7th Grade Curriculum
Unit 1:
Cells
Unit 2:
Genetics
PA Academic Standards
3.1.7.A1: Describe the similarities and differences of major physical characteristics in plants, animals, fungi,
protists, and bacteria.
3.1.7.A4: Explain how cells arise from pre-esixting cells.
3.1.7.A5: Explain how the cell is the basic structural and functional unit of living things.
3.1.7.A6: Identify the levels of organization from cell to organism.
3.1.7.A7: Compare life processes at the organism level with life processes at the cellular level.
3.1.7.A8: MODELS: Apply the appropriate models to show interactions among organisms in an environment.
3.1.7.A9:
* Understand how theories are developed.
* Identify questions that can be answered through scientific investigations and evaluate the appropriateness of
questions.
* Design and conduct a scientific investigation and understand that current scientific knowledge guides
scientific investigations.
* Describe relationships using inference and prediction.
* Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances
accuracy and allows scientists to analyze and quantify results of investigations.
* Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence,
have logically consistent arguments, and are based on scientific principles, models, and theories.
* Analyze alternative explanations and understanding that science advances through legitimate skepticism.
* Use mathematics in all aspects of scientific inquiry.
* Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an
investigation or new technologies to improve data collection.
3.1.7.B1: Explain how genetic instructions influence inherited traits. Identify Mendelian patterns of inheritance.
3.1.7.B2: Compare sexual reproduction with asexual reproduction.
3.1.7.B4: Describe how selective breeding and biotechnology can alter the genetic composition of organisms.
3.1.7.C2: Explain that mutations can alter a gene and are the original source of new variations in a population.
1
Classroom Expectations
1. Be prepared for class every day. You will need a pencil, folder, workbook, and agenda book every day.
Pens are optional for everything except lab work and tests!
2. Be on time. If you arrive after the bell rings, be prepared to go to the office for a late pass.
3. Be respectful of your classmates, your teacher and your self.
4. When I am speaking, YOU are NOT!
5. Your full attendance is required. By this I mean you must be both mentally and physically present in class.
Participating in discussions, and volunteering will add to your educational experience, as well as keeping class
interesting for you!
6. IF you are absent it is YOUR responsibility to make up all missed work. Please see me at the beginning of
class as soon as you return, so I can get you any information you missed. All missing work is recorded as a 0%
until it is made up. Then full credit will be given if assignments are turned in by the appropriate deadline given.
7. Lab work is REQUIRED. If you are absent on a lab day, it is your responsibility to schedule a make-up lab
during period 7.
8. Passes for band lessons will not be accepted on test or lab days.
9. If you have any questions or concerns please see Mrs. Bicher as soon as possible. I don’t want you to get
behind. I am happy to help, but YOU need to let me know that you need help!
10. Please check PowerSchool, and Blackboard from home to keep on top of homework assignments and
grades! This is a great tool that will help you to succeed in my class.
GRADE SCALE
A+
A
AB+
B
B-
98% - 100%
93% - 97%
90% - 92%
87% - 89%
83% - 86%
80% - 82%
C+
C
CD+
D
D-
77% - 79%
73% - 76%
70% - 72%
67% - 69%
63% - 66%
60% - 62%
F 0% - 59%
Please read through the above information with your parents. If you have any questions or concerns you can
reach me best through e-mail. abicher@elcosd.org
Please sign the appropriate line below, and have your parents sign as well to show me you read and understand
the classroom expectations for 7th grade biology.
____________________________________
____________________________________
Student signature
parent signature
2
Cells
What is a cell? _______________________________________________________
Anton VanLeeuwenhoek: _______________________________________________
Robert Hooke _______________________________________________________
Matthias Schleiden, Theodore Schwann and Rudolf Virchow wrote the cell theory:
1. _______________________________________________________________
2. _______________________________________________________________
3. ________________________________________________________________
What is a scientific theory?
__________________________________________________________________
What is spontaneous generation?
__________________________________________________________________
__________________________________________________________________
How did Francis Redi’s experiment disprove the theory of spontaneous generation?
__________________________________________________________________
__________________________________________________________________
Cell types:
Red blood cells _____________________________________________________
White blood cells ___________________________________________________
Nerve cells ________________________________________________________
Muscle cells _______________________________________________________
Bone cells __________________________________________________________
Skin cells ___________________________________________________________
Stem cells __________________________________________________________
3
All About Me Lab
In this lab you will observe several different cell types. You will see nerve cells, red blood cells,
muscle cells, etc… As you observe each slide, you should draw what you see in the circles below.
On the line below each circle you should write in the magnification used (ie. 10X, 40X…). On the
line to the right of the circle is the name of the slide you should be drawing in that circle!!
Human Smooth Muscle, Uterus
_______________________
Human Blood Smear
________________________
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Mammal Compact Bone Ground
______________________
Human skin Nonpigmented
_____________________
Nerve cell
_______________________
You may continue to look at any of the slides in the grey box until the bell rings. You don’t have
to draw any more, but look at some of the cool cells from a human body!
5
Conclusion: Answer the following questions in complete sentences. SPELLING COUNTS!
1. List the 5 cell types you looked at and describe their function in the human body.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. What is the advantage to having so many different cell types? Wouldn’t it be easier to be all
one cell type?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Explain what the cell theory is and why it is an important advancement in biology. How did
the advancement in microscopes help with the cell theory and other advancements in biology?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. Describe the processes needed to use a microscope. Go through the steps from where you
put the slide to seeing the final object. For example: Step 1 plug in the microscope and turn
the light on. Step 2…..
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
6
Organization of Life from smallest to largest:
__________
____________
____________
____________
____________
Earthworm Anatomy Lab notes
7
External Anatomy:
___________________________ The underside (belly) of the worm.
___________________________ The top side of the worm.
___________________________ The “head end” of the worm. This is the
shortest portion of the earthworm. From the clitellum to the head (front)
of the worm.
___________________________ The “tail end” of the worm. This is the
longest portion of the earthworm. From the clitellum to the end of the
worm.
___________________________ Secretes a cocoon around the fertilized eggs.
___________________________ Bristle like structures that help the worm to
move and act to sense the environment.
___________________________ The skin or outer layer of the worm. It
secretes mucous. The earthworm has no gills or lungs. Gases are exchanged
between the circulatory system and the environment through the moist skin.
____________________________Are found in pairs in each body segment. They
appear as tiny white fibers on the dorsal wall. Excretory functions are
carried on here.
On the drawing below label the anterior, posterior, dorsal and ventral
sides. Also label the clitellum.
Internal Anatomy:
_________________________ are little thread like structures that hold the
skin to the organs below.
_________________________ or body cavity where the various organs, and
systems are held.
Reproductive System:
Earthworms are _____________________________ because they have both male
and female reproductive organs. The _______________________ is a swelling
of the body found in sexually mature worms and is active in the formation
of an egg capsule, or cocoon. Eggs are produced in the
____________________ (found on segment 13, and pass out of the body
through female genital pores. Sperm are produced in the
______________________ (found between segment 10 and 11), and pass out
through tiny male genital pores. During mating, sperm from one worm travel
along the sperm
grooves to the _______________________ of another worm. Fertilization of
the eggs takes place __________________________ the body as the cocoon
moves forward over the body, picking up the eggs of one worm and the sperm
of its mate.
Circulatory System:
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The pumping organs of the circulatory system are
_____________________________. Circulatory fluids travel from the arches
through the _______________________ to capillary beds in the body. The
fluids then collect in the ____________________ and reenter the aortic
arches. Earthworms have a closed circulatory system because the blood is
always contained within either the heart or blood vessels. This allows
blood to flow more rapidly than in an open circulatory system.
Digestive System:
The earthworm takes in a mixture of soil and organic matter through its
____________, which is the beginning of the digestive tract. The mixture
enters the_____________, which is located in segments 1–6. The pharynx
“sucks” food into the digestive tract. The ________________________, in
segments 6–13, acts as a passageway between the pharynx and the crop. The
______________ stores food temporarily. The mixture that the earthworm
ingests is ground up in the ______________________. In the
_________________________, which extends over two-thirds of the body
length, digestion and absorption take place. Soil particles and undigested
organic matter pass out of the worm through the
____________________________________.
Nervous System:
The nervous system consists of the ____________________________, which
travels the length of the worm on the ventral side, and a series of
______________, which are masses of tissue containing many nerve cells.
The ___________________ surrounds the pharynx and consists of ganglia
above and below the pharynx. Nervous impulses are responsible for
_________________________________________. Each segment contains an
enlargement, or __________________, along the ventral nerve cord.
Label the earthworm.
9
There are 4,400 species of worms - 2,700 different kinds of earthworms to be exact.
Worms are a varied lot. You may have heard of roundworms, flatworms, tapeworms, earthworms,
and who knows what other kinds of worms. None of them conjures up a particularly warm or pleasant
feeling in most people. Worms have low reputations in human circles, often associated with some
not-so-pleasant circumstances. But this activity may turn all that around as you dig into the subject of
earthworms.
Earthworms are members of the phylum Annelida, or ringed animals. They are fairly simple life-forms,
put together from a number of disk-like segments stuck together like a long flexible roll of coins.
Earthworms have no internal skeleton like a fish, no hard protective exoskeleton like an insect, and
no shell into which they can withdraw. Worms are flexible, elongated bundles of muscle, uniquely
suited for life underground.
The characteristic wriggling of earthworms is accomplished by the contraction of two kinds of
muscles. When the short muscles that circle each segment (like lots of rings on a finger) contract, the
worm gets thinner and longer. When the long muscles that connect all the segments contract, the
head and tail are pulled toward each other, and the worm becomes short and fat. Depending on
which end of the worm is anchored, the worm can move along the surface of the ground or through its
burrow effectively in either direction, head first or tail first.
Earthworm organs are quite different from ours, making it possible for them to live their very different
lifestyle efficiently. Earthworms have five pairs of simple hearts that pump blood throughout the body.
They have no lungs. Instead the blood flowing close to the worm's surface absorbs oxygen and
releases carbon dioxide directly through the moist skin (called the cuticle). For this reason
earthworms can live for some time in water if the oxygen supply is adequate. They don't drown per
se, but they may suffocate if the oxygen content is low. This is why worms leave the soil and crawl
out on the sidewalk during a heavy rain—they are seeking oxygen. Earthworms are not adapted to
feed in water, however, so they would starve to death in due course.
Instead of a nose, ears, and eyes, earthworms have a nervous system throughout their bodies that
controls actions in response to environmental stimuli, such as vibrations, heat, cold, moisture, light,
and the presence of other worms. They have no brain, however, so worms do not ponder their lowly
lot in life, nor do they plan a strategy for obtaining their next meal or crossing the sidewalk safely.
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Body Parts
Pharynx: I push my pharynx or throat out of my mouth to grab leaves
and to pull them back into my mouth. Then I get them nice and wet with
my saliva.
Esophagus: Once I have my food good and wet, I push it down my
esophagus, then onto my crop.
Crop: My crop is a storage compartment for my food and other things I
swallow. From the crop, my lunch goes to my gizzard.
Gizzard: My gizzard is where the work happens. I use any stones that
I've swallowed and the strong muscles of my gizzard to grind up the
leaves. These muscles work almost like teeth.
Intestine: Once I have the leaves all ground up they move to my
intestine where the digestive juices break them down even more.
Anus: Whatever is leftover comes out my anus as castings or worm
poop.
Food. Earthworms feed on decomposing organic material, mostly
vegetation, from the surface of the soil and within the soil itself. In the
process of burrowing and feeding they process tons of soil in a typical
pasture or garden, improving the quality of soil for plants and other
animals. There are some 1800 species of earthworms worldwide. Some
are tiny, no more than 2 cm (1”) at maturity. At the other end of the scale
are the Australian giants that average about 3 m (10’) in length, and the
record holder, a South African gargantuan measuring 7 m (22’) in length.
Not to worry—the largest earthworms in North America are the common
night crawlers, which can reach a length of little more than 30 cm (12”).
Questions:
1. How do earthworms wiggle? _________________________________________________
2. How many hearts does an earthworm have? _____________________________________
3. How does an earthworm breathe? _____________________________________________
___________________________________________________________________________
4. Why do earthworms crawl out onto your driveway after a long rain? ___________________
___________________________________________________________________________
5. How does an earthworm know your coming if they don’t have eyes to see you?__________
___________________________________________________________________________
6. What is the pathway of the digestive system after food enters the mouth? ______________
___________________________________________________________________________
7. What is the job of the pharynx? _______________________________________________
8. What is the job of the esophagus? _____________________________________________
9. What is the job of the crop? __________________________________________________
10. What is the job of the gizzard? _______________________________________________
11. What is the job of the intestine? ______________________________________________
12. What does an earthworm eat? _______________________________________________
11
Earthworm Anatomy Lab
External Anatomy
1. Examine your earthworm and determine the dorsal and ventral
sides. Locate the two openings on the ventral surface of the
earthworm
The openings toward the anterior of the worm are the sperm ducts
The openings near the clitellum are the genital setae.
2. Locate the dark line that runs down the dorsal side of the worm,
this is the dorsal blood vessel. The ventral blood vessel can be
seen on the underside of the worm, though it is usually not as
dark.
3. Locate the worm's mouth and anus.
Note the swelling of the earthworm near its anterior side - this is the clitellum.
Internal Anatomy
1. Place the specimen in the dissecting pan DORSAL side up
2. Locate the clitellum and insert the tip of the scissors about 3 cm posterior.
3. Cut carefully all the way up to the head. Try to keep the scissors pointed up, and only cut through
the skin.
4. Spread the skin of the worm out, use a teasing needle to gently tear the septa (little thread like
structures that hold the skin to organs below it)
5. Place pins in the skin to hold it apart,
Reproductive System
The first structures you probably see are the seminal vesicles. They are cream colored and located
toward the anterior of the worm. These are used for producing sperm. Use tweezers to remove
these white structures from over the top of the digestive system that lies underneath it.
12
Circulatory system
The dorsal blood vessel appears as
a dark brownish-red vessel running
along the intestine. The heart (or
aortic arches) can be found over the
esophagus (just posterior to the
pharynx). Carefully tease away the
tissues to expose the arches of the heart, the run across the worm. If you are careful enough, you
can expose all 5 of them
The ventral blood vessel is opposite the dorsal blood vessel, and cannot be seen at this time
because the digestive system covers it
1. Label the diagram (use the bold words from above)
2. Does the earthworm have a closed or open circulatory system? ________________
Digestive System
The digestive system starts at the mouth. You will trace the organs all the way to the anus and
identify each on the worm.
Find the mouth opening, the first part after the mouth is the pharynx, you will see stringy things
attached to either side of the pharynx (pharyngeal muscles). The esophagus leads from the
pharynx but you probably won’t be able to see it, since it lies underneath the heart. You will find a
two structures close to the clitellum. First in the order is the crop, followed by the gizzard. The
gizzard leads to the intestine which is as long as the worm and ends at the anus.
Describe the functions of each of the organs and label them on the drawing. (The words are listed for
you)
Crop ______________________________________________________________________
Mouth ______________________________________________________________________
Pharynx ____________________________________________________________________
Intestine ___________________________________________________________________
Gizzard ____________________________________________________________________
13
Anus ____________________
________________________
________________________
Esophagus ______________
________________________
________________________
Pharyngeal Muscles
________________________
________________________
LABEL THE DIGESTIVE SYSTEM
OF THE EARTHWORM PICTURED
*Use your scissors to cut open the crop and the gizzard. In which organ would you expect the
contents to be more ground up.
Organ systems
For the picture below, color code the organ systems for the earthworm using the following key:
Circulatory System – Red Reproductive System – Blue Digestive System - Green
Nervous System - Yellow
14
BRAINPOP ACTIVITY: CELL STRUCTURES
15
Animal and Plant Cells
Eukaryotic cell: ____________________________________________________
Examples: _____________________________________________________
Prokaryotic cell: ___________________________________________________
Examples: _____________________________________________________
Organelle: _________________________________________________________
Semi-Permeable (Selectively Permeable) _________________________________
__________________________________________________________________
Cytoplasm: _______________________________________________
________________________________________________________
________________________________________________________
Cell Membrane: ___________________________________________
________________________________________________________
________________________________________________________
Cell Wall: _______________________________________________________
________________________________________________________
________________________________________________________
Cytoskeleton: ____________________________________________________
________________________________________________________
________________________________________________________
Nucleus: ________________________________________________________
________________________________________________________
________________________________________________________
Nuclear Membrane: ________________________________________________
________________________________________________________
________________________________________________________
Nucleolus: _________________________________________________
________________________________________________________
Nuclear Membrane: _______________________________________________
16
________________________________________________________
________________________________________________________
Ribosomes: _________________________________________________
________________________________________________________
________________________________________________________
Endoplasmic Reticulum (E.R.): _______________________________
________________________________________________________
________________________________________________________
Mitochondria: _______________________________________________
________________________________________________________
________________________________________________________
Chloroplast: ________________________________________________
________________________________________________________
________________________________________________________
Golgi Body: ________________________________________________
________________________________________________________
________________________________________________________
Vacuole: __________________________________________________
________________________________________________________
________________________________________________________
Lysosome: _________________________________________________
________________________________________________________
Label the animal cell
1.
13.
12.
17
2
Part B. Beside each organelle describe it’s function:
Cell membrane
____________________________________________________
Cytoplasm
____________________________________________________
Nucleus
____________________________________________________
Nuclear Membrane ____________________________________________________
Nucleolus
____________________________________________________
Lysosome
____________________________________________________
Mitochondria
____________________________________________________
ER
____________________________________________________
Golgi Body
____________________________________________________
Ribosomes
____________________________________________________
Vacuole
____________________________________________________
Cytoskeleton
____________________________________________________
Label the Plant cell
1.
15.
18
Part B. Beside each organelle create an anology:
Cell membrane
____________________________________________________
Cytoplasm
____________________________________________________
Nucleus
____________________________________________________
Nuclear Membrane ____________________________________________________
Nucleolus
____________________________________________________
Lysosome
____________________________________________________
Mitochondria
____________________________________________________
ER
____________________________________________________
Golgi Body
____________________________________________________
Ribosomes
____________________________________________________
Vacuole
____________________________________________________
Cytoskeleton
____________________________________________________
Chloroplast
____________________________________________________
Cell Wall
____________________________________________________
CELL PROJECT:
You may choose any one of the three projects below.
19
1. Write a cell song. There must be a verse for each of the 14 organelles you’ve learned about.
Your song must be typed, and you must include a labeled drawing of a plant cell. The words can
go to a song you know or you can create the song on garage band.
For example: Bicher had a little cell, little cell, little cell Bicher had a little cell that was full of
organelles. The nucleus is the brain, is the brain, is the brain the nucleus is the brain, it
controls the cell. (To the tune of Mary had a little lamb)
2. Plant cell collage Draw, label, and color an animal cell. Then find pictures of vaious objects
that perform the same type of job as the structure within the cell. All 14 organelles must be
drawn and labeled. All 14 organelles must also have a picture and explanation comparing their
job to the cells job. Please see the back wall for some examples.
3. Wanted posters For this option you will create various “wanted” posters. You need a
“poster” for each organelle. For this option, you will use Power Point. Each slide will represent a
poster for your organelle. Only choose this option if you feel comfortable using PowerPoint.
RUBRIC:
10 pts
All organelles are
included with correct
job descriptions
Project is neatly done,
and easy to read.
Directions were
followed
Spelling and grammar is
good, less than 2
mistakes
5 pts
0 pts
Less than 4 organelles
are missing or incorrect
Project not
done
There are fewer than 3
scribbles. Project is a
bit haphazard.
Project not
done
Grammar and spelling has
several errors. Students
should have read first!
Project not
done
BRAINPOP ACTIVITY: Active Transport
20
Cell Transport
21
Diffusion:___________________________________________________________
Semi-permeable
membrane
Which way will the small black molecules move?
Which way will the large white molecules move?
Osmosis: ___________________________________________________________
Equillibrium: ________________________________________________________
Hypertonic: ________________________________________________________
Salt Water
solution
70% H20
30 % NaCl
Red Blood
Cell
95 % H2O
5% Nacl
Hypotonic: __________________________________________________________
Is the red blood cell above hypertonic or hypotonic?
Is the salt water solution above hypertonic or hypotonic?
Cell Transport
Use arrows to show which way the molecules are moving.
22
1. Hypertonic or hypotonic
25% H2O
50% NaCl
25% O2
2. Hypertonic or hypotonic
50% H2O
20% NaCl
30% O2
30% H2O
40% NaCl
20% O2
10% CO2
3. Hypertonic or hypotonic
15% H2O
50%NaCl
5% Fe
30% O2
50% H2O
10% NaCl
25% O2
15% CO2
4. Hypertonic or hypotonic
25%H2O
50% NaCl
15% Fe
10% O2
40%H2O
10% NaCl
5% Fe
25% O2
20%CO2
50% H2O
15% NaCl
5% Fe
15%O2
15% CO2
Fill in the missing percentages to make the following diagrams work.
5. Hypertonic or hypotonic
6. Hypertonic or hypotonic
10% H2O
50% NaCl
40% O2
20% H2O
____%NaCl
50% O2
25% H2O
25% NaCl
50% O2
7. Hypertonic or hypotonic
______% H2O
______%Fe
______% NaCl
_____% O2
8. Hypertonic or hypotonic
25% H2O
25% Fe
25% NaCl
25% O2
____%H2O
____% Fe
____%NaCl
____%O2
9. Hypertonic or hypotonic
____%H20
50% NaCl
_____%Fe
20%H2O
____%NaCl
60% O2
20%H2O
20% Fe
20%NaCl
40% O2
10. Hypertonic or hypotonic
____%H2O
25% NaCl
_____%Fe
_____%H2O
25% NaCl
_____% Fe
____%H2O
50%NaCl
_____%Fe
Follow the directions for each situation and set up the cell to make the movement work.
23
11. CO2 and O2 enter the cell
NaCl and H2O leave the cell
12. O2, CO2, and H2O enter the cell
NaCl leaves the cell
13. CO2 and O2 enter the cell
NaCl is in equilibrium
H2O leaves the cell
14. H2O leaves the cell
Fe enters the cell and
CO2 is in equilibrium
15. CO2 and H2O enter the cell
NaCl and O2 leave the cell
Fe is in equilibrium
16. NaCl and CO2 enter the cell
O2 and H2O leave the cell
Fe is in equilibrium
Osmosis and Diffusion Lab
Part A Diffusion
24
Purpose:
In this lab, students can see firsthand the diffusion of a substance across a semipermeable
membrane.
Materials:
• tincture of iodine
• cornstarch/water solution
• dialysis tubing
• beakers
Procedure:
1. Fill beaker about halfway and put about ten drops of iodine.
2. Put a teaspoon of starch and about 50 ml of water in dialysis bag and tie
3. Put the baggie in the beaker and wait. After 10 minutes observe the baggie and the beaker.
Note any changes in the data table below.
Data:
HYPOTHESIS
After 2 min.
After 5 min.
After 10 min.
What changes do you
think you will
observe?
Changes
observed
Discussion Questions:
1. The plastic bag is permeable to which substance? ___________________________
2. Why did the iodine enter the bag? ______________________________________
__________________________________________________________________
3. Why didn't the starch enter the beaker?_________________________________
__________________________________________________________________
4. How is the plastic bag like the cell membrane? _____________________________
__________________________________________________________________
PART B: OSMOSIS
In this investigation you will use a fresh egg to determine what happens in osmosis. You will be
measuring the amount of water that passes through the membrane lining the shell of th3 egg.
25
MATERIALS:
fresh egg in shell
wax pencil,
200 mL graduated cylinder
3 jars with covers
white vinegar,
clear sugar syrup (Karo, for example),
distilled or bottled water.
DAY 1 PROCEDURE:
1. With the wax pencil, label the three jars: vinegar, syrup, water. Also put the number of your
group on each jar.
2. Using the graduated cylinder, measure out 200 mL of vinegar. Put it in the jar labeled
"vinegar".
3. Place the egg in the jar. The vinegar should cover the egg. Cover the jar with the lid but do
not screw it on tightly.
4. Put the jar in the plastic tray and allow it to stand for 24 hours.
DAY 2 PROCEDURE:
5. Observe what has happened to your egg. Record in Figure 1 of the data sheet.
6. Using the graduated cylinder, measure 200 mL of syrup and pour it into the correct jar.
7. Carefully remove the egg from the vinegar. It is quite fragile now as the shell is dissolved.
Very gently rinse the egg in water and place it in the syrup jar. Put the cover on loosely.
8. Using the graduated cylinder, measure the amount of vinegar left in the vinegar jar. (If any
vinegar has overflowed into the tray, include it in the measurement.) Record the volume of
remaining vinegar in Figure 1 on the data sheet.
DAY 3 PROCEDURE:
9. Measure 200 mL of water and add it to the water jar.
10. Carefully remove the egg from the syrup jar. Record your
observations of the egg's appearance in Figure 1 on the data sheet.
11. Place the egg in the water jar. Cover loosely. Allow to stand for 24 hours.
12. Measure the volume of liquid that remains in the syrup jar. (If any has spilled out, include it
in the measurement.)
Day 4 PROCEDURE:
13. Remove the egg from the water and record your observations of its appearance. Discard the
egg in the container provided.
14. Measure the amount of water that is left in the jar. Record in the data table.
15. Answer the questions on the data sheet.
Data Table:
26
Volume before egg
was added
Volume after egg
was added
Observations of egg
after 24 hours.
Vinegar
Syrup
Water
QUESTIONS:
1. When the egg was placed in the vinegar in which direction did the water molecules move?
_______________________________________________________________________
_______________________________________________________________________
2. On what evidence do you base this?
_______________________________________________________________________
_______________________________________________________________________
3. How do you explain the volume of liquid remaining when the egg was removed from the syrup?
_______________________________________________________________________
_______________________________________________________________________
4. When the egg was placed in the water after being removed from the syrup, in which direction
did the water move? Explain your answer.
_______________________________________________________________________
_______________________________________________________________________
PART C: PLASMOLYSIS
The purpose of this activity is to investigate the effects of a hypertonic solution on the cells of
the red onion.
MATERIALS (per student):
red onion epidermis,
forceps,
dropper,
distilled water,
5% Sodium Chloride (table salt) solution,
paper towels,
microscope,
PROCEDURE:
1. Make a wet mount of the red onion epidermis.
27
slide
cover slip
2. Examine under 100X. When you have a clear view of several cells, switch to 430X. Make a
colored drawing, properly labeled in the first circle on the data sheet (Fig. 2).
3. Begin to drop some of the salt solution under one side of your cover slip while placing a small
piece of paper towel along the opposite edge of the cover slip. The paper should draw out the
water and draw in the salt solution.
4. Observe the effects of the solution on the onion cells. Make a properly labeled, colored
drawing of the cells' appearance in the second circle on the data sheet (fig. 3).
5. Replace the sodium chloride solution with distilled water in the same way that the salt
solution was added. Make a properly labeled, colored drawing of the cells' appearance in the
third circle on the data sheet (Fig. 4).
6. Answer the questions on the data sheet.
Figure 2
Figure 3
Figure 4
PART C: PLASMOLYSIS QUESTIONS:
1. Which of the two liquids was hypotonic?
_______________________________________________________________________
_____________________________________________________________
2. On what evidence do you base this?
_______________________________________________________________________
_____________________________________________________________
3. Which of the two liquids was hypertonic?
_______________________________________________________________________
_____________________________________________________________
4. On what evidence do you base this?
_______________________________________________________________________
_____________________________________________________________
APPLICATIONS: Using concepts developed from the tHREE experiments, Answer the questions
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of application.
1. Why do grocery store owners spray fresh fruits and vegetables with water?
_______________________________________________________________________
_____________________________________________________________
2. Roads are sometimes salted to melt ice. What does this do to plants around the roadside and
why?
_______________________________________________________________________
_____________________________________________________________
3. If a shipwrecked crew drinks sea water, they will probably die. Why?
_______________________________________________________________________
_____________________________________________________________
4. If a bowl of fresh strawberries is sprinkled with sugar, a few minutes later the berries will
be covered with juice. Why?
_______________________________________________________________________
_____________________________________________________________
Photosynthesis and Cellular Respiration
29
Photosynthesis: ______________________________________________________
__________________________________________________________________
_____________+___________________+____________________
_____________+___________
Cellular Respiration: ___________________________________________________
__________________________________________________________________
___________________________+____________
___________+_____________+______________
Fermentation: ______________________________________________________
__________________________________________________________________
What are the products of photosynthesis? __________________________________
What are the products of cellular respiration? _______________________________
What are the reactants of photosynthesis? __________________________________
What are the reactants of cellular respiration? _______________________________
Photosynthesis
30
Background Information: PHOTOSYNTHESIS is the process during which a plant's chlorophyll
traps light energy and sugars are produced. In plants, photosynthesis occurs only in cells with
chloroplasts. The chemical reaction for photosynthesis is:
chlorophyll
6CO2+6H2O+light energy
C6H12O6+6O2
Green plants use energy from light to combine carbon dioxide and water to make food. Light
energy is converted to chemical energy and is
stored in the food that is made by green plants.
The light used in photosynthesis is absorbed by a
green pigment called chlorophyll. Each food-making
cell in a plant leaf contains chlorophyll in small cells
called chloroplasts. In chloroplasts, light energy
causes water drawn from the soil to split into
molecules of hydrogen and oxygen. In a series of
chemical reactions, the hydrogen combines with
carbon dioxide from the air, forming a simple sugar.
Oxygen from the water molecules is given off in
the process. From sugar,
along with nutrients from the soil, green plants can
make starch, fat, protein, vitamins, and
other complex compounds necessary for
life. Photosynthesis supplies the chemical
energy needed to produce these compounds.
Problem: To observe evidence of photosynthesis in a water plant.
Materials:
31
Part 1
Procedure:
1. Read the procedure carefully. What will you be observing?
Make a chart in the data section to record this data.
2. Observe as a classmate blows through a straw into the flask of indicator solution. Record
your observations.
3. Use the masking tape to label 3 test tubes with 1, 2, 3 and your group number.
4. Fill 3 test tubes ½ way with the indicator solution.
5. Put a sprig of Elodea in test tubes 1 and 2. Do put anything in test tube 3.
6. Stopper all three test tubes.
7. Place test tubes 1 and 3 in bright light. Place test tube 2 in the dark.
8. Leave the test tubes overnight; record your observations the
following day.
Data:
Data Analysis:
1. Which test tube(s) showed a color change in this investigation?
32
2. What does a color change indicate in this investigation?
Conclusion:
1. Write a short paragraph explaining the results of this investigation. Provide evidence from
the investigation to support what you say.
Questions:
1. What is an indicator?
2. Why did the indicator solution change colors?
3a. Independent variable ____________________________
3b. Dependent variable ______________________________
Part 2: Rate of photosynthesis
Procedure:
1. Obtain a sprig of Elodea.
2. Remove several leaves from around the end of the stem. Cut the stem at an angle. Lightly
crush the end of the stem.
3. Fill a large test tube ¾ full of distilled water. Add a pinch of baking soda.
4. Put the Elodea in the test tube, stem side up.
5. Set the test tube in a test tube rack.
6. Place a 40 watt lamp 5 cm from the plant.
7. After 1 minute, count and record the number of bubbles coming from the crushed end of the
Elodea stem. Count the bubbles produced each minute for 5 minutes. Record results.
8. Make qualitative observations during this investigation. Record these results.
9. Record the results for each group in the class.
10. Move the lamp so that it is 20 cm from the plant. After 1 minute, count and record bubbles
produced each minute for 5 minutes.
11. Make qualitative observations during this investigation. Record these results.
12. Record your results. Record the results of your classmates.
DATA:
33
Make a double line graph to show the averages data. REMEMBER TITLES & LABELS!!
34
Data Analysis:
1. How does the rate of photosynthesis change when the distance of the light source changes?
2. What does the graph tell us about the rate of photosynthesis at different distances from
the light source?
Conclusion:
35
1. Explain why the plant was producing bubbles when placed near the light source.
2. How does this investigation show that that plants give off oxygen during photosynthesis? Use
evidence from the investigation to support your answer.
Questions:
1. What is the independent variable in this investigation?
2. What is the dependent variable in this investigation?
3. What are some controlled variables in this investigation?
4. Why did we average all the trials in the class to analyze the data?
5. Describe the photosynthesis equation in words.
Cell Reproduction
36
_________________________The heredity material that controls all cell activities, including
making new cells.
_____________________________________________Long strands of DNA
Humans have ________________ chromosomes.
Fruit flies have _______________chromosomes.
Potatoes have ________________ chromosomes.
___________________________________________Asexual reproduction
___________________________________________ means “splitting into two parts”
_________________________ have a single circular DNA molecule.
Binary fission results in two cells that each contain _____________ copy of the circle of
DNA.
_____________________________________A type of asexual reproduction
Mitosis is a type of cell division where ______________________________________ are
formed ____________________________________________.
There are 6 stages or phases to mitosis:
1st: ___________________


Chromosomes are _________________ (# doubles)
Chromosomes appear as threadlike coils
(__________________) at the start, but each chromosome
and its copy (__________________ chromosome) change to
sister chromatids at the end of this phase.
__________________
2nd: ___________________

_________________ begins (cell begins to divide)

_________________ (or poles) appear and begin to move
to opposite ends of cell.

_____________ _____________ form between the poles.
3rd: ___________________
37

__________________ (or pairs of chromosomes) attach to
the spindle fibers.

The _____________________ line up in the
_________________ of the cell.
4th: ___________________

Chromatids (or pairs of chromosomes) ________________
and begin to move to _____________________ ends of
the cell.
5th: ___________________

Two new ____________________________ form.

Chromosomes appear as chromatin (__________________
rather than __________________)

______________________ ends.

Cell membrane moves inward to create two _____________
6th: ___________________
cells – each with its own _____________________ with
identical ___________________________.
Cell Growth and Division
38
Write the name of the phase of the cell cycle next to each event described below.
__________________________1. Centromeres divide
__________________________2. Centrioles move to opposite ends of the cell.
__________________________3. Nuclear membrane forms around each mass of
chromosomes.
__________________________4. Chromosome strands separate toward opposite ends of
the cell.
__________________________5. A copy of each chromosome is made.
__________________________6. Centromeres attach to the spindle fibers.
__________________________7. The nuclear membrane disappears.
__________________________8. The material in the nucleus that appears grainy condenses
to become visible as chromosomes.
__________________________9. Double stranded chromosomes line up in the center of the
cell.
__________________________10. Chromatin condense and become visible.
Injured and old, worn-out cells in your body are constantly being replaced by new cells. New
cells are produced by the processes of mitosis and cell division. Study the four stages of
mitosis shown in the pictures. Number the stages in the order in which they occur.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
11. How do mitosis and cell division differ in animal cells and plant cells? ____________
__________________________________________________________________
Mitosis Lab Activity
39
http://bio.rutgers.edu/~gb101/lab2_mitosis/section2_frames.html
Please go to the URL listed above. Follow the directions on the web page and go through the
lab. In the spaces below draw each stage of mitosis,
Onion root tip:
Interphase
Prophase
Metaphase
Anaphase
Telophase
Whitefish blastulae
40
Prophase
Metaphase
Anaphase
Telophase
Interphase
What is Meiosis?
41

__________________________________________________________________
__________________________________________________________

Meiosis involves a _______________________________________________

Meiosis consists of _______________________________________________ but
only copies the ________________________________.

Meiosis produces ________________________________________________
What is a haploid daughter cell?

A haploid daughter cell contains ___________________________________.
Therefore each ___________________________________ cell for a human would
have only _________________________________________.

__________________________________________________________________
__________________________________________________________
What is a diploid daughter cell?

A diploid daughter cell contains _____________________________________.
Therefore each __________________________________________________

Diploid daughter cells are the result of ________________________________

Haploid daughter cells are the result of ________________________________
Stages of Meiosis
1st: ___________________


Chromosomes are _________________ (# doubles)
Chromosomes appear as threadlike coils
(__________________) at the start, but each chromosome
and its copy (__________________ chromosome) change to
sister chromatids at the end of this phase.
2nd: ___________________

_________________ begins (cell begins to divide)

_________________ (or poles) appear and begin to move
to opposite ends of cell.

_____________ _____________ form between the poles.
42
 _____________ __________
occurs during prophase. This is when
a pair of homologous chromosomes
“cross over” .
 ______________ _____________ is the
change of genetic material (________)
between these two homologous chromosomes.
This process contributes to ______________
______________________
3rd: ___________________

__________________ (or pairs of chromosomes) attach to
the spindle fibers.

The _____________________ line up in the
_________________ of the cell.
4th: ___________________

Chromatids (or pairs of chromosomes) ________________
and begin to move to _____________________ ends of
the cell.
5th: ___________________

Two new ____________________________ form.

Chromosomes appear as chromatin (__________________
rather than __________________)

This is the end of the first nuclear division.

Cell membrane moves inward to create two _____________
6th: ___________________
cells – each with its own _____________________ with
identical ___________________________.
7th: ___________________

Chromosomes _________________________________
43
8th: ___________________

____________________________________ disappears

In animal cells the centrioles move to opposite sides of the
cell.
9th: ___________________

Chromosomes _________________________________

The sister chromatids
_________________________________
10th: ___________________
11th: ___________________
44
 cell membrane pinches, division is complete
 4 ___________________________________________
 Haploid cells ___________________________________
_____________________________________________
NOVA
45
http://www.pbs.org/wgbh/nova/miracle/divide.html
Go to the above website and read the tutorial on mitosis and meiosis. Use the tutorial to help
you determine the similarities and differences between mitosis and meiosis, and fill in the chart
below.
Mitosis
What type of cells use
this type of cell division?
Are the daughter cells
genetically identical to the
parent cell?
Are the daughter cells
haploid or diploid?
How many chromosomes
does each daughter cell
have?
How many daughter cells
are produced?
46
Meiosis
To understand how an extra copy of one chromosome could result in abnormalities, remember that
each chromosome has genes with the instructions to make specific types of proteins, so the extra
chromosome could result in too many copies of these particular proteins. Think about what might
happen if you added too much milk to a box of macaroni and cheese. The macaroni and cheese
would have too much liquid and be runny instead of creamy. Cells are much more complicated than
mac and cheese, and a cell cannot function properly when there are too many copies of some types
of proteins due to an extra copy of one of the chromosomes. When the cells in an embryo do not
function properly, the embryo may develop abnormalities and often dies.
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48
49
50
Generations of Traits - Instructions
In this activity you will track different traits (represented by colored pom-poms) through three
generations of “Ginger People”. You will need the Generations of Traits Worksheet to follow along.
1. With a partner, label six cups as shown:
2. Arrange the cups as shown above and place six beans in the cups, following the directions
below:
Grandfather A – red kidney bean
Grandfather B – white bean
Grandmother A – brown bean
Grandmother B – green pea
The colored beans are the traits that each of the grandparents have. Color the circles on the
Generations of Traits Worksheet to show the traits for each grandparent.
3. Close your eyes and pick three traits from Grandfather A and three traits from
Grandmother A and place them in the cup labeled Mother. These are the traits that mother
inherited from her parents. Color the circles on the worksheet to show the traits mother has.
4. Close your eyes again and pick three traits from Grandfather B and three traits from
Grandmother B, and place them in the cup labeled father. These are the traits that father
inherited from his parents. Color the circles on the worksheet to show the traits father has.
5. Mother and Father have four children: Mary, George, Elizabeth and Carl. To determine the
traits that Mary will inherit from mother and father, close your eyes and take three beans
from mother and three beans from father. Color the diagram to show the traits Mary
inherited.
6. Next, return the traits that you took from mother and father. (Look at your diagram if you
forget where each trait came from.) Now, close your eyes again and choose the traits that
George will inherite (3 from mother, 3 from father). Color the diagram to show George’s traits.
7. Return the traits you took from mother and father and repeat the process to find the traits
for Elizabeth and then Carl.
8. Answer the questions on the Generations of Traits Question shet.
51
Generations of Traits – Worksheet
52
Generations of Traits – Questions
1. Would Mary, George, Elizabeth and Carl look identical to their parents? In other words
would they have the same traits as their parents?
2. Did all four children inherit exactly the same traits or is there some variation?
3. How many of the four children inherited a trait from each one of the grandparents?
4. Is there a child that didn’t inherit a particular trait? If so, which trait (color) was it?
53
GENETICS
Gregor Mendel - ___________________________________________________________
_______________________________________________________________________
Trait - __________________________________________________________________
_______________________________________________________________________
Inherited trait - __________________________________________________________
_______________________________________________________________________
Acquired trait - ___________________________________________________________
_______________________________________________________________________
Dominant trait - ___________________________________________________________
_______________________________________________________________________
Recessive trait - __________________________________________________________
_______________________________________________________________________
Homozygous trait - _________________________________________________________
_______________________________________________________________________
Heterozygous trait - _______________________________________________________
_______________________________________________________________________
Genotype - ______________________________________________________________
_______________________________________________________________________
Phenotype - ______________________________________________________________
_______________________________________________________________________
54
Part A: Smiley Face Traits
(1) Obtain two coins from your teacher. Mark one coin with a “F” and the other with a “M” to represent each
of the parents. The parents are heterozygous for all the Smiley Face traits.
(2) Flip the coins for parent for each trait. If the coin lands with heads up, it represents a dominant allele. A
coin that lands tails up indicates a recessive allele. Record the result for each person by circling the correct
letter. Use the results and the Smiley Face Traits page to determine the genotype and phenotype for each trait.
Part B: Is it a boy or girl?
To determine the sex of your smiley face, flip the coin for the male parent. Heads would represent X, while tails
would be Y.
Part C: Create Your Smiley Face!
Use the Smiley Face Traits chart and your results from
Part A to create a sketch of your smiley face in the box.
Once you have completed the sketch, use the drawing
tools in Microsoft Word to create your smiley face!
Two things to remember ...
1. Do not add color on the computer! Print a black and
white copy and then use crayons or colored pencils to
finish it.
2. Don’t forget to give your smiley face a name! You will
also need to include your name as parent and your class
hour.
55
Smiley Face Traits
T. Trimpe 2003 http://sciencespot.net/
Face Shape
Circle (C) Oval (c)
Eye Shape
Star (E) Blast (e)
Hair Style
Straight (S) Curly (s)
Smile
Thick (T) Thin (t)
Ear Style
Curved (V) Pointed (v)
Nose Style
Down (D) Up (d)
Face Color
Yellow (Y)
Green (y)
Eye Color
Blue (B)
Red (b)
Hair Length
Long (L)
Short (l)
Nose Color
Red (RR)
Orange (RY)
Yellow (YY)
Ear Color
Hot Pink (PP)
Purple (PT)
Teal (TT)
Sex
56
Freckles
Present (F)
Absent (f)
To determine the sex, the flip the coin for
the male parent. Heads equals X and tails
equals Y.
XX - Female - Add pink bow in hair
XY - Male - Add blue bow in hair
Genetics with a Smile
Wrapping It Up!
(1) How does your smiley face compare to the ones created by your classmates?
(2) Which smiley face has the most dominant traits? _____________________ How many? ______ traits
(3) Which smiley face has the most recessive traits? _____________________ How many? ______ traits
(4) Which traits were a result of incomplete dominance?
(5) What is the probability that a smiley face will have a green face? _____ out of _____ or ____ %
(6) How many smiley faces have a green face, which is a recessive trait? _____ out of _____ or ____ %
(7) How does your predicted probability for a green face (#5) compare to the actual results (#6)? Explain.
(8) What is the probability that a smiley face will have an orange nose? _____ out of _____ or ____ %
(9) How many smiley faces have an orange nose? _____ out of _____ or ____ %
(10) How does your predicted probability for an orange nose (#8) compare to the actual results (#9)? Explain.
57