Biology Warm-Ups
SEMESTER 2
Biology 2012-2013
Ms. Chabot
Week 1:
Review Standards
Mitosis
Standard 17-1
Students will
describe the cell
cycle and explain
the process of
MITOSIS in the
formation of new
cells.
Standard 17-1
Sketch and Label
the Cell Cycle
Standard 17-2
Students will describe the purpose of mitosis.
Mitosis occurs for:
1) Growth
2) Repair of damaged tissue
3) Production of new offspring in some organisms;
ASEXUAL reproduction.
Standard 17-3
Students will describe the relationship between the cell
cycle and cancer.
What controls how often cells perform mitosis?
Chemicals called CYLCINS are responsible for the rate and
timing of cell division.
What occurs if this control is not regulated?
When these chemicals are not properly controlled (too
much or too little) cell division does not occur as
programmed.
Standard 17-4
Students will describe mutations that can lead to cancer
development.
What is a mutation?
Mutations are changes that occur in the genetics of an
organism, resulting in some physical or chemical change.
What are examples of mutagens (chemicals that causes
mutations)?
UV light, cigarette smoking, poor diet, pollution, alcohol.
How do mutations affect cancer development?
Mutations in the instructions for cell division can mess with
the production or release of cell CYCLINS, resulting in bad
mitosis.
Students will describe the
process of MEIOSIS.
How are MITOSIS and MEIOSIS
alike?
• Both occur in phases
• Both produce new cells.
• Both occur in a variety of
organisms.
How are they different?
• Mitosis occurs in 1
stage/Meiosis occurs in 2
stages.
• Mitosis conserves the amount
of DNA of the original
cell/Meiosis reduces the
amount of DNA to ½.
Standard 17-5
Week 2:
Standards
Meiosis
Students will describe the
process of meiosis in the
formation of HAPLOID cells.
What do the following terms mean?
• Haploid: cell that contains HALF
of the genetic info as another
cell; usually a gamete;
represented by N.
• Diploid: cell that contains the
double/full amount of genetic
info for an organism; usually a
somatic (body) cell;
represented by 2N.
Why is REDUCTION-DIVISION so
important in the process of meiosis?
Keeps the amount of genetic
information for a specific species of
organism CONSTANT.
Standard 18-1
Students will describe the processes
of INDEPENDENT ASSORTMENT and
CROSSING OVER during meiosis.
Describe the process of Independent
Assortment.
As a cell undergoes MEIOSIS,
chromosomes are separated into
gametes to create a RANDOM
ASSORTMENT of chromosomes within
each gamete.
How does Crossing Over increase genetic
diversity?
Swapping mother (maternal) and father
(paternal) DNA guarantees each gamete
will contain a UNIQUE combination from
each parent’s parent.
Standard 18-2
Students will describe the reasons
inheritance outcomes are expresses
as percent, ratios, and fractions.
What is PROBABILITY?
The chance occurrence of a specific
event or combination of events.
How does probability apply to genetics?
Reproduction with gametes is a chance
occurrence; the chance that any 2
gametes will join during conception.
Standard 18-3
Students will demonstrate the use of
a PUNNETT SQUARE to predict the
probability of genetic outcomes.
A PUNNETT SQUARE is a tool used by
scientists to predict the possible
offspring when pairing a male and
female organism for reproduction.
The result is a PREDICTIVE PROBABILITY
of the CHANCE, each time conception
occurs, of producing offspring with
specific characteristics.
Standard 18-4
Standard 18-5
Students will demonstrate the use of a PUNNETT SQUARE
to predict the probability of genetic outcomes.
Create a Punnett Square (test cross) that shows the
mating of:
TALL pea plant (TT) and a SHORT pea plant (tt)
T
T
t
Tt
Tt
t
Tt
Tt
Create a Punnett Square (test cross) that shows the mating of:
W
A person WITH a widow’s peak (Ww) and
A person WITHOUT a widow’s peak (ww)
w Ww
ww
w Ww
ww
w
Week 4
Standard Review
Comparing
Mitosis and Meiosis
Standard 19-1
Students will describe the differences and
similarities of Mitosis and Meiosis.
Create a Venn Diagram to address the following
descriptions
– Number of chromosomes to start and finish
– Number of cells to start and finish
– Diploid vs. haploid
– Phases
– Cells involved
– Purpose
Standard 19-1
Students will describe the differences and
similarities of Mitosis and Meiosis.
MITOSIS
MEIOSIS
1. Diploid to Diploid
1. Diploid to Haploid
Ex. 46 to 46
Ex. 46 to 23
2. 1 cell to 2 cells
2. 1 cell to 4 cells
3. Growth and repair
3. Sexual reproduction
4. Somatic (body) cell
4. Gametes (sperm or
egg)
5. PMAT + Cytokinesis x 1
5. PMAT + Cytokinesis x 2
Week 5
Standard Review
Reproduction

Standard 20.1
Students will describe the basic anatomy of
the human reproductive system.
Question #1: What structure(s) is/are referred to
as the gonads?
Ovaries and Testes
Question #2: Do we classify the organs of
reproduction as Primary or Secondary sex
characteristics?
PRIMARY
Standard 20.2
Students will describe the basic physiology of
the human reproductive system.
Question #1: What is the function of the ovary?
Produce eggs (ova) and hormone estrogen
Question #2: What is the function of the testis?
Produce sperm and hormone testosterone
Question #3: What is the ultimate function of the
reproductive system in both males and females?
To produce offspring for continuation of
human species.
Standard 20.3
Students will describe the similarities and
differences of the male and female
reproductive systems
Create a Venn Diagram to illustrate the similarities
and differences of the male and female
reproductive systems.
Male
Female
Standard 20.3
Male
Female
Standard 20.4
Students will understand the relationship
between infections of the reproductive
system and human immune response.
What is a pathogen?
A microorganism that can cause an infection.
What pathogens cause SID’s (formerly STD’s) in the
human reproductive system?
Viruses and Bacteria
Week 6:
Standards
Immune System
21-1
Students will describe the NONSPECIFIC
and SPECIFIC defenses of the human
immune system
What are the body’s nonspecific defenses against
pathogens?
First Line of Defense = intact skin
Inflammation, Fever, and Defense chemicals
What is the function of the immune system’s
specific defenses?
Vaccines and antibodies attack specific pathogens.
21-2
Students will describe the immune
system’s ability to distinguish “self” vs.
“others”.
What does the term “self” mean?
The immune system recognizes your cells as normal and
belonging.
What does the term “others” mean?
The immune system recognizes other cells as abnormal and
should be destroyed.
What 2 events must occur for the SPECIFIC immune system to
be functional?
Recognition of “others” and accurate response for defense.
21-3
Students will describe how the body
responds to vaccinations and borrowed
antibodies.
What is a vaccination?
The injection of a weakened form of a pthogen to
produce immunity.
What type of response does vaccination provide?
Active Immunity
What type of immunity does a pregnant mother
pass along to her fetus during pregnancy?
Passive, or Borrowed, Immunity
21-4
Students will describe public health
measures that help to protect
individuals and communities from
infectious diseases.
What does the term “public health” mean?
Measures used to protect entire communities from
contracting an infection.
List examples of public health measures that we use
to protect our citizens.
Clean water and sanitation, food monitoring,
vaccine programs.
21-5
Complete the concept map about the Immune System
IMMUNITY
Nonspecific
Immunity
Skin
Inflammation
Specific
Defenses
Fever
Interferon
Cell-Mediated
Immunity
Humoral
Immunity
Week 7:
Standards
Gestation
22-1
Students will describe the processes related to
human development from fertilization to birth.
Define the following terms:
zygote: the first cell formed when sperm and egg
fuse.
embryo: multicellular, diploid eukaryote from
first cell division until birth.
gestation: the time period of development for an
embryo; human gestation is 40 weeks.
trimester: the segments of human gestation,
each lasting about 12-14 weeks; marks major
milestones of embryonic and fetal development.
22-2
Students will describe the processes related to
human development from fertilization to birth.
What are the hormones necessary for reproduction
to occur for males and females?
MALES
FEMALES
Leutinizing Hormone (LH)
LH
Follicle Stimulating Hormone (FSH)
FSH
Testosterone
Estrogen
Progesterone
Female
Reproductive
Hormones
22-3
Students will correctly identify the structures
required for fetal development.
Placenta: gland produced during pregnancy that
maintains pregnancy and nourishes fetus.
Umbilical Cord: links placenta to fetus during
gestation to deliver oxygen and nutrients to fetus
and get rid of wastes.
Amniotic sac: protective sac that surrounds fetus
during development as a barrier to pathogens.
Amniotic fluid: Fluid in sac that acts as cushion,
keeps environment moist, and protects fetus.
Week 8:
Standards
Gestation
23-1
Students will understand the major events of
fetal development during each of the 3
trimesters.
A fertilized egg undergoes several stages before it is successfully
implanted. The diagram shows these stages as the fertilized egg
travels through the female reproductive system.
In which structure(s) of the female
reproductive system is the
blastocyst implanted during
normal human development?
UTERUS
23-2
Students will understand the major events of
fetal development during each of the 3
trimesters.
List ONE major developmental event that occurs in each of
the 3 trimesters.
FIRST TRIMESTER
SECOND TRIMESTER
THIRD TRIMESTER
23-4
Students will understand the major events of
fetal development during each of the 3
trimesters.
What is differentiation?
The ability of cells to take on specific characteristics needed
to perform specific functions.
When does differentiation begin?
When the embryo forms layers. This event is called
gastrulation.
At about what time during development does a human
embryo become a fetus?
About 8 weeks after fertilization as the embryo has made
all major body organs.
Week 9:
Standards
Nervous and Circulatory
Systems
24-1
Students will describe the factors that affect
blood flow through the cardiovascular system
The rate at which blood flows through the human
body changes in response to many factors.
What can impact the flow of blood through the
body?
• Thickness (viscosity) of blood
• Force of heart contractions
• Blockage of blood vessels
• Pressure of blood in arteries (high or low bp)
24-2
Students will describe the factors that affect
blood flow through the cardiovascular system
What lifestyle choices can impact the health of the
cardiovascular system?
NEGATIVE CHOICES
POSITIVE CHOICES
Smoking
Exercise
Drinking
Healthy diet
Bad diet
Relaxation
Not exercising
24-3
Students will identify the major parts of the
brain.
1. Make a rough sketch of the brain in your standard
book.
2. Label the following structures
cerebrum
brain stem
occipital lobe
cerebellum
frontal lobe
temporal lobe
pons
parietal lobe
medulla oblongata
3. List ONE function for each labeled function.
Week 10:
Standards
Evolutionary Theory
25-1
Students will explain the scientific theory
of evolution.
Answer the following TRUE/FALSE questions related to
evolution.
1. Humans evolved from monkeys.FALSE
Humans evolved alongside monkeys and they SHARE a common ancestor.
2. Mutations can be good or bad. TRUE
3. A theory is a guess.
FALSE
A theory is a well-supported body of scientific evidence.
4. Evolution is random.
FALSE
Evolution is a specific sequence of biochemical events that occur and allow for the
next biochemical reaction to occur. There is nothing random about it.
5. Humans are animals.
TRUE
25-2
Students will list the supportive evidence
for evolution.
List and give a quick description of the 4 ideas that
provide evidence of evolution.
1. Fossil evidence: a fossil is the impression left by a
dead/decayed once-living organism.
2. Comparative Embryology: presence of homologous/
similar structures in embryos of similar organisms.
3. Comparative Anatomy: presence of homologous/
similar structures in similar organisms.
4. Geography: Isolated organisms evolve similarly when
isolated from other related organisms.
25-3
Students will use evidence to compare
organisms and support their evolutionary
relationship.
What is a hominid?
Humans and relatives of humans related more
closely than chimpanzees.
What two structures are used to compare hominid
evolution?
The mandible and the brain case
Other structures are the teeth and pelvis
Week 11:
Standards
Evolutionary Theory
26-1
Students will identify basic trends in
hominid evolution from early ancestors
to modern humans.
How did the brain case and jaw change over time?
The brain case became larger to support a larger
cerebrum. The mandible became smaller as the
diet changed.
How did the pelvis and teeth change over time?
The pelvis changed to support bipedal (2 legs)
locomotion. The teeth became smaller as the diet
changed.
26-2
Students will understand the
contributions other scientists had on the
development of Darwin’s theory of
evolution.
• Hutton: Estimates Earth to be millions of years old, shaped
by geological forces like volcanic eruptions and
earthquakes.
• Lyell: Supported Hutton’s ideas of geological change and
the age of the Earth.
• Malthus: Predicts that the human population will grow
faster than the space and food needed to sustain it.
• Lamarck: “Use it or Lose it” and the inheritance of
acquired traits; both proven to be wrong.
Week 12:
Standards
ECOLOGY!
27-1
Students will understand the variety of organisms
found in the different biomes and classify them
based on their primary food sources.
Define the following terms:
• Producer: creates energy from the sun or chemicals.
Example: plants
• Consumer: must eat/consume other organisms for
energy. Example: animals
• Decomposer: breaks down dead plants and animals
for energy. Example: mushroom and bacteria.
• Herbivore: consumer that eats only plants.
• Omnivore: consumer that eats plants and animals.
• Carnivore: consumer that eats only animals.
27-2
Students will understand the movement of
energy through food chains, food webs, and
energy pyramids.
What is the difference between a “food chain” and
a “food pyramid?”
Sketch an ecological pyramid below. Include a
producer, primary consumer (herbivore), secondary
consumer (omnivore), and a tertiary consumer
(carnivore).
27-2
Students will understand the movement of
energy through food chains, food webs, and
energy pyramids.
FOOD CHAIN
FOOD WEB
27-3
Students will understand the movement of energy
through ecosystems and describe how energy
changes as it passes from organism to organism.
How much food is available to plants in an energy
pyramid?
100% of the energy created through photosynthesis.
What happens to the energy that is
lost/gained in energy transfer among organism?
LOST as HEAT through metabolism.
What percent of energy is lost/gained?
90% is lost in each successive level.
27-4
Students will understand the movement of
matter through the WATER and CARBON
cycles.
What plant process is VITAL for the success of the
CARBON cycle?
PHOTOSYNTHESIS uses CO2 to make sugars.
What process of the WATER cycle removes water from
plants and return it to the atmosphere?
TRANSPIRATION is evaporation of water from plants.
What is the role of MUSHROOMS in biogeochemical
cycles?
DECOMPOSERS or detritivores:
Week 13:
Standards
ECOLOGY!
28-1
Students will understand the movement of
matter through the WATER and CARBON
cycles.
In some parts of the world, rain forests are being
cut down to make land available for homes,
businesses, and farms. How does the loss of these
trees affect the carbon, water, and nitrogen cycles?
28-2
Students will describe changes that occur in
ecosystems as a result of seasonal variation,
climate change, and succession.
What zone(s) of latitude are impacted most by the
changing angle of sun exposure?
Temperate zones
What is the result of the changing angle of the sun in
these areas?
Changing of seasons
What zone(s) of latitude are LEAST impacted by the
changing angle of the sun?
Polar regions and tropical zones
28-3
Students will describe changes that occur in
ecosystems as a result of seasonal variation,
climate change, and succession.
What is the difference between climate and weather?
Weather is the day-to-day condition of Earth’s
atmosphere at a particular time and space.
What contributes to climate patterns in a specific
geographic region?
The average year-to-year conditions of temperature
and precipitation in a particular region.
Describe the Greenhouse Effect.
Retaining or holding heat close to the Earth by
atmospheric gases.
28-4
Students will describe changes that occur in
ecosystems as a result of seasonal variation,
climate change, and succession.
What is succession?
The series of predictable changes that occur in a community
over time.
What is a pioneer species related to succession?
The first species to populate an area.
Differentiate between primary and secondary succession.
Primary occurs where there is no soil present. Example:
volcanic soil
Secondary occurs after wildfires to restore the ecosystem to
its original condition.
28-5
Students will differentiate between biotic and
abiotic factors that affect ecosystems and
individual populations.
List ABIOTIC factors present on OUR estuary/mangrove
ecosystem.
Fresh water, salt water, brackish water, sand, shells,
rocks, rain, humidity, sunlight…
List BIOTIC factors present on OUR estuary/mangrove
ecosystem.
Eagles, egrets, owls, rodents, fish, dolphins, people,
palm trees, pine trees, oak trees, palmettos, grasses,
mangroves, panther, bobcat, lizards, snakes, boar…
Week 14:
Standards
ECOLOGY!
29-1
Students will describe the different aquatic
systems due to chemistry, geography, light,
depth, salinity, and temperature.
Aquatic ecosystems are grouped according to the
ABIOTIC factors that affect them.
The depth of water determines the amount LIGHT
that organisms receive. The zone that receives
light is referred to as the PHOTIC zone.
The zone that has little light available is the APHOTIC
zone.