Life’s Structure and ClassificationChapter... · Researchers, (cl) Nick Bergkessel/Photo, (tcr) ... a compound light microscope to see a smaller ... a. Life’s Structure and Classification

Glencoe Science

Chapter Resources

Life’s Structure and Classification

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

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Glencoe Science

Photo CreditsSection Focus Transparency 1: Dwight KuhnSection Focus Transparency 2: (c) Alan Briere/SuperStock, (tr) SuperStock, (cr) Stephen Dalton/PhotoResearchers, (cl) Nick Bergkessel/Photo, (tcr) Ron Dahlquist/SuperStock, (bl) David Woods/The Stock Market,(tl) Russ Gutshall/SuperStock, (br) SuperStockSection Focus Transparency 4: Lester V. Bergman/CORBIS

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theLife’s Structure and Classification program. Any other reproduction, for use orsale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867831-5

Printed in the United States of America.

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Life’s Structure and Classification 1

ReproducibleStudent Pages

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Try at Home Communicating Ideas. . . . . . . . . . . . . . . . . . . 3MiniLAB: Modeling Cytoplasm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Comparing Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own Comparing Light Microscopes . . . . . . . . . . . . 7Laboratory Activity 1: The Microscope . . . . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2 :Classification . . . . . . . . . . . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 48Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

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2 Life’s Structure and Classification

Hands-OnActivities

Hands-On Activities


Person Word They Use

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Communicating IdeasProcedure1. Find a magazine picture of a piece of furniture that can be used as a place

to sit and lie down.

2. Show the picture to ten people and ask them to tell you what word they usefor this piece of furniture.

3. Keep a record of the answers in the table below.

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Analysis1. Infer how using common names can be confusing.

2. How do scientific names make communication among scientists easier?



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Modeling CytoplasmProcedure1. Add 1 mL water to a clear container.

2. Add unflavored gelatin and stir.

3. Shine a flashlight through the solution.

Analysis1. Describe what you see.

2. How does the model help you understand what cytoplasm might be like?

Hands-On Activities

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Lab PreviewDirections: Answer these questions before you begin the Lab.1. What kinds of cells will you be observing in this lab?

2. What is a wet-mount slide? Which organism will you use to make a wet-mount slide?

If you compared a goldfish to a rose, you would find them unlike each other.Are their individual cells also different? Try this lab to compare plant andanimal cells.

Comparing Cells

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Real-World QuestionHow do human cheek cells and plant cellscompare?

Goals■ Compare and contrast an animal and a

plant cell.

Materialsmicroscope droppermicroscope slide Elodea plantcoverslip prepared slide offorceps human cheek cellstap water

Safety Precautions

Procedure1. Record your observations in the table in

the Data and Observations section.2. Using forceps, make a wet-mount slide of a

young leaf from the tip of an Elodea plant.3. Observe the leaf on low power. Focus on

the top layer of cells.

4. Switch to high power and focus on onecell. In the center of the cell is a mem-brane-bound organelle called the centralvacuole. Observe the chloroplasts—thegreen, disk-shaped objects moving aroundthe central vacuole. Try to find the cellnucleus. It looks like a clear ball.

5. Draw the Elodea cell in the Data andObservations section. Label the cell wall,cytoplasm, chloroplasts, central vacuole,and nucleus. Return to low power andremove the slide. Properly dispose of theslide.

6. Observe the prepared slide of cheek cellsunder low power.

7. Switch to high power and observe the cellnucleus. Draw and label the cell mem-brane, cytoplasm, and nucleus in the Dataand Observations section. Return to lowpower and remove the slide. Properly dis-pose of the slide.



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Hands-On Activities

Drawing of Elodea cell. Drawing of cheek cell.

Conclude and Apply1. Compare and contrast the shapes of the cheek cell and the Elodea cell.

2. What can you conclude about the differences between plant and animal cells?

Communicating Your Data

Draw the two kinds of cells on one sheet of paper. Use a green pencil to label theorganelles found only in plants, a red pencil to label the organelles found only in animals,and a blue pencil to label the organelles found in both.

(continued)

Cell Observations

Cell Part Cheek Elodea

Cytoplasm

Nucleus

Chloroplasts

Cell Wall

Cell Membrane

Data and Observations


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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Which two instruments will you be comparing in this lab?

2. What must you do to examine an item under the light microscope?

You’re a technician in a police forensic laboratory. You use a stereomicro-scope, which uses two eyepieces to see larger objects in three dimensions, anda compound light microscope to see a smaller specimen. A detective justreturned from a crime scene with bags of evidence. You must examine eachpiece of evidence under a microscope.

Real-World QuestionHow do you decide which microscope is thebest tool to use? Will all of the evidence thatyou’ve collected be viewable through bothmicroscopes?

Form a HypothesisCompare items to be examined under themicroscope. Form a hypothesis to predictwhich microscope will be used for each itemand explain why.

Goals■ Learn how to correctly use a stereomicro-

scope and a compound light microscope.■ Compare the uses of the stereomicroscope

and compound light microscope.

Possible Materialscompound light microscopestereomicroscopeitems from the classroom—include

some living or once-living items (8)microscope slides and coverslipsplastic petri dishesdistilled waterdropper

Safety Precautions

Test Your HypothesisMake a Plan1. As a group, decide how you will test your

hypothesis.2. Describe how you will carry out this experi-

ment using a series of specific steps. Makesure the steps are in a logical order. Remem-ber that you must place an item in the bot-tom of a plastic petri dish to examine itunder the stereomicroscope, and you mustmake a wet mount of any item to be exam-ined under the compound light microscope.For more help, see the Reference Handbook.

3. If you need a data table or an observationtable, design one in your Science Journal.

Follow Your Plan1. Make sure your teacher approves the

objects you’ll examine, your plan, and yourdata table before you start.

2. Carry out the experiment.3. While doing the experiment, record your

observations and complete the data table.

Design Your Own

Comparing Light Microscopes

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Analyze Your Data1. Compare the items you examined with those of your classmates.

2. Based on this experiment, classify the eight items you observed.

Conclude and Apply1. Were you correct in your original hypothesis about the correct microscope to use? For which

objects would you reconsider the microscope used?

2. Infer which microscope a scientist might use to examine a blood sample, fibers, and live snails.

3. List five careers that require people to use a stereomicroscope. List five careers that requirepeople to use a compound light microscope.

4. Describe If you examined an item under a compound light microscope and a stereomicro-scope, how would the images differ?

5. Name the microscope that was better for looking at large or possibly live items.Hands-On Activities

Communicating Your Data

In your Science Journal, write a short description of an imaginary crime scene and theevidence found there. Sort the evidence into two lists—items to be examined under astereomicroscope and items to be examined under a compound light microscope.

(continued)


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Hand

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esThe Microscope

A microscope is a scientific tool used to see very small objects. Objects you cannot see withyour eyes alone can be seen using a microscope. In this experiment you will look at a small letter ecut from a magazine, some thread, and a strand of hair.

StrategyYou will learn the names of microscope parts.You will learn how to use a microscope.You will learn to prepare objects for viewing under a microscope.You will examine several objects under a microscope.You will determine how the lens system of a microscope changes the position of an object being

viewed.

Materials microscope coverslip water nylon threadscissors dropper strand of hair wool threadmagazine

ProcedurePart A—Using the Microscope1. Study Figure 1. Identify the parts of your

microscope so that you will understand thedirections for this activity.

2. Cut out a small letter e from a magazineand place the letter on a microscope slide.WARNING: Use care when handling sharpobjects. Put a small drop of water on theletter and place a coverslip over the waterand the letter.

3. Place the slide on the microscope stage.Move the slide to center the letter e over thehole in the stage. Use the stage clips to holdthe slide in place.

4. Turn on the light if your microscope hasone. If it does not, adjust the mirror so thatthe light is reflected through the eyepiece.Do not use direct sunlight as a light source.It can damage eyes.

Arm

ArmFine adjustment

Fine adjustment

Coarse adjustment

Coarse adjustment

Base Base

Mirror

Eyepiece

Revolving nosepiece

Low power objective

High power objective

Stage

Stage clips

Diaphragm

Lamp

Figure 1

LaboratoryActivity11



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Hands-On Activities

Laboratory Activity 1 (continued)

5. Look to see how the letter e is positionedon the slide before looking through theeyepiece. In the space for Figure 2a in Dataand Observations, draw the letter as yousee it without the aid of the microscope.

6. Click the low power objective lens (short-est, if more than one lens is present) intoposition. The lens should be directly overthe hole in the stage. Bring the lens closeto the slide using the coarse adjustmentknob. NOTE: Be careful not to touch theslide with the lens. This might break thelens and the slide.

7. Look through the eyepiece of the micro-scope. Carefully bring the letter into focusby slowly turning the coarse adjustmentknob. If you cannot see the letter, movethe slide a little bit to be sure the letter isunder the lens. If your microscope hasonly one objective lens, proceed directly tostep 9; skip step 8.

8. Click the high power objective lens intoplace. If your microscope has a highpower objective, it will also have a fineadjustment knob. Look through the eye-piece again. Carefully bring the letter einto focus by slowly turning the fineadjustment knob. NOTE: Never turn thecoarse adjustment knob when the highpower objective lens is in place.

Click the low power objective lens backinto place before going on to step 9.

9. When the letter e is clearly visible, draw inFigure 2b the position of the letter as yousee it through the microscope. Next, movethe slide to the left as you look throughthe eyepiece. Note which way the letterappears to move. Move the slide forward.Note which way it appears to move now.

10. Remove the slide and clean it.

Part B—Preparing Microscope Slides1. Place a drop of water on a clean glass

slide. Put a strand of hair on the waterdrop. Place a coverslip over the drop ofwater and the strand of hair.

2. Observe the hair using the procedure youused in Part A to observe the letter e.

3. In the space for Figure 3a in Data andObservations, draw the hair strand as itappears through the microscope.

4. Repeat Part B using a strand of nylonthread and a strand of wool thread. Drawand label the threads in Figure 3b in Dataand Observations.

Data and ObservationsIn the spaces below, draw what you observed.

Letter e withoutmicroscope

Letter e throughmicroscope

ba

Hairthrough

microscope

Wool andnylon threads

throughmicroscope

a b

Figure 2 Figure 3


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esQuestions and Conclusions1. Compare your drawing of the letter e without the microscope to your drawing of the letter

seen through the microscope. Describe how the microscope changes the position of the letter.

2. In what direction does the slide under the microscope appear to move when you move it to the left?

3. Describe the differences you observed between wool thread and nylon thread.

4. What is the total magnification of your microscope? (Multiply the magnification of the eye-piece lens by the magnification of the objective lens. These numbers are printed on the lenses.)

5. Describe how you would correctly prepare a microscope slide of an insect wing for viewingunder the microscope.

6. What precautions must be taken when using the high power lens?




8. From memory, correctly label the parts of the microscope in Figure 4. (Turn to the Procedureonly as a self-check.)

Figure 4

Strategy Check

Can you name the microscope parts?

Can you use a microscope?

Can you prepare slides of objects to be viewed under a microscope?

Can you examine an object under the microscope?

Can you explain how the lens system of your microscope changes the position of any

object as it is viewed through the eyepiece?

a.

b.

c.

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f.

g.

h.

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j.

k.

Hands-On Activities



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esLaboratoryActivity22 Classification

If you were asked to classify objects, you would probably group together those objects that havea certain characteristic in common. A scientist does the same thing when grouping or classifyingliving things. Living things are grouped according to certain likenesses or similar characteristics.Each group may then be divided into subgroups. Each group and subgroup is given a name tohelp simplify the scientist’s work.

StrategyYou will classify paper shapes.You will use the words kingdom, phylum, and class in your classifying system.You will determine what characteristics you are using to make your classification.

Materials paper (2 sheets)scissors

Procedure1. Cut out the 13 shapes shown in Figure 1.

WARNING: Always be careful when usingscissors.

2. Place shapes 3, 4, 6, 7, 9, 10 and 11 into onegroup. This will represent the first kingdom.Place these shapes on a separate piece ofnotebook paper.

3. Place shapes 1, 2, 5, 8, 12, and 13 into a second group, or second kingdom. Placethese shapes on a separate piece ofnotebook paper.

4. Keep the kingdom shapes on the samepaper. Further separate them into smallergroups. Place shapes 3, 4, 7 and 10 into onegroup. This will represent the first phylum.

5. Place shapes 6 and 9 into another group.This will be the second phylum.

6. Place shape 11 by itself for the third phylum.

7. The phyla may be further subdivided bywriting an identification letter on each one.Each subgroup will represent a class. Onshapes 3, 4, and 7 write the letter A.

8. On shape 10 write the letter B

Questions and Conclusions1. How do members of the first kingdom differ from the members of the second kingdom?

2. What two names would you suggest to describe the characteristics common to the two kingdoms?



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Hands-On Activities


3. What characteristics do shapes 3, 4, 7, and 10 have that make them different from 6, 9, or 11?

4. How are 6 and 9 different from 11?

5. If you had to use a name to describe the characteristics common to members of the first phylum, what would be a suitable name?

What name would best describe the second phylum?

The third phylum?

6. On the class level, what characteristics do shapes 3, 4, and 7 have that make them differentfrom 10?

7. What would best describe the class for shapes 3, 4, and 7?

For 10?

Strategy Check

Can you classify paper shapes into large and smaller groups based on similar characteristics?

Can you name the groups using descriptive terms?


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1 2 3

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7 8

10 1112 13

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Directions: Use this page to label your Foldable at the beginning of the chapter.

cell membrane

cytoplasm

mitochondria

ribosome

nucleus

chloroplast

endoplasmic reticulum

Golgi body

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Meeting IndividualNeeds

Meeting Individual Needs


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OverviewLife’s Structure and Classification

Directions: Complete the concept map using the terms in the list below.

animals bacteria cells eukaryotic

fungi mitochondria nucleus organelles

plants prokaryotic protists

Mee

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Living things

9.

8.7.

6.

3.

1.

2.

4.

are organized into

10. 11.

such as

that can be

Directed Reading for

Content Mastery

5.

which make up which contain which make up

Directions: Use the words in the concept map to fill in the missing words in the following sentences.

12. Sometimes called the powerhouses of the cell, ____________________ releaseenergy that is needed by the cell.

13. All cellular activities are directed by a cell’s ____________________.

14. Most ____________________ are surrounded by a membrane.



Content Mastery

Name Date Class


Section 1 ■ Living ThingsSection 2 ■ How Are Living Things Classified?

Directions: Use the following terms to complete the puzzle below.

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1. All living things are made of ____________________.

2. The first word in an organism’s two-word name is its ____________________.

3. All living things use ____________________.

4. All living things maintain ____________________.

5. To ____________________, all living things need a place to live, a food source, andwater.

6. A dichotomous ____________________ is a detailed list of identifying characteris-tics that includes scientific names. It can be used to identify organisms.

7. Scientists use a two-name system, called binomial ____________________ to nameliving things.

1

3

2

54

7

6


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Section 3 ■ Cell StructureSection 4 ■ Viruses

Directions: Use the words to label the diagram below.

cell membrane cytoplasm endoplasmic reticulum

Golgi body nucleus mitochondrion ribosomes

Directions: Use the labels on the diagram to complete the sentences below.

8. Viruses can attach to specific attachment sites on the ____________________ ofhost cells.

9. Cells make their own proteins on structures called ____________________.

10. If your body has a latent virus, the virus might be part of the hereditary

material in the ____________________ of some of your cells. When these cells

reproduce, the hereditary material of the virus is also copied.

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Content Mastery

1.

2.

7.

3.

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4.

6.



Content Mastery

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Key TermsLife’s Structure and Classification

Directions: Select the term from the list that matches each description.

binomial nomenclature cell cell membrane cell theory

cell wall chloroplast cytoplasm genus

homeostasis mitochondrion organ organelle

phylogeny tissue virus

1. a strand of hereditary material surrounded by aprotein coat

2. the protective layer around all cells

3. a tough, rigid, outer covering that protects somecells and gives them shape

4. green organelle that captures light energy and uses itto make food

5. any living thing

6. the smallest unit of an organism that carries on thefunctions of life

7. a two-word naming system used to name organisms

8. how an organism has changed over time

9. states that all living things are made up of one ormore cells

10. the regulation of an organism’s internal, life-maintaining condition despite changes in itsenvironment

11. a group of similar species

12. a group of similar tissues that work together to do a similar job

13. the gelatin-like material inside cells

14. a structure made up of two or more tissues thatwork together

15. organelle where energy is released when food isbroken down

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Nombre Fecha Clase

Estructura y clasificación de la vida 23

SinopsisEstructura y clasificación de la vida

Instrucciones: Completa el mapa de conceptos con los términos de la siguiente lista.

animales bacterias células eucarióticas

hongos mitocondrias núcleo organelos

plantas procarióticas protistas

Instrucciones: Completa las siguientes oraciones con los términos del mapa de conceptos.

12. Las ____________________, que a veces son llamadas las centrales de energía de lacélula, producen la energía que la célula necesita.

13. El ____________________ de la célula dirige todas las actividades celulares.

14. La mayoría de los ____________________ están rodeados por una membrana.

Lectura dirigida para

Dominio del contenido

Satis

face

las n

eces

idad

es in

divi

dual

esLos seres vivos

9.

8.7.

6.

3.

1.

2.

4.

están formados por

10. 11.

como

que pueden ser

5.

que forman que contienen que forman


Lectura dirigida para el

dominio del contenido

Nombre Fecha Clase

24 Estructura y clasificación de la vida

Sección 1 ■ Los seres vivosSección 2 ■ ¿Cómo se clasifican los seres vivos?

Instrucciones: Completa el crucigrama con los siguientes términos.

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1. Todos los seres vivos están formados por ____________________.

2. La primera palabra del nombre de dos términos de un organismo es el____________________.

3. Todos los seres vivos utlizan ____________________.

4. Todos los seres vivos mantienen la ____________________.

5. Para ____________________, todos los seres necesitan un lugar para vivir, unafuente de alimento y agua.

6. Una ____________________ dicotómica es una lista detallada de característicasdistintivas que incluye los nombres científicos. Se puede usar para identificarorganismos.

7. Los científicos utilizan un sistema de dos nombres, denominado____________________ binaria, para identificar a los seres vivos.

Satisface las necesidades individuales

1

3

2

4 5

7

6


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Estructura y clasificación de la vida 25

Sección 3 ■ La estructura celularSección 4 ■ Los virus

Instrucciones: Rotula el diagrama con los siguientes términos.

membrana celular citoplasma retículo endoplásmico

aparato de Golgi núcleo mitocondria ribosomas

Instrucciones: Completa las siguientes oraciones con los rótulos del diagrama

8. Los virus pueden adherirse a determinados lugares de la ____________________ dela célula huésped.

9. Las células elaboran sus propias proteínas en estructuras denominadas____________________.

10. Si en el cuerpo hay un virus latente, ese virus puede ser parte del materialhereditario que se encuentra en el ____________________ de alguna de las células.Cuando esas células se reproducen, el material hereditario del virus tambiénse copia.

Lectura dirigida para el

dominio del contenido

Satis

face

las n

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idad

es in

divi

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es

1.

2.

7.

3.

5.

4.

6.


Lectura dirigida para

Dominio del contenido

Nombre Fecha Clase

26 Estructura y clasificación de la vida

Términos clavesEstructura y clasificación de la vida

Instrucciones: Selecciona el término de la lista que corresponde a cada descripción.

nomenclatura binaria célula membrana celular

teoría celular pared celular cloroplasto citoplasma

género homeostasis mitocondria órgano

organelo filogenia tejido virus

1. filamento de material hereditario rodeado por unacapa de proteínas

2. capa protectora que rodea a las células.

3. cubierta exterior, rígida y fuerte, que protege algunascélulas y les da forma

4. organelo verde que capta la energía luminosa paraproducir alimento

5. cualquier ser vivo

6. la unidad más pequeña de un organismo que lleva acabo las funciones vitales

7. sistema de dos nombres utilizado para identificar alos organismos

8. modificación de un organismo a lo largo del tiempo

9. establece que los seres vivos están formados por unao más células

10. regulación de la condición interna de un organismoa pesar de los cambios en el ambiente

11. grupo de especies similares

12. grupo de tejidos similares que trabajan en conjuntopara desempeñar la misma función

13. material gelatinoso que se encuentra dentro de lascélulas

14. estructura compuesta de dos o más tejidos que tra-bajan en conjunto

15. organelo que produce energía cuando se descom-pone el alimento

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Living Things

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Directions: After each statement, write the feature of life that is illustrated.

1. “That boy shot up five inches in only one year.”

2. “Our cat had a litter of kittens yesterday.”

3. “To win at that sport, her muscle cells need to be worked hard every day.”

4. “My dog has become much less clumsy now that he is a year old.”

5. “Eat a good breakfast and you’ll feel better through the morning.”

6. “When that car pulled into the driveway, my cat ran to hide under the porch.”

7. “The fish died after living in the aquarium for many years.”

8. “The bee collected nectar from the flowers.”

Directions: Answer the following questions on the lines provided.

9. In Figure A, the Sun is what to the plant?

10. In Figure B, the plant leans toward the Sun. What is this reaction an example of?

11. Your body normally maintains a temperature of 37° C. This is an example of what?

12. What are the smallest units that carry on the functions of life?

Reinforcement11

A B



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Reinforcement22 How are living things classified?

Directions: Answer the following questions using information from the textbook.1. Why don’t scientists use common names to identify organisms?

2. Why are scientific names important? Give four functions for scientific names.

a.

b.

c.

d.

Directions: Use the key to species of birch trees below to answer the questions that follow.

3. Are the leaves of Betula populifolia hairy or smooth on the lower surface?

4. How many pairs of veins are on the leaves of Betula lenta?

5. What is a characteristic of the bark of Betula alleghaniensis?

6. When a twig of Betula nigra is broken, does it give off a wintergreen fragrance?

1. a. bark dark, reddish-brown, yellowish-brown to black, go to 2b. bark creamy white, pinkish, or gray, go to 6

2. a. bark and twigs with wintergreen fragrance when cut, go to 3b. bark and twigs without a fragrance when cut, go to 5

3. a. leaves with 8-12 pairs of veins, go to 4b. leaves with 4-6 pairs of veins, Betula uber

4. a. bark dark red to almost black; scales smooth, 6-12 mm long, Betula lentab. bark reddish brown, peeling in loose, ragged sheets, scales hairy, 5-7 mm, Betula alleghaniensis

5. a. branchlets covered near tip with many small glands, Rocky Mountains or Western Canada, Betula occidentalisb. branchlets smooth, shiny, no glands present, eastern U.S., Betula nigra

6. a. leaves hairy on lower surface, go to 7b. leaves smooth, hairless underside, go to 8

7. a. leaves 5-13 cm long, pointed tip, Betula papyriferb. leaves 3-7 cm long, pointed tip, winter buds shiny, Betula pendula

8. a. bark dull gray to grayish-white, smooth and not peeling, Betula populifoliab. bark white to pinkish-white, peeling, go to 9

9. a. leaves 6-10 cm, round base, Betula caeruleab. leaves 3-5 cm, squared base, Betula pubescens

Key to Species of Birch Trees


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1.

cell membrane

3.

endoplasmicreticulum

5.

6.

chloroplast

cell wall

9.

Golgi bodies

11.

FunctionCell part

2.

4.

7.

8.

10.

makes protein

releases energy stored in food

directs all cell activities

gelatinlike mixture that flows inside the cell membrane

stores water, waste products, food, and other cellular materials

breaks down food molecules, cell wastes, and worn-out cell parts

Directions: Complete the following table using the correct cell part or function.

Directions: Study the following diagrams. Then identify each part by filling in the blanks in the center.

Cell StructureReinforcement33

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

Animal cell Plant cell



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1. Listed below are the steps by which an active virus multiplies and destroys a cell. Number thesteps in the correct order in the blanks provided at the left.

a. The cell bursts open and hundreds of new virus particles are released. These new virus particles go on to infect other cells.

b. A specific virus attaches to the surface of a specific host cell.

c. The viral hereditary material takes control of the host cell and the cell begins to make new virus particles.

d. The hereditary material of the virus entering the host cell.

Directions: Answer the following questions using complete sentences.2. Explain what a latent virus does when it enters a cell.

3. Discuss several ways to prevent viral infections.

4. What are vaccines made from?

5. How does gene therapy work?M

eeting Individual Needs

Reinforcement44 Viruses


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Enrichment11 Living or Nonliving?

As you now know, all living organisms share characteristics. Some of these characteristics are(1) being made up of cells, (2) having the ability to respond, (3) using energy, (4) growing anddeveloping, and (5) being able to reproduce.

Directions: Use a dictionary to define the following. Be sure to indicate whether the item is a living organism ora nonliving thing and which, if any, of the five characteristics it has.

1. fossil

Definition:

Living or nonliving:

Characteristics:

2. lancelet

Definition:


Characteristics:

3. yeast

Definition:


Characteristics:

4. seed

Definition:


Characteristics:

5. algae

Definition:


Characteristics:

6. virus

Definition:


Characteristics:



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A bug or a beetle?

Often we pick up an insect and casually refer to it as a bug or a beetle. Using scientific defini-tions, the insect may not belong to either of these orders of insects. Bugs belong to the orderHemiptera and beetles belong to the order Coleoptera. Look carefully at these two pictures anduse the key below to find out which order these insects belong to. The key is not complete for allorders of insects, but it should help you tell the difference between bugs and beetles. There are afew wingless bugs that are not covered by this key. Use other references if needed.


Enrichment22

A.

Front wing

Head showing beak

B.

1. Wing type a. wings transparent, go to 2 b. front wings hard or leathery and covering hind wings, go to 2 2. Type of mouthparts a. mouthparts chewing, go to 3 b. no chewing mouthparts, go to 4 3. Wing venation a. front wings with veins, Orthoptera b. front wings without veins, Coleoptera 4. Front wing texture a. front wings nearly always thickened at the base; membranous at tip, beak comes from front or bottom of head;

antennae have 4 or 5 segments, Hemiptera b. front wings of uniform texture; beak comes from hind part of head, Homoptera

Key (partial) to Orders of Insects

1. Which insect is a true bug and which is a true beetle?

2. What are some of the distinguishing characteristics of the insects shown? List them below.

Bug Beetle

Order

Wings

Antennae

Mouthparts


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Enrichment33It’s hard to believe, but there was a time when we didn’t know anything about

cell structure. In fact, the word cell (from the Latin word for chamber, cello)wasn’t used as a biological term until 1665. That’s when Robert Hooke, anEnglish-born scientist, looked at a thin slice of cork bark under a compoundmicroscope he had built himself. Hooke noticed small holes surrounded by wallsand named these tiny pores cells. After that, scientists believed cells were foundonly in plants. But in 1839, Matthias Schleiden and Theodor Schwann, bothGerman scientists, shared their scientific findings with one another. Schleidenhad been studying plant cells and Schwann had been studying animal structures.Together, they compared plant and animal structures and found that the structures were very similar—too similar to be accidental. They concluded thatcells are the basic building blocks for both plants and animals and that all livingthings are made of one or more cells. In 1858, Rudolf Virchow stated that allcells come from other cells. Together, these three statements are known as thecell theory.

Throughout the mid-1800s and into the 1900s, scientists continued to discovermore and more about cells thanks in part to Gregor Mendel’s study of genetics,Friedrich Miescher’s discovery of nuclein (which later became known as DNA),and James Watson’s findings about DNA’s structure. Although many amazingdiscoveries have happened in recent years, including genetic engineering andgene therapy, all of it is because of the work of those early cell explorers.

1. How important was Hooke’s homemade microscope to the discovery of the plant cell? Explain.

2. Restate the cell theory in your own words.

3. Why do you think it took almost 200 years for scientists to formulate the cell theory?

The Early Cell Explorers



Name Date Class


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Enrichment44 The Size of Viruses

Directions: Study the following diagram. It shows the sizes of viruses, bacteria, and blood cells. The largest is ared blood cell. Then answer the questions that follow.

1. How large is the smallest virus on the diagram that affects plants?

2. What is the smallest thing shown on the diagram?

3. The smallest virus on the diagram attacks what kinds of organisms?

4. How do the rabies virus and the polio virus compare in size?

5. How large is the Streptococcus bacteria?

Red blood cell molecules?

6. Generalizing from this diagram, infer which are larger, viruses or bacteria

CellsLargest

diameter in (micrometers)

Red blood cells

Bacteria Streptococcus

Herpes simplex virus

Flu virus

Polio virus

Virus that affects plants

Red blood cell molecule

Rabies virus

750

130

7500

125

85

27

15

15


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Section 1 Living Things

A. Organism—any living thing

1. All living things are made of ___________________, the ___________________ unit of an

organism that carries on the functions of life.

2. All living things grow and develop.

a. Growth of a many-celled organism, such as a human, is mostly due to an increase in the

___________________ of cells.

b. In a one-celled organism, growth is due to an increase in the ___________________ of

the cell.

c. All of the changes that take place during the life of an organism are called

___________________.

3. All living things interact with their surroundings and respond to stimuli. Often, a response

results in ___________________.

4. All living things maintain ___________________, the regulation of an organism’s

___________________, life-maintaining condition despite changes in its environment.

5. All living things use energy. The energy used by most organisms comes either directly or

indirectly from the ___________________.

6. Living things ___________________ to make more of their kind. Otherwise, they would

die out.

B. Living things need a place to live, ___________________, and ___________________.

Section 2 How Are Living Things Classified?

A. ___________________ developed the first widely accepted method of classification, which was

based on ___________________ structures.

1. Binomial nomenclature is a ___________________ system that scientists use today.

2. Genus is a group of similar ___________________.

3. Scientific names include a ___________________ name and another identifying name.

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Note-takingWorksheet



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B. Modern scientists use similar structures to ___________________ organisms. They also use

___________________, hereditary information, and early stages of ___________________.

1. Phylogeny—the evolutionary history of an organism, or how the organism has changed

over ___________________

2. The smallest group in the classification system used today is the ___________________.

3. The largest group is a ___________________.

4. Scientists use field guides and dichotomous keys to identify organisms.

a. field guide—includes ________________ and ________________ of organisms and infor-

mation about where each organism lives

b. dichotomous key—detailed list of identifying characteristics that inclues _____________

Section 3 Cell Structure

A. Cells were first seen 400 years ago, when van Leeuwenhoek invented the first

___________________.

B. Improvements to the microscope and more observations of living things led to the cell theory.

It states:

1. All ___________________ are made up of one or more cells.

2. The ___________________ is the basic unit of organization in organisms.

3. All cells come from ___________________.

C. Cells are either prokaryotic or eukaryotic. Prokaryotic cells lack membrane-bound structures.

1. ______________—tough, rigid outer coverings that protect cells and give them their shape

2. ___________________—regulates interactions between the cell and its environment.

3. ___________________—gelatinlike stubstance that constantly flows inside the cell

membrane of all cells

4. ___________________—structures that make ___________________.

5. ___________________—structures within the cytoplasm of eukaryotic cells. Most

organelles are surrounded by a ___________________.

6. ___________________—directs all cellular activites; contains long, threadlike, hereditary

material made of ___________________.


Note-taking Worksheet (continued)


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7. ___________________—green organelles in the cytoplasm of plant cells; use light energy

to make a sugar called ___________________.

8. ___________________—where ___________________ is released when food is broken

down into carbon dioxide and water

9. ___________________, also called ER—a series of ___________________ membranes in

which materials can be processed and moved around inside the cell. Rough ER contains

___________________.

10. ___________________—stacked, ___________________ membranes that sort and

package materials and move them to outside the cell

11. ___________________—membrane-bound space that can store water, waste products,

food, and other materials

12. ___________________—help break down and recycle food molecules, cell wastes, and

worn-out cell parts

C. In a ___________________ organism, each cell depends on other cells in the organism.

1. tissue—group of similar ___________________ that work together to do one job

2. organ—structures made up of two or more ___________________ that work together

3. organ system—group of ___________________ working together to perform a certain

function

4. Organ systems work together to make up a(n) ___________________.

Section 4 Viruses

A. virus—a strand of ___________________ material surrounded by a ___________________

coating

1. A ___________________ multiplies by making copies of itself with the help of a host cell.

2. ___________________ viruses cause host cells to make new viruses. This process

___________________ the host cell.

3. Latent viruses are ___________________. Its ___________________ material is copied

along with that of the ___________________, but the latent virus does not immediately

make new viruses.





Name Date Class

B. Viruses can ___________________ animals, plants, fungi, protists, and all prokaryotes.

1. Most viruses affect only specific kinds of cells.

2. The virus first attaches to the ___________________ of a host cell. Viruses can attach only to

places where they fit exactly.

C. Prevention is the best way to fight viral infections.

1. Ways to ___________________ viral infections include vaccinating people, improving sanitary

conditions, separating patients with diseases, and controlling animals that spread the disease.

2. ___________________ are proteins produced by cells infected with viruses and that protect

other cells from the viruses.

3. ___________________ against viruses are made from weakened virus particles and cause

the body to make ___________________.

D. Some viruses are helpful in ___________________.

1. First ___________________ is put inside a virus.

2. The virus then infects a ___________________ cell.

3. The infected cell’s defective hereditary material is ___________________ with the new

hereditary material.

4. Gene therapy might one day provide cures for ___________________ or

___________________.




Assessment

Assessment


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Part A. Vocabulary ReviewDirections: Use the clues below to complete the crossword puzzle.

Chapter Review

1 3 4

5

2

7

10

12

6

14

11

13

9

8

Across

1. a powerhouse of a cell6. the first word in a scientific name8. smallest unit of an organism that

carries out the functions of life9. Organ _____ work together to

make up a many-celled organism.11. The cells of plants, algae, fungi, and

most bacteria get their shape from acell _____.

13. group of similar cells that worktogether to do one job

14. nonliving particle that causesdisease

Down

2. The cell _____ includes the state-ment that all cells come from cells.

3. some are attached to endoplasmicreticulum and some are not

4. the home of a eukaryotic cell’shereditary material

5. This cell structure is made up of adouble layer of fat molecules.

7. the regulation of food or water lev-els inside an organism’s cells, forexample

10. _____ bodies package materials andmove them out of the cell.

12. An active virus will destroy its _____cell.

Name Date Class


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Assessment

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Chapter Test (continued)

Part B. Concept ReviewDirections: Answer the following questions on the lines provided.1. Study the diagram of two cells below. One is prokaryotic. The other is eukaryotic. Label each

cell in the spaces below the diagrams. Then write the name of each cell part in the blank withthe corresponding letter below.

a.

b.

c.

d.

e.

2. What do living things need to survive?

3. What is binomial nomenclature?

4. List four characteristics that all living things share.

e. f.

h. g.

a.

b.

d.

c.

j. _______________ celli. _______________ cell

f.

g.

h.

i.

j.


Transparency Activities


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Section FocusTransparency Activity11

Have you ever seen a house plant growing toward the window?Most plants grow toward the light. This bending is caused by a plant hormone that makes plant cells stretch and grow in the direction ofthe light source.

Most Enlightening

1. Why do plants need light?

2. What would happen if you gave the pot a half turn?

3. What does this plant need to live?


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Section FocusTransparency Activity22


What do all of these things have in common? Look closely and tryto notice characteristics that can be used to classify these items intogroups.

It’s a Bird! It’s a Plane!It’s All of the Above!

1. How many different ways can you divide these flying things intogroups?

2. Choose a method and classify these objects. Start with two headings, then subdivide each group.


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Section FocusTransparency Activity


33

Name Date Class


If this factory were a cell, it would run 24 hours a day and 7 days aweek. Just like a factory, cells use raw materials to produce what’sneeded. Like a factory, they have a control center, a source of power, anda way to move products and waste.

A Factory Analogy

Control center

Electricgenerator

Factory wall

Storage barrel

1. What part of the drawing directs the activities in the factory?

2. Identify the part of the drawing that provides energy to the factory.

3. What function do the storage barrels have?


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Section FocusTransparency Activity

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44


Sneezing is an involuntary action that aids the body by clearing congestion within the nose. But sneezing also spreads germs,including cold and influenza viruses.

Thanks for Sharing!

1. What are your symptoms when you catch a cold?

2. What can you do to limit the spread of viruses?



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Teaching TransparencyActivity

Animal and Plant Cells

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Nucleus

Nucleolus

Ribosome

Ribosome

Smooth endoplasmicreticulum (SER)

Smooth endoplasmicreticulum (SER)

Cell membrane Cytoskeleton

Centrioles

Mitochondrion

Nucleus

Nucleolus

Mitochondrion

Rough endoplasmicreticulum (RER)

Rough endoplasmicreticulum (RER)

LysosomeLysosome

Golgi bodies

Cell membraneCell wall

Cell wall of adjacent cell

Golgi bodies

Central vacuoleChloroplast

Free ribosome

Free ribosome



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Teaching Transparency Activity (continued)

1. Which organelles are common to both plant and animal cells?

2. Why are plant and animal cells classified as eukaryotic cells?

3. Which organelles are found in plant cells, but not in animal cells?

4. What is the major physical difference between vacuoles in a plant cell and vacuoles in an ani-mal cell?

5. What is the function of a plant cell that contains many chloroplasts?

6. What is the cell membrane made up of?

7. Which organelles are needed in cells that make protein?

8. Why might a cell that moves by means of cilia or flagella contain many mitochondria?



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Name Date Class


Directions: Carefully review the diagram and answer the following questions.

Assessment TransparencyActivity

Virus

Interferon

Chromosome

Cell

Cell

VacuoleCytoplasm

Nucleus

Tran

spar

ency

Act

iviti

es

1. The chromosomes are located in the ___.A cytoplasmB vacuolesC nucleusD nucleolus

2. The scientist performing this experiment wants to study interferonbecause it may work as a powerful medicine. If the scientist wantedto learn how powerful interferon is, the experiment could berepeated ___.F at a higher temperature H with less interferonG at a lower altitude J with more labels

3. The cell on the far right of the picture will probably soon ___.A grow C moveB divide D die


Documents

Life’s Structure and ClassificationChapter... · Researchers, (cl) Nick Bergkessel/Photo, (tcr) ... a compound light microscope to see a smaller ... a. Life’s Structure and Classification