Characteristics of Life Unit (see guidelines on page 27)

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3 Characteristics of Life Front Page At the end of this unit, I will: Know the six elements that are commonly found in living things. Be able to use prefixes, roots, and suffixes to predict the meaning of terms in science. Know the levels of organization (from subatomic particles to the Biosphere) Know how energy flows through the ecosystem. Be able to distinguish the difference between a food chain and a biomass pyramid. Explain how bioaccumulation affects organisms at various trophic levels. Define the six characteristics of living organisms. Explain how differentiation occurs in living organisms. Roots, Prefixes and Suffixes I will understand are: Prefixes: Eu-, Pro-, micro-, cyto-, nucleo -, a-, bio-, different- Suffixes: -um, -scope, -graph, -mass The terms I can clearly define are: Levels of Organization: Cell, Tissue, Organ, Organ System, Organism, Population, Community, Ecosystem, Biosphere Cell Theory: Cell, cell theory, prokaryotic cell, eukaryotic cell Characteristic of Life: biotic, abiotic, homeostasis, differentiation, food web, biomass pyramid, producer, consumer, bioaccumulation, adaptation, evolution Microscopes: objectives, ocular lens, stage, diaphragm, fine adjustment knob, coarse adjustment knob, stage clips, body tube, cover slip The assignments I will have completed by the end of this unit are: Acrostic Poem on the Six Common Elements of Life Building Biology Words Levels of Organization and Characteristics of Life Notes All Organisms Use Energy: Food Webs Biomass Pyramid and Bioaccumulation Cell Theory Notes Label Prokaryotic vs. Eukaryotic Cells Prokaryotic vs. Eukaryotic Cells Venn Diagram Common Core Practice on Prokaryotic vs. Eukaryotic Cells Cell Theory Coloring and Marking of Text Label Microscope Parts Care and Handling of Microscope Notes Tips for Using a Compound Light Microscope and Learning How to Make and View a Slide Characteristics of Life Study Guide Prokryotic vs. Eukaryotic Cell Concept Cards Parent Review Page Page 38

Characteristics of Life Pre-Reading Ch. 2 (pg. 32-49) & Ch. 4 (pg.90-110) & Ch. 5 (pg. 116-135) What are biotic and abiotic factors? Define and give examples of each.

4 Characteristics of Life Pre-Reading Ch. 2 (pg ) & Ch. 4 (pg ) & Ch. 5 (pg ) What are biotic and abiotic factors? Define and give examples of each. Create a Venn diagram to compare/contrast consumers and producers. Include the terms autotroph and heterotroph. Provide examples of each. What role do detritivores and decomposers have in an ecosystem? Explain how energy moves through food chains and where/how energy is lost. Page 39

5 Define biomass. What happens to the amount of biomass at each tropic level? Label the image below to show the following: Producers Primary consumers Secondary consumers Where is the most/least biomass found? Where is the largest/smallest population? Define biogeochemical cycle. What are some examples of substances that cycle through the biosphere? Page 40

6 Draw a diagram representing the water cycle. Include the following terms, along with a brief explanation of each: Transpiration Evaporation Precipitation Percolation Runoff What is nitrogen fixation and why is it necessary? What are limiting factors and how do they affect population size? Provide examples in your explanation. What is the difference between immigration and emigration? Page 41

What is carrying capacity? Give examples of things that influence an environment s carrying capacity. Label the lines below as representing exponential growth or logistic growth.

7 What is carrying capacity? Give examples of things that influence an environment s carrying capacity. Label the lines below as representing exponential growth or logistic growth. Below each graph, briefly explain how the population is changing over time and then predict what will happen to the populations in the future. Define biodiversity. Why is biodiversity important? List and briefly explain threats to biodiversity. Page 42

8 This graph shows the numbers of people alive within each age group in different world regions. Which region below has the highest death rate? Provide evidence to defend your answer. Page 43

9 Page 44 Using the graph below, explain how the total red fox population has changed over time.

10 Acrostic Poem for the Six Common Elements of Life Carbon Hydrogen Oxygen Nitrogen Phosphorus Sulfur C H O N P S Page 45

11 Building Bio logy Words My word part and definition My partner s word part and definition Our Word Parts Combined Translation Page 46

12 Building Bio logy Words Introduction: Many words in Biology, including biology itself, are built of prefixes, roots and suffixes. Often the language used seems foreign to us, but many of the terms are used in everyday words that we may not even notice. Instructions: Using the card that your teacher has given to you, try to build as many words as possible with your classmates. Many of the words that you build may actually exist, while some may not. That s okay, as long as you provide a translation for what that word would mean. 1. Open up to your appendix to translate the meaning of the prefix, root or suffix that you were assigned. Hint: prefixes have a - after them (i.e., Bio- ), while suffixes have - before them (i.e., -ology ), and roots tend to have no dashes. However, prefixes and suffixes can be found within larger words. 2. When the music starts, begin mingling to find classmates who may have terms that match with yours. For instance, if you have Bio you may be a good match with ology. 3. When you find a match, write down the joined term in the space provided on previous page, along with the meaning of that term. 4. When the music stops, return to your seat. See how many terms you can make in the time provided. For an added challenge, try to make words with more than one other person! Page 47

13 Levels of Organization Page 48

14 Characteristics of Life Notes What makes something alive? What is the difference between the terms abiotic and biotic? What are some characteristics of living things? Abiotic = Biotic = What is the difference between a producer and a consumer? Producers: plants and other photosynthetic organisms that Consumers: including animals, that or Food webs Transfers of through the ecosystem can be shown through a diagram called a. What is homeostasis? All organisms have internal conditions which must be maintained in order to remain alive. This is called. Page 49

15 All Organisms Use Energy: Food Web Page 50

16 Characteristics of Life Notes Explain how body temperature homeostasis is maintained (using your own words. What are negative and positive feedback loops? Negative feedback loop a triggers a from the body that eventually. Positive feedback loop a triggers a from the body that. What is the definition of differentiation? Differentiation is If each human cell is genetically identical, why does differentiation occur? Explain in your own words after the class discussion. What are adaptations? What is evolution? Changes that occur over time are called. The inheritance of over. What are the two ways an organism can reproduce? What are the two types of cells? Common Core Practice and Summary Referring to the food web diagram on the opposite page, explain how energy flows through the ecosystem. In your explanation, discuss one food chain from the food web shown above, and use the terms producer, primary consumer, secondary and tertiary consumers, energy, and heat. Page 51

Warm-up: Biomass Pyramid and Bioaccumulation 1. An ecological pyramid illustrates the relationships among producers and consumers. So does a food web.

17 Warm-up: Biomass Pyramid and Bioaccumulation 1. An ecological pyramid illustrates the relationships among producers and consumers. So does a food web. Why is an ecological pyramid used? 2. What additional information does an energy pyramid supply? 3. Why does only 10% of the energy from each level move up the energy pyramid? Page 52

Graphing Pyramids of Biomass Pyramids of biomass are both used to show feeding relationships between organisms in an ecosystem. What do the Latin roots bio and mass mean?

18 Graphing Pyramids of Biomass Pyramids of biomass are both used to show feeding relationships between organisms in an ecosystem. What do the Latin roots bio and mass mean? Bio = Mass = Below is an example of an ecosystem. On graph paper provided, draw a pyramid of biomass for that ecosystem. Remember, the length of each bar shows the biomass present. **Make sure all your bars are to scale. Grassland Ecosystem Organisms Biomass in Grams Grass 100,000 Sheep 400 Sheep ticks 30 What is Bio-accumulation? Bioaccumulation is the increase in concentration of a substance in living organisms as they take in contaminated air, water, or food. As bigger animals eat smaller animals, the level of contamination in the food is added to the level of contamination already in their body and often stored in fat. The circles you see in the graph to the left represent toxins moving up the pyramid. Assuming that a pesticide was added to the water that the algae grow in, defend which organism on this food chain would be the most affected. Use the space below for your response. Page 53

19 Prokaryotic Cell: Cells without a. For example They are in size. Label the following image: Eukaryotic Cell: Cells with a. For example and They are in size Label the following image: Page 54

20 Cell Theory Who was Robert Hooke? Who coined the term nucleus? What is the cell theory? Can cells be seen through the light microscope? What can be used to see smaller objects, like organelles? What are examples of eukaryotic cells? What size are they? Summary: Page 55

21 Prokaryotic vs. Eukaryotic Cells Use the Venn diagram below to compare and contrast eukaryotic cells and prokaryotic cells. Page 56

22 Common Core Practice: Eukaryotic vs. Prokaryotic Cells Which cell in the image above (A or B) is prokaryotic? Which is eukaryotic? Explain and give evidence to support your answer. Page 57

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24 Directions: Number each of the paragraphs. Circle all the scientists that were involved in the development of the cell theory, and highlight their contributions and what they learned. Finally, highlight the definition of a cell and highlight why a virus is NOT considered to be a living entity. Page 59

25 Labeling Microscopes Compound Light Microscope Dissecting Microscope Page 60

26 Topic: Care and Handling of the Microscope Ocular/Eyepiece Nosepiece Objectives ONLY use lens tissue to clean the eyepiece. NEVER use paper towels, Kleenex, toilet paper, etc. The magnification of the eyepiece is. Use only the nosepiece to change the objective lenses! Do NOT change the magnification by grabbing onto the objectives. They will loosen, fall off, and break. There are three objectives. Low power (short one) Medium power High power (biggest one) How do you calculate the total magnification? Course Adjustment Fine Adjustment How do you properly focus? How do you change to a higher power and focus? How do you properly carry a microscope? How do you properly store a microscope? Always start with the lowest power. ONLY use lens tissue to clean the objective lens. Do not touch the lens with your fingers. This is the focus knob that you must use first to focus roughly. This is the focus knob that you use second to focus sharply. 1. Start with low power and the stage down, away from the objective lens. 2. Position your slide in the middle of your stage. 3. Slowly turn your course adjustment focus knob while you look through your eyepiece. (the image should become roughly clear as the stage moves closer to the lens.) 4. Once the image is as clear, use the fine adjustment knob to sharpen the focus. 5. On high power, only focus with the FINE adjustment knob. 1. Make sure your image is in focus at LOW power. 2. Re-adjust your slide so your image is in the middle. (If you have a pointer in your field of view, use your pointer to find the center of your specimen). Any movement of the object also shows up in the opposite way. When you move an object to the right, it appears to move to the left, and when you move it up, its image moves down 3. Without touching any of the focus knobs, carefully turn the nosepiece to change the power. (On high power, the objective might touch the slide) 4. On MEDIUM power, refocus CAREFULLY with the course adjustment, then the fine adjustment. 5. On HIGH power, refocus ONLY with the fine adjustment. Support the arm and the base, using two hands. Change the microscope back to LOW power and lower the stage Turn off the power, and wind the cord Cover the microscope Page 61

27 Tips for Using a Compound Light Microscope 1. Multiply the X to get the Total Magnification. a. If the Ocular is 10X, and the Objective Lens is 10X, what is the total magnification? b. If the Ocular is 10X, and the Objective Lens is 40X, what is the total magnification? 2. Always start with your objective lens at the power. 3. Only use the Focus Knob when you are at the LOWEST MAGNIFICATION! 4. Move the slide in the direction of what you want to see. 5. When you are done: a. Rotate your Nosepiece to the magnification. b. Drop your c. Remove and your slides Use your notes to help you write the name of the microscope part beside its function. 1. supports the microscope 2. used to change which objective is in position 3. provides light to view a specimen 4. controls the amount of light reaching the stage 5. supports the slide 6. holds slide in place 7. also called eyepiece; magnifies ten diameters or 10X 8. objective used to locate specimen on a slide 9. knob that brings object into view 10. knob that brings object into focus Page 62

28 Learning How to View a Slide 1. Select a slide and set it on the making sure the specimen is centered over the opening in the stage. Carefully anchor it in place using the stage. 2. Rotate the to center the lowest power objective lens (shortest objective) over your specimen. 3. While looking through the eyepiece, rotate the adjustment knob to get your specimen in view. Use the small adjustment knob to sharpen the image and make it clear. 4. To increase magnification, rotate the to center the next largest objective lens (middle-sized objective) over your specimen. You may need to use the adjustment knob to sharpen the image. 5. To view your specimen under the highest magnification, rotate the nosepiece to center the largest objective lens (longest objective) over your specimen. You may need to use the fine adjustment knob to sharpen the image. Recording what you see 1. Try to make observations while looking through the eyepiece. Don t try to draw from memory. 2. Focus on one section as a representative of the specimen. Don t try to draw the entire field of view. 3. Use colored pencils to draw what you see. 4. Your illustrations should be objective, clean, and clear. Pay attention to details, and include them in your drawing. 5. Label any recognizable and significant parts. The image on the right shows an example of properly drawn and labeled observations. Page 63

29 Making a Wet Mount Slide 1. Place your sample tissue or cell collection in the middle of a clean. 2. Place drop of water on top of your sample. 3. Place a on one side of the drop of water and slowly lower it over the drop of water. 4. Place the slide on the making sure the specimen is centered over the opening in the stage. For living samples (i.e., pond water) you do not need to anchor the slide with a stage. This will allow you to move the slide around for viewing. 5. Rotate the to center the lowest power objective lens (shortest objective) over your specimen. 6. While looking through the eyepiece, rotate the large adjustment knob to get your specimen in view. Use the small adjustment knob to sharpen the image and make it clear. 7. To increase magnification, rotate the to center the next largest lens (medium-sized objective) over your specimen. You may need to use the fine adjustment knob to sharpen the image. Staining a Slide with Methylene Blue 1. Place your sample tissue or cell collection in the middle of a clean slide. 2. Add a dime-sized drop of Methylene blue stain on top of the sample. 3. Place a coverslip on top of the stain and slowly lower it over the stain and sample. 4. Allow the slide to sit for 4-5 minutes. 5. After 4-5 minutes, add a dime-sized drop of water to one side of the cover slip. Place the flat edge of a piece of paper towel on the other edge of the cover slip. 6. The paper towel will pull the water through and will absorb some of the excess stain. 7. Repeat steps 5-6 above, this time placing the water on the opposite side of the slide. 8. Be sure to wipe off the excess stain with a paper towel, so you don t end up staining the objective lenses. 9. You are now ready to place the slide on the microscope stage. Be sure to follow all the instructions on the previous pages as to how to use the microscope. Page 64

30 Characteristics of Life Unit Study Guide Part 1: Review Complete each of the following tasks to help yourself prepare for the upcoming test. Can you recite the six common elements of life? Do you know the levels of organization in the correct order? Make an acrostic poem, a song, or another memory device to help you remember the correct order. Do you know the characteristics of life? Can you determine how energy flows through the ecosystem and the two ways this can be represented? What is bioaccumulation and how does this relate to the food-chain? Go back to your Cornell notes for this unit. Cover the right side of the page and attempt to answer the questions on the left side. Review any areas where you struggled or needed to look at your notes for information. Revisit your Venn diagram on prokaryotic vs. eukaryotic cell. Can you explain the different classifications? Study the parts of a microscope. Come in during F.I.R.E. to practice labeling the parts. Part 2: Practice After reviewing, attempt the following questions. Try to complete as much as possible without looking back at your notes. If you cannot answer a question, look to your notes for help. Mark any topics that required you to look back at your notes and focus on these areas when you study. 1. List the six characteristics of life: 2. Create a flow chart in the space below showing the complex organization pattern of living things from largest (biosphere) to smallest (atom). Page 65

31 3. Which level in the above flow chart is the smallest level for living things? 4. What is homeostasis? Give an example. 5. Draw a food chain to show how energy moves through the ecosystem, starting with the sun. Label all of the trophic levels within your food chain. (producer, primary consumer, etc.) Try to have at least four links in your food chain. After coming up with your food chain, draw an example of a biomass pyramid of your food chain. 6. In your food chain, if a toxin was introduced at the producer level, which organism would be the most affected and why? 7. Diagram the difference between a prokaryotic and eukaryotic cell. Think about the relative sizes of each type of cell, and draw them to scale. Label the characteristic features in each cell. Page 66

32 8. The diagram below demonstrates cell differentiation. To the right of this diagram, first, define differentiation. Then use your diagram to explain how a neuron (nerve cell) or an epithelial cell can arise from the same cell. 9. What are two ways that cells can reproduce? 10. Which part of the microscope is responsible for...? a. Holding a slide in place? b. Adjusting the focus? c. Controlling the amount of light? 11. How do you calculate magnification? Show an example calculation. Page 67

33 12. Label the parts of the microscope below: Page 68

34 Cell Unit Parent/ Significant Adult Review Page Name Student Portion Period Unit Summary (write a summary of the past unit using 5-7 sentences): Explain your favorite assignment in this unit: Adult Portion Dear Parent/ Significant Adult: This Interactive Notebook represents your student s learning to date and should contain the work your student has completed. Please take some time to look at the unit your student just completed, read his/ her reflection and respond to the following Ask your child to explain the differences between a eukaryotic and prokaryotic cell: Which activity did your student feel helped them prepare for the test? Please explain why. : Parent/ Significant Adult Signature: Comments? Questions? Concerns? Feel free to . Page 69

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36 Eukaryotic vs. Prokaryotic Cell Unit Concept Cards (See pages for directions) Page 71

37 Characteristics of Life Unit Concept Map (see directions on page 27) Summary of Concept Map: Page 72

Packet questions # Packet questions # Packet questions # Packet questions # Microscope worksheet 3.

Packet questions # Packet questions # Packet questions # Packet questions # Microscope worksheet 3. NAME PER ECOLOGY HW PACKET POINTS SCORES Packet questions #1-32 6 Packet questions #33-38 3 Packet questions #39-51 4 Packet questions #52-58 3 Microscope worksheet 3 Ecology Interactions Activity 6 Test