DATE:
UNIT 2
NAME:
Unit 2 Summary
CLASS:
BLM 2-1
Goal • Use this summary to review the concepts in Unit 2, Reproduction.
Chapter 4 The nucleus controls the functions of life.
„ Chromosomes found within the nucleus contain the genes that store the information to make
proteins. (4.1)
„ Proteins control the activities of cells. (4.1)
„ RNA carries the message out of the nucleus to the ribosomes, which function to make
proteins. (4.1)
„ A gene mutation is a change in the order of the A, G, C, and T bases. (4.2)
„ Gene mutations can have a positive, negative, or neutral effect on the individual. (4.2)
„ Mutations can occur when DNA is being made or can be caused by mutagens. (4.2)
„ Gene therapy attempts to correct gene mutations. (4.2)
Chapter 5 Mitosis is the basis of asexual reproduction.
„ There are three stages to the cell cycle: interphase, mitosis, and cytokinesis. (5.1)
„ There are four phases to mitosis: prophase, metaphase, anaphase, and telophase. (5.1)
„ Checkpoint proteins instruct the nucleus whether to proceed through the cell cycle. (5.1)
„ An error in a checkpoint protein can cause diseases such as cancer, which is the result of
uncontrolled cell division. (5.1)
„ Asexual reproduction requires only one parent, and the resulting offspring are genetically
identical to the parent. (5.2)
„ Types of asexual reproduction include: binary fission, budding, fragmentation, vegetative
reproduction, and spore formation. (5.2)
„ Human-assisted plant and animal cloning methods can be used to save the genetic
information of endangered species or to produce an organism with a desired trait. (5.2)
Chapter 6 Meiosis is the basis of sexual reproduction.
„ Meiosis produces gametes with half the number of chromosomes as body cells. (6.1)
„ In meiosis I, homologous chromosome pairs line up at the equator, separate, and then move
to opposite poles of the cell. (6.1)
„ In meiosis II, chromosomes move to the equator and sister chromatids move to opposite
poles of the cell. (6.1)
„ The process of meiosis creates variation in organisms because genetic information is shuffled
during meiosis I. (6.1)
„ Chromosome mutations can occur during meiosis and can cause genetic disorders. (6.1)
„ The three stages of sexual reproduction are mating, fertilization, and development. (6.2)
„ For sexually reproducing plants and animals, there are two ways for a sperm cell and an egg
cell to meet—through either internal or external fertilization. (6.2)
„ The early development of an organism takes place during a stage called embryonic
development. (6.2)
„ Assisted reproductive technologies enable infertile couples to have children. These
technologies have an impact on society (6.3)
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
UNIT 2
CLASS:
Unit 2 Words to Know
BLM 2-2
Goal • Use this page to review the Unit 2 Words to Know.
Chapter 4
Chapter 6
chromosome
DNA (deoxyribonucleic acid)
gene
gene mutation
gene therapy
mutagen
negative mutation
neutral mutation
nucleolus
nucleus
positive mutation
protein
differentiation
diploid number
embryo
embryonic development
external fertilization
fertilization
gametes
genetic diversity
haploid number
homologous chromosomes
internal fertilization
mating
meiosis
sexual reproduction
zygote
Chapter 5
asexual reproduction
binary fission
budding
cancer
cell cycle
clone
cytokinesis
fragmentation
interphase
mitosis
replication
spindle fibres
spore
stem cell
vegetative reproduction
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 4
Parts of the Cell
CLASS:
BLM 2-3
Goal • Review the parts of a plant cell and an animal cell.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-3
continued
What to Do
Label each cell part.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 4
CLASS:
Functions of Cell Organelles
BLM 2-4
Goal • Review the functions of cell organelles.
What to Do
Complete the following chart on cell organelle functions before you read pages 122–124 in
your student book. Then check your responses as you read. Add any new information you gain
in your reading in another colour of pen or pencil.
Functions
Cell Organelle
Before Reading
After Reading
Cell membrane
Cell wall
Cytoplasm
Mitochondria
Chloroplast
Ribosome
Endoplasmic reticulum
Vesicles
Golgi body
Vacuole
Nucleus
Nuclear membrane
Nucleolus
Cell membrane
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 4
CLASS:
BLM 2-5
Cell Organelles
Goal • Review cell parts and functions.
What to Do
Complete the following table by filling in the correct cell part or function.
Cell Part
Function
Gel-like material inside cells
Directs cell activities
Endoplasmic reticulum
Manufactures substances important for cell functions
Releases energy in the cell
Chromatin
Chloroplast
Stores water, food, and waste products
Golgi body
Digests wastes
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 4
CLASS:
Modelling DNA
BLM 2-6
Goal • Use these models of DNA to complete Activity 4-1C, Modelling DNA.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-6
continued
What to Do
• Develop your own model of DNA. Follow the instructions below.
• The completed model should look like a ladder. Matched bases form the rungs. Besides being
shaped like a ladder, a real DNA molecule would be twisted like a spiral staircase.
Materials
• paper models
• scissors
Safety
Be careful when handling sharp or pointed objects.
Procedure
1. Cut out the nucleotide models. Cut only on solid lines.
2. Fit eight nucleotide molecules together in puzzle-like fashion to form a row. Use the
following sequence from top to bottom:
• cytosine nucleotide
• thymine nucleotide
• guanine nucleotide
• adenine nucleotide
• guanine nucleotide
• cytosine nucleotide
• thymine nucleotide
• adenine nucleotide
3. The above arrangement represents the left half of the ladder of DNA. Complete the right
side of the DNA ladder by matching the shapes of the rungs. It may be necessary to turn
molecules upside down in order to join certain base combinations.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 4
CLASS:
Extracting DNA from
Strawberries
BLM 2-7
Goal • Use this flowchart before you do Activity 4-1D to help you understand the
procedure for DNA extraction.
What to Do
The first step in DNA analysis in a crime or genetics laboratory is DNA extraction. Read the
Find Out Activity on page 153 of your student book, and then complete the flow chart below.
Take 1 frozen strawberry.
1. Put into a
2. Add
(a)
(b)
(c)
3. Seal the bag. Gently crush the contents. Keep at room temperature and wait ____ min.
4. Fill a test tube about _______ full of strawberry solution.
5. Pour the __________ rubbing alcohol or ethanol into a______________.
6. Slowly pour a _________ of the rubbing alcohol or ethanol
into the test tube until it is _______ full.
Observe the DNA. Record your observations.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 4
Making Predictions about
Mutations
CLASS:
BLM 2-8
Goal • Use this page to make predictions about mutations.
What to Do
Make predictions about what the following terms mean. Give an example if possible. Then read
the student book pages 138–143. Confirm or correct your predictions.
Term
Before Reading
What I Think the Term
Means/Example
After Reading
What the Term
Means/Example
Positive mutation
Negative mutation
Neutral mutation
Mutagen
Gene therapy
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 4
Chapter 4 Quiz
CLASS:
BLM 2-9
Goal • Check your understanding of Chapter 4.
What to Do
Circle the letter of the best answer.
1. The function of the nucleolus is
A. to protect the nucleus
B. to protect the chromosomes
C. to make ribosomes
D. to make DNA
2. Which of the following organelles does not have a membrane?
A. mitochondrion
B. vesicle
C. vacuole
D. ribosome
3. Which one of the following statements is not true?
A. A gene stores the information to make a particular protein.
B. All the genes within the nucleus of a cell will be copied to make a protein at some
time in the life cycle of a cell.
C. Different types of cells in your body contain the same genetic information.
D. Different proteins have different sequences of bases.
4. The function of the Golgi body is
A. to receive vesicles from the endoplasmic reticulum
B. to send vesicles to the endoplasmic reticulum
C. to receive messages from the nucleus
D. to send messages to the nucleus
5. Which of the following steps for the production of a protein is incorrect?
A. The DNA message for a protein is copied into RNA.
B. The nucleus receives a chemical signal to make a specific protein.
C. The manufactured protein enters the endoplasmic reticulum.
D. DNA leaves through the nuclear pore.
6. Chromatin is
A. a substance that contains several molecules of DNA within each strand
B. a substance within the nucleus that contains DNA and proteins
C. a substance that unfolds before cell division
D. a segment of DNA that codes for a particular protein
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-9
continued
7. A gene mutation is
A. a change in the specific order of the A, G, C, and T bases that make up a particular
protein
B. a change in the specific order of the sugar and phosphates that make up a particular
protein
C. a substance that changes the DNA structure
D. a substance that causes genes to be copied incorrectly
8. Gene therapy is not used as frequently as drug therapy or surgical therapies because
A. the technique is too expensive
B. viruses for the procedure are not easily available
C. healthy genes are not easily available
D. the healthy gene must be switched on in the correct cells
9. Cystic fibrosis is
A. an example of a neutral mutation
B. an example of a positive mutation
C. an example of a negative mutation
D. the result of the substitution for the base A for the T base in only one position
on the gene
10. The white coat of the Spirit Bear is because of a
A. positive mutation
B. neutral mutation
C. negative mutation
D. gene therapy
Match the Term on the left with the best Descriptor on the right.
Each Descriptor may be used only once.
Term
Descriptor
_____ 11. mitochondria
A. sorts and packages proteins for transport
_____ 12. chloroplast
B. ribosomes attach here
_____ 13. nucleus
C. produces sugar for cell
_____ 14. nucleolus
D. changes sugar into useful energy for cell
_____ 15. Golgi body
E. ribosomes made here
_____ 16. endoplasmic
reticulum
F. contains information to make proteins
G. surrounds the cell membrane
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-9
continued
17. Explain how the nucleus controls the activities within a cell.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
18. What are three causes of gene mutations?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
19. Construct a flow chart that outlines how a protein is made. Use the terms below. Use
additional words to connect the terms.
DNA, endoplasmic reticulum, Golgi body, nuclear pore, ribosomes, RNA, vesicle
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
From One Cell to Many Cells
CLASS:
BLM 2-10
Goal • Use this chart to help you complete Find Out Activity 5-1A, From One Cell
to Many Cells.
What to Do
Calculate how many skin cells will result from just 1 cell that continually divides during a period
of 30 days.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
CLASS:
Stages of the Cell Cycle
BLM 2-11
Goal • Use this page to help you learn about the stages of the cell cycle.
What to Do
Complete this worksheet while you read about the stages of the cell cycle. You do not have to
add any notes to the shaded boxes.
Name of Cell Cycle Stage
Cell Activities
Nucleus Activities
Interphase
Growth and preparation
Replication
Continued growth and
preparation
Mitosis
Early prophase
Late prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
CLASS:
BLM 2-12
The Cell Cycle
Goal • Review terms and concepts about the cell cycle.
What to Do
Match the Statements on the left with the correct Phase on the right.
Each Phase may be used more than once.
Statement
Phase
_____ 1. nucleolus appears within each new nucleus
A. prophase
_____ 2. centromeres divide
B. metaphase
_____ 3. chromosomes become visible
C. anaphase
_____ 4. spindle fibres begin to form
D. telophase
_____ 5. DNA replicates
E. interphase
_____ 6. replicated strands move toward opposite poles
_____ 7. chromosomes form a line across the middle of the cell
_____ 8. nuclear membrane forms around each set of
chromosomes
_____ 9. cell grows
10. Place a check mark (9) under each phase in which you can see the structures listed in the
first column.
Structures
Present
Interphase
Prophase
Metaphase
Anaphase
Telophase
Nucleus
Nucleolus
Nuclear membrane
Chromatin
Chromosomes
Spindle fibres
11. Describe the end result of mitosis.
_____________________________________________________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
CLASS:
Steps of Mitosis
BLM 2-13
Goal • Identify the phases of mitosis.
What to Do
In the boxes below
• name each phase of mitosis
• draw what is happening in the phase
• describe what is happening in the phase
Phase 1: _____________________________
Phase 2: _____________________________
Description: ________________________
Description: ________________________
___________________________________
___________________________________
___________________________________
___________________________________
Phase 3: _____________________________
Phase 4: _____________________________
Description: ________________________
Description: ________________________
___________________________________
___________________________________
___________________________________
___________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
Cell Growth and Division
CLASS:
BLM 2-14
Goal • Review your understanding of the phases of the cell cycle.
What to Do
Write the name of the stage of the cell cycle that corresponds to each event described below.
1. Centromeres divide. ________________
2. Centrioles move to opposite ends of the cell. ________________
3. Nuclear membranes form around each mass of chromosomes. ________________
4. Chromosome strands separate and move toward opposite ends of the cell. ______________
5. A copy of each chromosome is made. ________________
6. Cell membrane pinches together and the cytoplasm of the cell divides. _________________
7. The nuclear membrane disappears. ________________
8. Daughter cells form. ___________________
9. Double-stranded chromosomes line up in the centre of the cell. ________________
10. It makes up most of a cell’s life. _________________
Short Answer
11. In mitosis, how many cells form from the original cell? _________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
CLASS:
The Cell Cycle and Cancer
BLM 2-15
Goal • Use this page to help you learn about cancer, the uncontrolled growth of cells.
What to Do
Checkpoints in a bike race ensure that the athlete and the bike are in good condition to
continue in the race. There are also checkpoints in the cell cycle. Predict the answer to
questions below, then read pages 159–161 to check your predictions.
Questions
Before Reading
After Reading
What I Think
What I Learned
Why is it important that
there be checkpoints in the
cell cycle?
What causes a cell to
become cancerous?
How does a cancer cell look
compared to a normal cell?
How might the cell cycle be
related to cancer?
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
CLASS:
Factors That Affect
Development of Cancer
BLM 2-16
Goal • Learn about risk factors for developing cancer.
Factor
Effect
Alcohol
• Linked to cancers of the mouth, larynx, throat, esophagus, and liver
Food
• Obesity increases the risk of many cancers.
• Salt-cured, smoked, and nitrite-cured foods are linked to cancers of the
stomach and esophagus.
• Additives and preservatives are linked to some cancers.
• High-fat diets may contribute to the development of certain cancers .
Home
• Exposure to materials made from manufactured fibres such as carpets,
plastic, rayon, and insulation linked to cancer
• Exposure to cleaners, paints, and other chemicals linked to cancer
Radiation
• X rays, the Sun, and radon in cigarettes linked to cancer
Sunlight
• Exposure to sunlight is considered a major cause of skin cancer.
Tobacco
• Responsible for about 30 percent of all cancer-related deaths
• Smoking is responsible for most cases of lung cancer.
• Cause of mouth and throat cancer
Work
• Exposure to chemicals such as chromate and asbestos increases risk.
What to Do
Choose and complete one of the following activities.
1. One of the biggest challenges in public health is preventing young people from starting
smoking. Conduct a poll among students to determine whether or not they are aware of the
health risks associated with smoking. Ask them to list any health risks they can think of.
Keep track of how many risks each student can identify. Present your findings in chart form.
2. Find out what the Non-Smokers’ Rights Association has been doing to try to eliminate
smoking. Present your findings in an oral report.
3. Work with a partner and use information from the chart to design a healthy lifestyle for
youth. Present your findings in the form of a news bulletin.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
CLASS:
Observing the Cell Cycle in
Plant Cells
BLM 2-17
Goal • Use this page to record your observations of onion root tip cell cycle stages for
Conduct an Investigation 5-1C, Observing the Cell Cycle in Plant Cells.
What to Do
Using high power on your microscope, find an onion root tip cell at each of the following
stages and draw the cell in the appropriate box. Label the chromosomes and spindle fibres.
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Interphase
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-17
continued
What to Do
Collect the following data using the directions on pages 162 and 163 of your student book.
Record the data collected in the chart below.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
CLASS:
Examining Ideas about Cloning
BLM 2-18
Goal • Use this page to help you examine ideas about cloning.
What to Do
Read the list of words, sentences, and phrases below, which all connect in some way to cloning.
Cut out the phrases and organize the ideas to represent your understanding of these statements
and how they fit together. Construct a graphic organizer to illustrate your answer.
Techniques of cloning
Saves species close to extinction
A clone would have feelings and
emotions identical to those of the donor
A clone would be the same age as the donor
Produces plants that produce high crop
yields
Reproductive cloning
Produces an animal that has become
extinct
Produces a copy of yourself so that you will
be immortal
Produces another you so that there will
be a supply of your organs in case any of
your organs fail
Possible applications of cloning
Therapeutic cloning
Produces organs for transplant
Produces copies of your skin cells to
treat burns
Misconceptions about cloning
Cloning
Produces copies of Albert Einstein or other
famous people
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
New Plants from Cuttings
CLASS:
BLM 2-19
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
New Plants from Roots
CLASS:
BLM 2-20
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
New Plants from Stems
CLASS:
BLM 2-21
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
New Plants from Grafting
CLASS:
BLM 2-22
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
Comparing Reproductive and
Therapeutic Cloning
CLASS:
BLM 2-23
Goal • Use this page to compare the similarities and differences between reproductive and
therapeutic cloning.
What to Do
After reading pages 176–178 in the student book, construct a Venn diagram to compare
reproductive and therapeutic cloning.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
CLASS:
Determining the Best Conditions
for Yeast Reproduction
BLM 2-24
Goal • Use this page to record your observations for Conduct an Investigation 5-2B,
Determining the Best Conditions for Yeast Reproduction.
What to Do
Follow the directions on pages 179–181 in your student book to perform the experiment and
record your data below.
Part 1
Observing Budding in Yeast
Draw your observations of the yeast
under the microscope using high power in the
circle at right.
Part 2
Flask
Observing the Effect of Nutrients
Conditions
A
0 g sucrose
B
5 g sucrose
C
30 g sucrose
D
50 g sucrose
Part 3
Flask
Fermentation Observed
Carbon Dioxide
Produced
(balloon circumference
in cm)
Observing the Effect of pH
Conditions
E
40°C + pH 3
F
40°C + pH 5
G
40°C + pH 7
H
40°C + pH 10
Fermentation Observed
Carbon Dioxide
Produced
(balloon circumference
in cm)
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
Chapter 5 Quiz
CLASS:
BLM 2-25
Goal • Check your understanding of Chapter 5.
What to Do
Circle the letter of the best answer.
1. The three stages of the cell cycle in order are
A. interphase, cytokinesis, and mitosis
B. interphase, replication and cytokinesis
C. cytokinesis, replication, and interphase
D. interphase, mitosis, and cytokinesis.
2. The purpose of DNA replication is to
A. separate the DNA strands
B. separate the contents of the cell’s nucleus
C. pair new bases with bases on the original DNA
D. make an identical copy of the DNA
3. Which of the following is the correct order of the stages of mitosis?
A. telophase, anaphase, metaphase, prophase
B. anaphase, metaphase, prophase, telophase
C. anaphase, prophase, metaphase, telophase
D. prophase, metaphase, anaphase, telophase
4. How does the cell cycle differ in plants and animals?
A. In plants, the daughter cells are not identical to the parent.
B. In plants, a cell plate forms between the daughter cells.
C. In plants, there are no spindle fibres formed.
D. In plants, the centrioles move to opposite poles.
5. Which of the following descriptions does not describe cancer cell growth?
A. Cancer cell growth is highly controlled.
B. Cancer cell has large abnormal nucleus.
C. Cancer cells move to new locations.
D. Cancer cells are unspecialized.
6. Which of the following organisms is not matched with its method of asexual
reproduction?
A. yeast, budding
B. hydra, binary fission
C. sea star, fragmentation
D. bacteria, spores
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-25
continued
7. If one cell divided once every hour, how many cells would be produced after eight hours?
A. 16
B. 32
C. 64
D. 256
8. Which of the following is a disadvantage of asexual reproduction?
A. Offspring are genetic clones.
B. Many offspring are produced.
C. Energy is not required to find a mate.
D. Large colonies are produced.
9. Which of the following is not a method of vegetative reproduction?
A. forming bulbs
B. forming sprouts
C. forming runners
D. forming spores
10. Which of the following are the correct steps in DNA replication?
1. Each side of the ladder is a template on which a new side forms.
2. Enzymes separate the DNA molecule.
3. New bases pair with bases on the original DNA strand.
4. The DNA molecule unwinds.
A. 1, 2, 3, 4
B. 2, 4, 1, 3
C. 3, 2, 4, 1
D. 4, 2, 1, 3
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-25
continued
Match each Term on the left with the best Descriptor on the right.
Each Descriptor may be used only once.
Terms
Descriptors
_____ 11. prophase
A. nuclear membrane forms around chromosomes
_____ 12. telophase
B. chromosomes form a single line at cell equator
_____ 13. anaphase
C. the two nuclei separate
_____ 14. cytokinesis
_____ 15. metaphase
D. chromosomes attach to spindle fibres at their
centromeres
_____ 16. interphase
E. DNA replicates
F. sister chromatids move to opposite poles of the cell
G. the chromosomes dissolve
17. What are three requirements which must be met before a cell continues through the
cell cycle?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
18. (a) How are binary fission and budding similar?
_____________________________________________________________________________
_____________________________________________________________________________
(b) How are binary fission and budding different?
_____________________________________________________________________________
_____________________________________________________________________________
19. Explain the disadvantages of asexual reproduction.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
CLASS:
Using DNA to Solve Crimes
BLM 2-26
Goal • Use this page to learn how DNA can be used to solve crimes.
What to Do
Tree theft is a serious problem in British Columbia. Catching a tree thief is a difficult task.
Forensic techniques are available to help solve these types of crimes. Read the information
below. Then answer the questions that follow.
The Crime Scene
The red cedar was over 60 m high. It had stood for 650 years in the cool, moist coastal forest
near Bella Coola. When it was a young sapling, it was shaded by the ancient trees around it. As
it grew, its drooping branches provided winter food for moose, elk, and deer. Hundreds of
generations of squirrels had dined on its cones. For centuries, bald eagles, chickadees, tree
swallows, spotted owls, and woodpeckers nested in its branches. In winter, raccoons made dens
in the cavities of its trunk. The tree was not harmed by insects because it produced pungent oils
that made it resistant to pests. For hundreds of years, local Aboriginal people had used bark
from the ancient tree to make clothing.
The red cedar had narrowly escaped forest fires started by lightning many times through
the centuries. Fire was its only enemy. The site where the cedar grew was in a natural area that
was protected from forestry and development.
One day, however, people with chainsaws arrived at its site. Within hours, the red cedar
had been cut down and taken from the forest. What remained in the forest was a huge stump
three meters in diameter and a large pile of sawdust.
A forest ranger came upon the crime scene weeks later and reported the theft to the
RCMP. When the officers arrived to investigate, they shook their heads sadly. The diameter of
the red cedar trunk was the largest the officers had investigated yet. It had been weeks since the
crime was committed, but there was still evidence remaining to be collected. The RCMP
officers loaded the evidence in the van. They were determined to solve this case.
Tree thieves steal an estimated $150 million dollars of timber each year in British
Columbia. Giant ancient cedars are becoming increasingly rare. Old-growth red cedar is a
prime target because it is valued for its resistance to decay. Red cedar is used for house siding,
decking, and shingles, and the old growth wood is highly sought after by violin and
cello makers.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-26
continued
Questions
1. Imagine you are investigating this crime. Working with a partner, outline a description of
the victim. Include the victim’s height, diameter, age, and location. Identify any other
organisms of the forest that were affected by this crime and explain how they are affected.
2. What might be the motive for this crime?
3. List the steps or procedures that forensic specialists use to investigate any type of crime
scene.
4. Review your list and determine what evidence might be available at this crime scene.
5. Describe how this evidence might be collected.
6. Predict what the thieves might do with the stolen tree.
7. Determine how the evidence collected may be used to catch the thieves.
8. Compare your list and techniques to those of other biodetectives in the class.
What Did You Find Out?
1. (a) How did your forensic methods to solve this crime compare to other methods proposed
by your classmates?
_____________________________________________________________________________
_____________________________________________________________________________
(b) What could you add to your methods to improve them?
_____________________________________________________________________________
_____________________________________________________________________________
2. What were key pieces of evidence needed to solve this crime?
_____________________________________________________________________________
_____________________________________________________________________________
3. How could sawmills be made accountable in identifying the source of the wood that they
process?
_____________________________________________________________________________
_____________________________________________________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
How Variation Occurs in Meiosis
CLASS:
BLM 2-27
Goal • Review your understanding of how variation occurs in meiosis.
What to Do
1. Complete the concept map to connect ideas on variation in meiosis.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
Gametes
CLASS:
BLM 2-28
Goal • Review your understanding of gametes.
What to Do
In the spaces provided, write the term from the list below that best completes the sentence.
Terms may be used more than once. You will not need to use every term.
body cells, chromosomes, crossing over, egg cells, gametes, meiosis, mitosis, sperm cells
1. Organisms produce ___________________________ through mitosis.
2. The main job of ________________________ is to join together to produce a new organism.
3. In humans, _________________________ have 46 chromosomes.
4. Gametes are the only cells that are not produced by ___________________________.
5. ________________________________ are the female gametes.
6. ________________________________ are the male gametes.
7. __________________________________ contain the instructions that tell a cell how to
develop.
In the space provided, answer the following question.
8. Describe the relationship between chromosome numbers in body cells and gametes.
______________________________________________________________________________
______________________________________________________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
Key Events in Meiosis
CLASS:
BLM 2-29
Goal • Review the steps of meiosis.
What to Do
Use the diagram to answer
the questions that follow.
1. Each chromosome doubles itself, forming two identical copies, called sister chromatids.
(a) How many chromosomes are in diagram 1? ______ (b) How many chromatids ? _______
2. The doubled chromosomes come together in matching pairs in diagram 2. Where do
they line up? ___________________________________________________________________
3. (a) The chromosomes separate in diagram 3. Where are they pulled? ___________________
(b) Are the chromosomes that have been pulled all the same or are they different? _________
4. The first division of meiosis has occurred, and the cell has formed two new cells (diagram 4).
What are the contents of these cells? ________________________________________________________
5. In diagram 5, the chromosomes again line up along the centre of each new cell. How does
this step differ from diagram 2? ___________________________________________________
6. In diagram 6, the sister chromatids separate and move to opposite ends of the cell. How is
this stage of meiosis very similar to mitosis? _________________________________________
7. (a) The cells divide in diagram 7. How many new cells are formed by meiosis? ____________
(b) Compared to the parent cell, how many chromosomes does a new cell have? ___________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 5
CLASS:
Compare the Events of Meiosis
and Mitosis
BLM 2-30
Goal • Use this page to compare the events of meiosis and mitosis.
What to Do
Study the diagrams of mitosis and meiosis in your student book. Use words and/or labelled
drawings to compare the following events.
Meiosis I
Mitosis
Prophase I
Prophase (early and late)
Metaphase I
Metaphase
Anaphase I
Anaphase
Telophase I
Telophase
Interkinesis
Cytokinesis
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-30
continued
Meiosis II
Mitosis
Prophase II
Prophase (early and late)
Metaphase II
Metaphase
Anaphase II
Anaphase
Telophase II
Telophase
Cytokinesis
Cytokinesis
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
CLASS:
Compare the Results of Meiosis
and Mitosis
BLM 2-31
Goal • Compare the results of mitosis and meiosis.
What to Do
Complete the chart and answer the questions that follow.
Comparing Meiosis and Mitosis
Meiosis
Mitosis
gamete
Body cell
2. Number of chromosomes before cell begins to divide
4
4
3. Number of chromosome pairs in the original cell
2
2
1. Type of cell undergoing reproduction
4. Final number of chromosomes in each new cell at the end of
division
2
4
5. Chromosome pairs in each new cell at end of division
None
2
6. Compare the location and arrangement of chromosomes in the cell during metaphase I in
meiosis and metaphase in mitosis.
In mitosis, chromosomes are not paired, but they do line up along the cell centre. In meiosis, chromosomes first line up and then become arranged along the cell centre
______________________________________________________________________________
______________________________________________________________________________
7. Compare the location and arrangement of chromosomes in the cell during anaphase I in
meiosis and anaphase in mitosis.
The locations are the same, but in meiosis, in each pair of sister chromatids, the original and copy are still attached to each other
______________________________________________________________________________
______________________________________________________________________________
8. How do the end results of meiosis and mitosis differ?
Mitosis produces 2 cells identical to the original one / Meiosis produces four cells, each with half the chromosomes of the original one
______________________________________________________________________________
______________________________________________________________________________
9. Predict what would happen if gametes were produced by mitosis rather than meiosis.
The resulting organism would have twice the normal number of chromosomes
______________________________________________________________________________
______________________________________________________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
Mitosis and Meiosis
CLASS:
BLM 2-32
Goal • Review your understanding of mitosis and meiosis.
What to Do
Match each of the following descriptions with the corresponding event depicted in the diagram
below. Write the correct letter in each blank.
_________ 1. Chromatids are still joined in meiosis, but not in mitosis.
_________ 2. Chromatids separate.
_________ 3. Chromosomes double in both mitosis and meiosis.
_________ 4. Mitosis is complete, but another division is about to take place in meiosis.
The chromosomes line up along the centre of the cell.
_________ 5. In meiosis, the chromosomes separate but chromatids remain joined. In mitosis,
chromatids separate.
_________ 6. Chromosomes line up in pairs in meiosis but not in mitosis.
_________ 7. End products of meiosis
Short Answer
8. Use “haploid” and “diploid” to compare the end products of meiosis with the end
products of mitosis. How do they differ?
_____________________________________________________________________________
_____________________________________________________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
CLASS:
BLM 2-33
Gamete Summary
Goal • Summarize what you understand about gametes.
What to Do
1. Place a check mark (9) to show which kind of cell has the trait listed in the first column.
Trait
Sperm Cell
Has a tail
Egg Cell
Both Sperm Cells and
Egg Cells
ㅇ
Has 23 chromosomes
ㅇ
Involved in
fertilization
Formed in testes
ㅇ
ㅇ
ㅇ
Contains cytoplasm
Motile
ㅇ
ㅇ
Produced by meiosis
Formed in ovaries
ㅇ
Has a food reserve
ㅇ
ㅇ
Forms a zygote
2. Describe how a zygote is produced.
A zygote is produced by the union of sperm and egg ;
the sperm fertilizes the egg
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
Several Types of Chromosome
Mutations
CLASS:
BLM 2-34
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
CLASS:
Modelling How Variation Occurs
in Meiosis
BLM 2-35
Goal • Use this chart to help you complete Investigation 6-1D, Modelling How Variation
Occurs in Meiosis.
What to Do
Use pencil crayons to draw the chromosomes before and after crossing over occurs.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
Cell Reproduction
CLASS:
BLM 2-36
Goal • Review your understanding of mitosis and meiosis.
What to Do
Read the statements given below. If the statement is true, write “T” on the line in front of the
statement. If it is false, write “F” and rewrite the statement to make it true.
____ 1. Gametes have twice as many chromosomes as other cells.
_________________________________________________________________________________
____ 2. Zygotes are produced by the union of sperm and egg cells.
_________________________________________________________________________________
____ 3. Meiosis may form egg cells.
_________________________________________________________________________________
____ 4. Gametes are formed during mitosis.
_________________________________________________________________________________
____ 5. Only a diploid zygote can function as the offspring’s first body cell.
_________________________________________________________________________________
____ 6. Four new cells are formed from each parent cell in meiosis.
_________________________________________________________________________________
____ 7. There are two cell divisions during mitosis.
_________________________________________________________________________________
____ 8. Haploid refers to the gametes of a cell with only one set of chromosomes.
_________________________________________________________________________________
____ 9. If a cell with six chromosomes undergoes mitosis, each new cell will also have six
chromosomes.
_________________________________________________________________________________
_________________________________________________________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
Critical Periods of Embryonic
and Fetal Development
CLASS:
BLM 2-37
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
Chapter 6 Quiz
CLASS:
BLM 2-38
Goal • Check your understanding of Chapter 6.
What to Do
Circle the letter of the best answer.
1. Which of the following is the correct order in sexual reproduction?
A. meiosis, gamete, fertilization, embryo
B. gamete, meiosis, fertilization, embryo
C. fertilization, meiosis, gamete, embryo
D. gamete, fertilization, meiosis, embryo
2. Mitosis is similar to meiosis II because
A. in both processes, the number of chromosomes is doubled
B. in both processes, identical daughter cells are produced
C. in both processes, sister chromatids separate and move to opposite poles
D. in both processes, homologous chromosomes separate and move to opposite poles
3. Which of the following events occurs in mitosis only?
A. produces genetically different cells
B. produces haploid cells
C. cells divide two times
D. produces genetically identical cells
4. Gamete formation in males is different than in females because
A. in males, meiosis begins before birth and stops until puberty
B. in males, meiosis II occurs before meiosis I
C. in males, there is equal distribution of cytoplasm into four cells
D. in males, there is unequal distribution of cytoplasm into four cells
5. The difference between gene mutations and chromosomal mutations is that
A. a single gene mutation can affect many genes in the chromosomes
B. gene mutations are the result of mutagens such as radiation
C. chromosomal mutations affect the sequence of the bases
D. chromosomal mutations can affect many genes in the chromosomes
6. A mutation that would be inherited must occur in a
A. skin cell
B. egg cell
C. muscle cell
D. cancer cell
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-38
continued
7. Cow body cells have 60 chromosomes. How many chromosomes will be in a sperm cell
following meiosis II?
A. 30
B. 60
C. 120
D. 15
8. In the gastrula, cells in the mesoderm layer will become
A. kidneys
B. skin
C. lungs
D. liver
9. What is the main advantage of sexual reproduction?
A. Very little energy is required to find a mate.
B. Fewer offspring are produced.
C. The embryo is protected from dehydration.
D. The offspring are genetically different from the parents.
10. The procedure when a single sperm is injected into an egg cell is known as
A GIFT
B. ICSI
C. AI
D. IVF
Match each Term on the left with the best Descriptor on the right. Each Descriptor
may be used only once.
Term
___ 11. prophase I
___ 12. telophase II
___ 13. anaphase I
___ 14. metaphase II
___ 15. anaphase II
___ 16. prophase II
Descriptor
A. the chromosomes form a single line at the
equator
B. sister chromatids move to opposite poles of the
cell
C. there is one chromosome of the homologous
pair in each cell
D. homologous chromosomes pair up and nonsister chromatids exchange genetic material
E. a nuclear membrane forms around each set of
chromosomes
F. independent assortment of chromosome pairs
occurs
G. DNA replicates
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-38
continued
17. Explain how the events of sexual reproduction produce variation in a species.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
18. Explain how sexual reproduction by internal fertilization provides advantages over external
fertilization.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
19. What are three advantages of assisted reproductive technologies?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
Unit 2 Test
CLASS:
BLM 2-39
Goal • Test your understanding of Unit 2, Reproduction.
What to Do
Circle the letter of the best answer.
1. A skin cell functions differently than a muscle cell because
A. there are different genes in each cell
B. there are different DNA molecules in each cell
C. different proteins are made in each cell
D. different genes are made in each cell
2. RNA is an important molecule in the cell because it
A. carries information from one generation to the next
B. carries information from the cell to the rest of the body
C. carries information from the ribosome to the nucleus
D. carries information from the nucleus to the cytoplasm
3. If one side of a DNA molecule had the bases ACGTTGACT, the order of the bases on the
other side of the strand would be
A. ACGTTGACT
B. TGCAACTGA
C. GTACCAGTC
D. CGCAACTA
4. Which is not a use for gene therapy?
A. to clone an organism
B. to replace a mutated gene with a healthy gene
C. to deliver healthy genes using inactive viruses to treat cystic fibrosis
D. to alter the immune system
5. Which of the following is not a step in DNA replication?
A. The DNA molecule unwinds.
B. The steps of the DNA ladder break apart to form a template.
C. The RNA is copied from the DNA molecule.
D. The new side forms and A pairs with T and G pairs with C.
6. In the DNA sequence GACTGACTGACT, a mutation occurred and the piece of DNA
then contained the letters GACTTGACTGACT. What type of mutation is this an
example of?
A. deletion
B. addition
C. substitution
D. translocation
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-39
continued
7. People with Down syndrome have
A. 47 chromosomes in their karyotype
B. 45 chromosomes in their karyotype
C. three copies of chromosome 18
D. one copy of chromosome 21
8. The embryonic stage where the embryo cells are arranged into a hollow ball is called a
A. morula
B. blastula
C. gastrula
D. fetus
9. Which event in prophase of mitosis is incorrect?
A. The nucleolus disappears.
B. Centromeres pull apart.
C. Spindle fibres form.
D. Individual chromosomes attach to spindle fibres.
10. Which of the following best describes the events of anaphase 1?
A. Homologous chromosomes pair up at the equator.
B. One chromosome from each homologous pair is at each pole of the cell.
C. The centromere pulls apart, and the sister chromatids separate and are pulled to
opposite poles by the spindle fibres.
D. Homologous chromosomes attached to centromeres separate and are pulled to opposite
poles by the spindle fibres.
Match each Term on the left with the best Descriptor on the right. Each Descriptor
may be used only once.
Term
___
___
___
___
___
___
___
___
___
___
11. gametes
12. mitosis
13. ectoderm
14. stem cells
15. zygote
16. meiosis
17. diploid
18. sexual reproduction
19. endoderm
20. independent assortment
Descriptor
A. two sets of chromosomes
B. formed from the process of fertilization
C. produces genetically different offspring
D. these cells will form the lungs and liver
E. specialized cells needed for reproduction
F. the process where duplicated chromosomes
divide in two
G. produces variation
H. these cells will form the brain
I. have the potential to become any type of cell
J. process that produces gametes
K. only one parent is required to produce offspring
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-39
continued
21. How does the nucleus control the functions of life?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
22. Explain how the gene message creates a protein in the cell.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
23. Why is interphase important for the cell and cell cycle?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
24. (a) List three types of asexual reproduction.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(b) Provide an example of each type.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
26. (a) What are mutations?
__________________________________________________________________________
__________________________________________________________________________
(b) How are mutations caused?
__________________________________________________________________________
__________________________________________________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-39
continued
27. Why may human-assisted plant and animal cloning methods be useful in the future?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
28. Describe how the process of fertilization takes place within a flower.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
29. What main events occur in fetal development within the first three months
following fertilization?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
30. What are three societal issues involving reproductive technology?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
Making a Decision for Genetown
Stakeholder List
CLASS:
BLM 2-40
Goal • Use this page to determine your stakeholder position for the Unit 2 Project.
What to Do
Choose one of the following roles to represent.
1. A patient who had unsuccessful stem cell treatment
2. An entrepreneur who wants to open a national umbilical cord bank and is willing to help
fund this project
3. A 40-year-old person afflicted with Parkinson’s disease
4. A couple who have a child afflicted with leukemia. They have stored embryos at the in vitro
clinic and they are hopeful that stem cell research will cure their afflicted child.
5. The child and caregiver of parents who both have Alzheimer’s disease
6. A representative of a drug company that wants to use stem cells to test drugs
7. A high school student who became a paraplegic following a skiing accident
8. A person who has heart cell damage following a heart attack
9. A politician who is looking out for public safety over economic gains
10. A member of the National Bioethics Society who questions if everyone will have equal
access to stem cell treatment
11. A Right to Life advocate who believes that an embryo should receive the same respect
before birth as it would if already born
12. A member of a couple who spent thousands of dollars for successful in vitro fertilization
treatments. They now have two children but they have a lot of debts and would be willing
to sell their remaining frozen embryos.
13. A local resident who is afraid that the research company is going to manufacture an army of
human clones
14. A somatic cell nuclear transfer specialist
15. A doctor from the provincial children’s hospital
16. A concerned citizen who believes that this overseas company will obtain embryos illegally
17. A religious leader
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 2-40
continued
18. A researcher from the nearby university college who is studying the development of
humans from fertilized egg to adult
19. The director of the in vitro fertilization clinic in the city
20. The largest financial investor in Stem Cells Now
21. A director of the biotechnology department of the university college who hopes to attract
world leaders in stem cell research to the province and to Genetown
22. A Genetown taxpayer
23. A local mall owner
24. The mayor who will conduct the meeting
25. A town council member who will listen to the viewpoints, then meet to vote and decide on
the future of Stem Cells Now in Genetown
26. A town council member who will listen to the viewpoints, then meet to vote and decide on
the future of Stem Cells Now in Genetown
27. A town council member who will listen to the viewpoints, then meet to vote and decide on
the future of Stem Cells Now in Genetown
28. A patient who had a successful stem cell treatment
29. An unemployed but skilled worker who could work for Stem Cells Now
30. A construction contractor who would build the Stem Cells Now building
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
CLASS:
Presentation Organizer
BLM 2-41
Goal • Prepare for a formal presentation to a committee.
What to Do
Use this page to organize your arguments.
My role _________________________________________________________________________
Props I will use ___________________________________________________________________
Arguments I will present
My arguments
Support for my arguments
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
CLASS:
BLM 2-42
Debate Procedures
Goal • Review and use the process of a formal debate.
Think About It
A formal debate has an orderly step-by-step procedure that is followed by people who take
opposing or contradictory views of issues presented as resolutions. There can be four speakers,
two for the resolution and two against. A debate chair introduces the resolution, rules, speakers,
and the order in which the speakers present their views. The debate chair also announces the
winner after taking a vote to determine which side supported its points better.
Speaker
Time
Job
Speaker #1 for
the resolution
3 min
• clarifies the resolution or issue
• supports the resolution
• often introduces a plan showing how the resolution
could be implemented
Speaker #1
against the
resolution
3 min
• challenges the definitions, points, and evidence given by
Speaker #1 for the resolution
• offers points against the resolution
• sums up why Speaker #1 was wrong or misguided and
why the negative position is preferred
Speaker #2 for
the resolution
3 min
• counters the points given by Speaker #1 against the
resolution
• supports the good points made by Speaker #1 for the
resolution
• makes any new points
Speaker #2
against the
resolution
3 min
• makes any new points
• counters specific points supporting the resolution
• clarifies the position against the resolution
BREAK FOR UP TO THREE MINUTES
Speaker against 2 min
the resolution
• points out where speakers for the resolution have
failed to prove their points
• sums up the points made by the team against
the resolution
Speaker
for the
resolution
• points out why the resolution must succeed
• makes a final review of the position for the resolution
2 min
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 6
Unit 2 Review Concept Map
CLASS:
BLM 2-43
Goal • Use this concept map to complete question 1, Unit 2 Review, page 238 of
BC Science 9.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
UNIT 2
Unit 2 BLM Answers
BLM 2-44
BLM 2-5, Cell Organelles
Cell Part
Function
Cytoplasm
Gel-like material inside cells
Nucleus
Directs cell activities
Endoplasmic reticulum
Folded membrane that transports materials inside the cell
Ribosome
Manufactures substances important for cell functions
Mitochondrion
Releases energy in the cell
Chromatin
Mass of dispersed genetic material
Chloroplast
Contains chlorophyll, the pigment for photosynthesis
Vacuole
Stores water, food, and waste products
Golgi body
Stacks of sacs that package and transport proteins
Lysosome
Digests wastes
BLM 2-7, Extracting DNA from Strawberries
1. plastic bag
2. (a) 5 mL dish soap
(b) 2.5 mL table salt
(c) 25 mL tap water
3. 5 min
4. one-half
5. ice cold, graduated cylinder
6. layer, three-quarters
BLM 2-8, Making Predictions about Mutations
Term
Positive mutation
Before Reading
What I Think the Term
Means/Example
Students’ answers will
vary.
After Reading
What the Term Means/Example
A change in the DNA that produces a change that benefits
the organism
Example: A few people are resistant to HIV infection.
Negative
mutation
Students’ answers will
vary.
A change in the DNA that produces a change that harms
the organism
Example: Substitution of base A for T causes sickle cell
anemia.
Neutral mutation
Students’ answers will
vary.
A change in the DNA that produces a change that neither
benefits nor harms the organism
Example: Spirit Bear, since it has no natural predators
Mutagen
Students’ answers will
vary.
Substance that causes a mutation, such as asbestos, cigarette
smoke, X rays
Gene therapy
Students’ answers will
vary.
Treatment used to correct gene mutations, such as treatment
for cystic fibrosis
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
BLM 2-44
continued
BLM 2-9, Chapter 4 Quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
C
D
B
A
D
B
A
D
C
B
D
C
F
E
A
B
The nucleus contains DNA, which carries the code to make and specific proteins, such as enzymes and
hormones that perform specific functions in the cell.
18. Three types of gene mutations are deletions, additions, and substitutions.
19. The chart should connect the terms in a similar way to the example below:
DNA codes for a protein.
The RNA message for a protein is copied from the DNA.
RNA leaves through a nuclear pore.
RNA goes to the ribosomes, and the protein is made.
The protein enters the endoplasmic reticulum.
A vesicle forms off the endoplasmic reticulum and goes to the Golgi body.
The Golgi body repackages the protein for export out of the cell.
BLM 2-11, Stages of the Cell Cycle
Name of Cell Cycle Stage
Cell Activities
Longest stage of cell cycle
Interphase
Nucleus Activities
DNA inside nucleus is replicated
Cell carrying on its functions
Cell doubles everything in cytoplasm
Growth and Preparation
Cell increases in size
Cell makes proteins
Organelles duplicate
Replication
DNA inside nucleus is replicated
Continued Growth and
Preparation
Cell gets larger
Cell makes proteins
Organelles duplicate
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
BLM 2-44
continued
Mitosis
Shortest stage
Contents of cell nucleus divides
Early prophase
Spindle fibres begin to form and
centrioles appear in animal cells
X-shaped chromosomes become
visible
Nucleolus disappears
Nuclear membrane begins
to break down
Late prophase
Spindle fibres complete forming
Chromosomes attach to spindle fibres
Nucleus no longer visible
Metaphase
Spindle fibres pull chromosomes into a
single line at equator
Nucleus no longer visible
Anaphase
Sister chromatids separate and move to
opposite poles
Nucleus no longer visible
Telophase
One complete set of chromosomes now
at each pole of the cell
Spindle fibres disappear
Cytokinesis
Two nuclei separated into two
daughter cells
Cell membrane pinches together to
divide the cell’s cytoplasm and
organelles
Nucleus now bound by
membrane
BLM 2-12, The Cell Cycle
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
D
C
A
A
E
C
B
D
E
Structures Present
Interphase
Prophase
Metaphase
Anaphase
Telophase
Nucleus
9
9
Nucleolus
9
9
Nuclear membrane
9
9
Chromatin
9
9
9
9
Chromosomes
9
9
9
9
Spindle fibres
9
9
9
9
11. Replicated DNA separates into two identical sets of DNA, one for each new cell’s nucleus.
BLM 2-13, Steps of Mitosis
Description answers will vary. Suggested descriptions are given below.
Phase 1: Prophase
Nucleus and nuclear membrane disappear. Spindle fibres begin to form.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
BLM 2-44
continued
Phase 2: Metaphase
Spindle fibres pull double-stranded chromosomes across the middle of the cell.
Phase 3: Anaphase
Spindle fibres pull centromeres apart. One of each of the replicated strands moves to opposite poles of the cell.
Phase 4: Telophase
One set of chromosomes is now at each pole of the cell. Spindle fibres disappear. A nuclear membrane re-forms
around each set of chromosomes.
BLM 2-14, Cell Growth and Division
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
anaphase
prophase
telophase
anaphase
interphase
cell division
prophase
cell division
metaphase
interphase
two cells
BLM 2-15, The Cell Cycle and Cancer
Questions
What I Think
What I Learned
Why is it important that there
be checkpoints in the cell
cycle?
Students’ answers will vary.
The cell will die if it divides without
enough nutrients, or with too many DNA
errors, or if the DNA did not replicate
correctly.
What causes a cell to become
cancerous?
Students’ answers will vary.
A mutation can occur in a checkpoint
protein, and then cell cycle control will be
lost.
How does a cancerous cell
look compared to a normal
cell?
Students’ answers will vary.
Cells grow in multilayers. The cells have
large abnormal nuclei because the nuclei
may be full of undivided chromosomes.
How might the cell cycle be
related to cancer ?
Students’ answers will vary.
With the loss of cell cycle checkpoints, the
cell could undergo uncontrolled cell
division.
BLM 2-23, Comparing Reproductive and Therapeutic Cloning
Reproductive cloning: produces a clone of an existing organism; the purpose is to clone an individual with desirable
qualities
Both: types of human-assisted animal cloning; involve the transfer of a nucleus of one cell into enucleated egg cell
Therapeutic cloning: produces a clone of an organ or tissue; the purpose is to correct health problems
BLM 2-25, Chapter 5 Quiz
1. D
2. D
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
BLM 2-44
continued
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
D
B
A
B
D
A
D
D
D
A
F
C
B
E
Before a cell can continue through the cell cycle there must be enough nutrients to support cell growth, the
DNA must be replicated, and the DNA should not be damaged.
18. (a) Binary fission and budding are both methods of asexual reproduction.
(b) Differences are that binary fission occurs in unicellular organisms and budding can occur in both
unicellular and multicellular organisms. Also, in binary fission one parent cell divides once into two
same-sized daughter cells, whereas in budding there may be repeated cell divisions and an unequal-size
outgrowth forms off the parent.
19. The main disadvantage of asexual reproduction is that the offspring are genetic clones. If the conditions
change or a disease appears it could wipe out the whole population.
BLM 2-26, Using DNA to Solve Crimes
1. Students’ answers may vary depending on their responses and those of other students.
2. The key pieces of evidence could have been materials left behind by the thieves that contained fingerprints or
DNA, including tools, cigarette butts, and tire tracks. The tree stump leaves the tree ring pattern which could
be matched to the stolen log; however, thieves are cutting a piece off the stump so this type of match is not
simple.
However, sawdust from the tree stump could be matched for DNA with sawdust from cut wood brought to a
nearby sawmill.
3. A small sample from each log could be saved, and an inventory of the source of each log could be kept.
BLM 2-27, How Variation Occurs in Meiosis
1.
2.
3.
4.
5.
6.
meiosis I
meiosis II
homologous chromosomes
sister chromatids
crossing over, non-sister
homologous chromosomes
BLM 2-28, Gametes
1.
2.
3.
4.
5.
6.
7.
8.
body cells
gametes
body cells
mitosis
egg cells
sperm cells
chromosomes
Gametes have half the number of chromosomes as body cells.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
BLM 2-44
continued
BLM 2-29, Key Events in Meiosis
1. (a) 4 chromosomes
(b) 8 chromatids
2. Across the centre of the cell
3. (a) To opposite ends of the cell
(b) Different
4. Each cell has one chromosome from each pair. Each chromosome is composed of sister chromatids
5. Chromosomes are not paired.
6. Sister chromatids separate as they do in mitosis.
7. (a) 4 new cells
(b) Half the number of chromosomes
BLM 2-30, Compare the Events of Meiosis and Mitosis Key
•
•
•
•
•
Meiosis I
Mitosis
Prophase I
Prophase (early and late)
nucleolus disappears
nuclear membrane disappears
spindle fibres form
homologous chromosomes pair up and each attach
to spindle fibres
non-sister chromatids exchange genetic material
(crossing over)
•
•
•
•
Metaphase I
• homologous chromosomes pair up at the equator
nucleolus disappears
nuclear membrane disappears
spindle fibres form
individual chromosomes attach to spindle fibres
Metaphase
• chromosomes form a single line at the equator
Anaphase I
Anaphase
• spindle fibres contract and shorten
• spindle fibres contract and shorten
• homologous chromosomes attached to centromeres • the centromere pulls apart, and the sister
separate and are pulled to opposite poles by the
spindle fibres
chromatids separate and are pulled to opposite
poles by the spindle fibres
Telophase I
• one chromosome from each homologous pair is at
•
•
•
each pole of the cell
the spindle fibres disappear
the nucleolus appears within each nucleus
the nuclear membrane forms
Telophase
• one complete set of chromosomes is now at each
•
•
•
Interkinesis
• cell divides in two (not genetically identical to
•
•
parent cell)
cell will grow and make proteins like interphase in
mitosis
no replication of DNA in this stage
pole of the cell
the spindle fibres disappear
the nucleolus appears within each nucleus
the nuclear membrane forms
Cytokinesis
• cell divides in two (genetically identical to parent
•
•
cell)
cell will grow and make proteins like interphase in
mitosis
DNA will replicate later in interphase
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
BLM 2-44
continued
•
•
•
•
Meiosis II
Mitosis
Prophase II
Prophase (early and late)
nucleolus disappears
nuclear membrane disappears
spindle fibres form
individual chromosomes attach to spindle fibres
•
•
•
•
nucleolus disappears
nuclear membrane disappears
spindle fibres form
individual chromosomes attach to spindle fibres
Metaphase II
• X-shaped chromosomes form a single line at the
equator
Metaphase
• X-shaped chromosomes form a single line at the
equator
Anaphase II
Anaphase
• spindle fibres contract and shorten
• spindle fibres contract and shorten
• the centromere pulls apart and the sister chromatids • the centromere pulls apart, and the sister
separate and are pulled to opposite poles by the
spindle
chromatids separate and are pulled to opposite
poles by the spindle
Telophase II
• half of a complete set of chromosomes is now at
•
•
•
each pole of the cell (one chromosome for each pair)
the spindle fibres disappear
the nucleolus appears within each nucleus
the nuclear membrane forms
Telophase
• one complete set of chromosomes is now at each
pole of the cell
• the spindle fibres disappear
• the nucleolus appears within each nucleus
• the nuclear membrane forms
Cytokinesis
• cell divides in two (total four daughter cells not
•
genetically identical to parent)
cell will grow and make proteins like interphase in
mitosis
Cytokinesis
• cell divides in two (genetically identical to parent)
• cell will grow and make proteins like interphase in
mitosis
BLM 2-31, Compare the Results of Meiosis and Mitosis
Comparing Mitosis and Meiosis
Meiosis
Mitosis
1. Type of cell undergoing reproduction
gamete
body cell
2. Number of chromosomes before cell begins to divide
4
4
3. Number of chromosome pairs in original cell
2
2
4. Final number of chromosomes in each new cell at the end
of division
2
5. Chromosome pairs in each new cell at end of division
none
4
2
6. In mitosis, chromosomes are not paired, but they do line up along the cell centre. In meiosis, chromosomes first
line up and then become arranged along the cell centre.
7. The locations are the same, but in meiosis, in each pair of sister chromatids, the original and copy are still
attached to each other.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
BLM 2-44
continued
8. Mitosis produces two cells identical to the original one. Meiosis produces four cells, each with half the
chromosomes of the original one.
9. The resulting organism would have twice the normal number of chromosomes.
BLM 2-32, Mitosis and Meiosis
1.
2.
3.
4.
5.
6.
7.
8.
D
F
A
E
C
B
G
Student answers should include the following points.
• Mitosis produces diploid cells, or body cells.
• Meiosis produces haploid cells, or gametes.
BLM 2-33, Gamete Summary
1.
Trait
Has a tail
Sperm Cell
Egg Cell
Both Sperm Cells
and Egg Cells
9
Has 23 chromosomes
9
Involved in fertilization
9
Formed in testes
9
9
Contains cytoplasm
9
Motile
9
Produced by meiosis
Formed in ovaries
9
Has a food reserve
9
Forms a zygote
9
2. A zygote is produced by the union of sperm and egg; the sperm fertilizes the egg.
BLM 2-36, Cell Reproduction
1.
2.
3.
4.
5.
6.
7.
8.
9.
False. Gametes have half as many chromosomes as body cells.
T
T
False. Gametes are formed during meiosis.
T
T
False. There is one cell division during mitosis.
False. During sperm cell production, four haploid sperm cells are produced.
T
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
BLM 2-44
continued
BLM 2-38, Chapter 6 Quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
A
C
D
C
D
B
A
A
D
B
D
E
F
A
B
C
Variation is produced through independent assortment and crossing over in meiosis and the meeting of egg
and sperm in fertilization.
18. Sexual reproduction by internal fertilization provides advantages since there is more protection for embryos
and more parental care of offspring, and offspring are genetically different.
19. Answers should include: Some infertile couples are able to have a child. Couples can select embryos to exclude
embryos with genetic defects. Parents trying to help cure a sick child can screen and select embryos for tissue
matches. Extra embryos can be made available for stem cell research.
BLM 2-39, Unit 2 Test
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
C
D
B
A
C
B
A
B
B
D
E
F
H
I
B
J
A
C
D
G
The nucleus contains the genes that store the information to make proteins, and proteins have many different
functions within the cell such as to function as enzymes and hormones.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
BLM 2-44
continued
22. The gene message creates a protein in the cell when the DNA is copied into RNA message. Then RNA leaves
the nucleus through the nuclear pores in the membrane and RNA travels to the ribosome, where proteins are
made. If proteins are to be shipped out of the cell, proteins enter the endoplasmic reticulum for transport.
Vesicles form off the endoplasmic reticulum and travel to the Golgi body for repackaging before they leave the
cell.
23. Interphase is important for the cell and cell cycle because this is when DNA is replicated. New organelles and
chemicals are made in preparation for cell division.
24. Types of asexual reproduction are binary fission seen in bacteria or amoebas, budding seen in sponges or yeast,
fragmentation seen in algae or sea stars, and spore formation seen in ferns and mosses.
25 Differences between mitosis and meiosis are: two daughter cells result from mitosis, four daughter cell from
meiosis; the chromosome number is diploid or 2n following mitosis and is haploid or n following meiosis, the
genetic information is the same in the daughter cells following mitosis, the genetic information is different in
daughter cells following meiosis
26. Mutations are errors in the DNA caused by errors when the DNA replicates or caused by environmental
mutagens such as X rays and chemicals. They can be errors in the bases within a gene or can be large
chromosomal errors where whole pieces of chromosomes are lost, duplicated, or moved to another
chromosome.
27. Human-assisted plant and animal cloning methods will be useful in the future to produce a greater food supply
with pest-and drought-resistant crops, to grow organs for transplant, and to help maintain endangered species.
28. A flower is fertilized when the pollen, the male gamete, lands on the stigma of the flower and a pollen tube
forms which delivers the sperm to the ovule or ovary which contains the egg and where fertilization
takes place.
29. The main events in fetal development that occur within the first three months following fertilization are the
formation of the brain and spinal cord; fingers appear; and eyes, kidneys, lung, liver, and muscles develop.
30. Answers may vary, but may include: that they may cause a slightly higher number of birth defects: what to
do with leftover embryos; the issue of inequity, since some couples cannot pay for the procedure; and who
the parents are.
Copyright © 2007, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.