ma

ny

ce

lls

de

velo

p

into

an

em

bry

o.

E Po

lle

n g

rain

s, w

hic

h c

on

tain

th

e m

ale

sp

erm

cell

s, f

orm

on

th

e a

nth

ers

.

J Ov

ule

s, w

hic

h c

on

tain

th

e f

em

ale

eg

g c

ell

s, f

orm

in t

he

ov

ary

.

Plant-Reproduction Cards

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90


One of your good friends was absent the day plant reproduction

was discussed in class. She is trying to write a paragraph describing

#owering-plant reproduction.

All I know is that baby plants come from seeds —I don’t know where seeds come from.

What would you tell your friend that would help her understand

how #owering plants reproduce?

Response Sheet —Investigation 6



91

92




Pollination Syndrome A

Part 1: Observe your �ower.

1. Describe the shape and color of the #ower.

2. Describe any scent the #ower has.

3. List any other characteristics that you think might attract pollinators.

Part 2: Use the “Flower Information” resource.

Look for an example of a #ower that is similar to yours.

4. Where are the anthers and the stigma located in relationship to

each other?

5. Where would a pollinator �nd nectar?

6. Where would a pollinator �nd pollen?

93




Pollination Syndrome BPart 3: Possible Pollinators

Think about how an animal or insect pollinator might interact with

your #ower.

8. What characteristics might a pollinator have that would a�ect its

ability to pollinate your #ower?

Part 4: Use the “Flowers and Pollinators” resource.

Look at the tables in the resource. List your #ower’s characteristics

below. On the right-hand side, list what kinds of pollinators might be

attracted to the #ower, based on the characteristics (there may be only

one, or there may be several possible pollinators).

Flower characteristic Pollinator(s)

Shape/size

Color

Scent

Food

Day/night timing

94


Virus Cell

Needs energy

Needs water

Grows (in multicellular

organisms, cells increase in

number, as well.)

Reproduces Asexual or sexual

reproduction; DNA is

genetic material

Needs suitable

environment

Responds to

environment

Exchanges gases

Eliminates waste

Structure Cell structures and

organelles

Changes over

time (evolves)

In your notebook, write your conclusion. Are viruses living

organisms? What is your evidence? If you cannot make a decision,

what other information do you still need?

Are Viruses Living Organisms?

Investigation 8: Diversity of Life


Bacteriophage T4 virus

infecting an E. coli

bacterium (bacterium is

200 nm long)

95


Spirochaetes

Chlamydias

Hyperthermophilic bacteriaCyanobacteriaLow-GC Gram-positives

High-GC Gram-positives

Deinococcus/Thermus

Proteobacteria

Crenarchaeota

Euryarchaeota

Hapto

phyte

s

Bro

wn a

lgae

Diato

ms

Oom

ycete

s

Din

ofla

gella

tes

Apic

om

ple

xans

Cilia

tes

Eudic

ots

Monocots

Magnoliid

s

Sta

r a

nis

e

Wate

r lilie

s

Am

borella

Conife

rs

Gneto

phyte

s

Gin

kgo

Cycads

Ferns

Horseta

ils

Whis

k ferns

Clu

b m

osses a

nd r

ela

tives

Horn

worts

Mosses

Liv

erw

orts

Chara

les

Cole

ochaeta

les

Chlo

rophyte

s

Red A

lgae

Gla

ucophyte

s

Kin

eto

pla

stid

s

Eugle

nids

Hete

rolo

boseans

Parabasalid

s

DiplomonadsForaminiferansCercozoansRadiolarians

Amoebozoans

Club Fungi

Sac Fungi

Arbuscular Mycorrhizal Fungi

"Zygospore Fungi"

"Chytrids"

Microsporidia

Choanoflagellates

Glass sponges

Dem

osponges

Calcareous sponges

Pla

cozo

ans

Cte

nophore

s

Cnid

aria

ns

Bry

ozoans

Fla

tworm

s

Rotife

rs

Rib

bon w

orm

s

Bra

chio

pods

Phoro

nid

sA

nnelid

sM

ollu

sks

Arrow

worm

sP

ria

pulid

sK

inorhynchs

Loric

iferans H

oresehair w

orm

s

Nem

ato

des

Tardig

rades

Onychophorans

Chelicerate

sM

yria

pods

Cru

sta

ceans

Hexapods

Echin

oderm

s

Hem

ichord

ate

s

Cephalo

chord

ate

s

Uro

chord

ate

s

Hagfishes

Lam

pre

ys

Chondrich

thya

ns

Ray-f

inned fi

shes

Lobe-finned fi

shes

Lungfishes

Amphibians

Mammals

Turtles

Lepidosaurs

Crocodilians

Birds

Tree of Life

Investigation 8: Diversity of Life


This version of the tree of life is based on an appendix in Life: The

Science of Biology, 9th ed., by D. Sadava, D. M. Hillis, H. C. Heller, and

M. Berenbaum (Sinauer Associates and W. H. Freeman, 2011).

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From Cells to Organisms Student Notebook Table of Contentsmrsdekeuster.weebly.com/uploads/5/6/3/7/56376133/... · • Is the image seen through the microscope oriented the same way