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Regents Biology Homework Packet

Unit 1 & 2: Intro to Biology and Life Processes

Use your Biology by Miller & Levine textbook to complete and help with the following homework assignments.

(1) Read the assigned pages, (2) Define the vocabulary, and (3) Answer the questions.

Neatness counts. Number the definitions. Write the page and number of the questions. Do your work in ink or even type the homework. Staple the definitions and questions to the HW packet.

The homework assignment is due the day before the test. We will use the HW packet as a test review. The completed and corrected HW packet will be collected on the day of the test. Late homework assignments receive no credit (0). If the assignment is not turned in by the last day of the quarter the zero grade (0) will change to -5.

Chapter 1: The Science of BiologyRead pgs. 2 – 31

p. 4 Vocabulary (9)p. 10 Vocabulary (2)p. 17 Vocabulary (8)

Define the following terms (15):adaptation organism development energyevolution response growth stimulusspecies nutrition regulation cellular respirationtransport synthesis excretion

Questions:p. 9 #2ap. 15 #2b, 4cp. 25 #1bQuestion: A student studied the effect gibberellin (a plant hormone) on the growth of corn seedlings of the same height and species. A different concentration of gibberellin in a fixed volume of water was applied to 7 groups of 10 plants each maintained under the same environmental conditions for the duration of the experiment. At the end of this period, the height of each plant was measured. The data are shown in the table.

a) Write a possible hypothesis for this experiment.b) What is the control set up in this experiment? Why?c) What are 3 control factors (variables that must remain constant) for the experiment?

Regents Review:pgs. 29 – 31 #1 - 26

TEST DATE: __________

Outline:Use this outline to organize your notes.

Unit I: Life Activities = Life Processes

A. Biology

1. Biologist

2. Organism

B. Living vs. Non-living

C. Characteristics of Life

D. Life Activities = Life Processes

1. Nutrition

i. Nutrients

ii. Ingestion

iii. Digestion

iv. Egestion

v. Autotrophic Nutrition

vi. Heterotrophic Nutrition

2. Transport

3. Respiration

i. Aerobic respiration

ii. Anaerobic respiration

iii. ATP

4. Synthesis and Assimilation

5. Growth

i. Cellular Specialization

6. Excretion

7. Regulation

8. Reproduction

i. Asexual reproduction

ii. Sexual reproduction

9. Metabolism

10. Homeostasis

Unit: II Tools and Techniques of the Biologist

A. Scientific Method / Inquiry

1. Problem

2. Hypothesis

3. Experimentation

i. Independent Variable

ii. Dependant Variable

iii. Control

iv. Control Factors

v. Reproducible Procedure

4. Observing and Measuring

5. Analyzing and Drawing

Conclusion

6. Theories and Laws

B. Measurements

1. SI Units

2. Graphing

C. Equipment

1. Microscopes

2. Centrifuge

3. Tissue Culture

4. Chromatography

5. Electrophoresis

LOOKING FOR LIFE ON MARS

In 1976, two robot landers launched from Earth by the National Aeronautic and Space Administration (NASA) landed on the surface of Mars. The landers, called Viking 1 and Viking 2, relayed weather reports and thousands of photographs to Earth, and carried out four prepackaged experiments designed to detect life on Mars. The designers of these experiments had to keep in mind the characteristics of life as we know it. To find out more about what the Viking landers found, answer the following questions:

1. Before the Viking project, during the 1960s and early 1970s, several NASA spacecraft orbited Mars. The orbiters sent back many photographs as well as atmospheric data. All of this information indicated Mars was a lifeless planet with a surface far colder than any place on Earth. Suggest reasons why NASA scientists decided the Viking life-detection experiments should be designed to look for microscope organisms living in Martian soil.

2. The scientists who designed the Viking experiments tested them by making sure they could detect soil organisms in some of the coldest, most inhospitable places on Earth. Why was this necessary?

3. All living organisms on Earth, from bacteria to humans, take in and release gases in a process called respiration. In one of the Viking experiments, the robot arm scooped some Martian soil into a container. Known quantities of certain nutrients and gases were added, and the container was sealed. Sensitive instruments monitored changes in the gases inside the container. What characteristic(s) of life did this experiment depend on? What was the experiment designed to detect?

4. Photosynthesis is the process by which plants and other organisms transform the energy from the sun and CO2 into an organic compound, glucose. Carbon molecules in the glucose become incorporated in the body of the organism. In one of the Viking experiments, a scoop of soil was placed in a container with radioactive carbon dioxide gas. The container was exposed to artificial sunlight for a period of time, then instruments were used to detect whether there was radioactive carbon in the soil. What would have been the result of this experiment if photosynthesis were taking place in the Martian soil sample? Why?

5. No signs of life were detected in any of the Viking experiments. Does this result rule out any possibility of life on Mars? Explain your answer

USING SCIENTIFIC METHODS

Scientists have long known that no plant community remains stable. Over time, existing populations of plants in an environment will be succeeded by whole new populations. Sometimes as these changes occur, it is difficult for the existing plant populations to continue to survive. What causes the older plants to die off?

A Testable HypothesisA group of researchers, led by Dr. Wim Van der Putten of the Center for Terrestrial Ecology in the

Netherlands, developed the following hypothesis. The changing plant populations in an area are controlled by disease-causing microorganisms that develop in the soil itself. These soil-borne diseases specifically target the existing plant inhabitants. New species that invade the area are, however unaffected by the microorganisms.

An Experimental Design The researchers knew that marrarn grass, which is found along European coastal areas, is regularly

replaced by two other species of grasses-fescue and sand sedge. To test their hypothesis, the scientists designed an experiment which is represented in the following diagram.

1. What were the independent variable or variables in the experiment?

2. Which factor was the dependent variable?

3. What control was used?

4. According to their hypothesis, what predictions would the researchers make about the outcome of the experiment?

5. Suppose that fescue and sand sedge thrived in the soil in which the marram had previously grown. In order for researchers to rule out the possibility that nutrients, or chemicals such as salt or calcium chloride, favorably affected the new plant growth, what other observation would researchers have to make?

Word Bank: adaptations, asexual, composed of cells, development, egg, energy, environment, homeostasis, life, low genetic variation, male, membrane bound, multicellular, nucleus, plasma membrane, prokaryote, reproduce , sexual, size, survive

Know the Terms

Select the most appropriate words from the following list to complete the paragraph.respiration synthesis cells anaerobicbiology metabolism energy nutritionaerobic homeostasis organism reproduction

__________(1) is the study of living things. Anything that is living is called a/an __________ (2), which is

composed of one or more __________ (3) and utilizes __________(4) to maintain its organization and carry out

normal functions. This is derived through the process of __________ (5). There are two forms of this in living

organisms. One type requires the use of oxygen and is called __________ (6), __________(7) respiration does

not require oxygen. The total of all chemical reactions within an organism is called __________(8). Some of

these reactions involve building more complex molecules from less complex ones. This is called __________

(9). In all cases, however, the organism is trying to maintain a constant internal environment, called

__________ (10).

Match the word with the correct definitiona. nutrients b. regulation c. excretion d. sexual reproduction e. ingestion f. lifeg. transport h. growth i. assimilationj. asexual reproduction k. metabolism

___11. taking in food

___12. reproduction involving only one parent

___13. removal of wastes from an organism

___14. the passing of substances into or out of cells or circulation within an organism

___15. incorporation of materials into an organism

___16. reproduction involving two parents

___17. the process by which living organisms increase in size

___18. all activities that help maintain homeostasis

___ 19. quality distinguishing organisms from inorganic materials

___ 20. substances an organism takes from its environment

___ 21. control and coordination of the life processes in an organism

Answer the following questions in one or two sentences.

1. You dissolve sugar in water, evaporate the water, and grow a crystal of highly organized sugar molecules. Energy holds the molecules together in a definite form and size. You drop the crystal, and it breaks. You have changed it into two crystals. Eventually you eat it, and it is gone. In one sentence explain why you think it was or was not alive.

2. Why must foods be digested?

3. Why do complex organisms need transport systems?

4. What is the purpose of respiration in living organisms?

5. How are the processes of synthesis and assimilation related?

6. How do living organisms grow?

7. Where do wastes come from?

8. How do the nervous/ endocrine, and excretory systems contribute to homeostasis in animals?

9. In what way is reproduction important to living organisms?

10. What is metabolism?

Microscope ReviewLabel parts of the microscope and their functions. Part Function

1.

2.

3.

4.

5.

6.

7.

Measuring with a Microscope8. A student using a microscope with a 20x ocular lens and 10x and 40x objective lenses, places a ruler in the field of view under the 10x objective. The diagram shows the metric ruler in the field of view.

a. What is the diameter of the 10x field of view?

b. What is the diameter measurement in micrometers?

c. Remember the student can not measure the field of view under high power because the objective magnifies the image too much to make an accurate measurement. Using a formula determine the diameter of the field of view under the 40x power.

d. What is the diameter of the 40x field of view in micrometers?

9. The student viewed the following cell under 40x objective.a. Estimate the size of the cell, in millimeters and micrometers.

b. Which way would the student have to move the slide to center the cell?

___ 10. The diagram represents the field of view of a compound light microscope. If the diameter of the field of view is 0.5 millimeter, what is the approximate diameter of the structure labeled X in the cell?

(1.) 500 um (2.) 50 mm (3.) 5 mm (4.) 50 um

___ 11. The diagram represents two cells next to a metric measuring device under the low-power objective of a compound light microscope. What is the approximate length of a nucleus of one of these cells?(1.) 100 µm (2.) 500 µm (3.) 1000 µm (4.) 1500 µm

___ 12. Figure A represents a cell as viewed by a student using the 10X ocular and the 10X objective of a compound light microscope. Figure B represents the same cell as seen with a different objective. The magnification of the objective used to observe the cell shown in figure B is most likely

(1.) 4X (2.) 40X (3.) 60X (4.) 100X

___ 13. The diagram shows a portion of a compound microscope. A student observes 12 onion epidermal cells along the diameter of the low-power field. How many of these cells would the student observe along the diameter of the high-power

field? (1.) 48 (2.) 40 (3.) 3 (4.) 24

___ 14. Which instrument was used in the 18th and 19th centuries and helped scientists develop the cell theory?(1.) light microscope(2.) ultracentrifuge(3.) electron microscope(4.) microdissecting apparatus

___ 15. The invention of the compound light microscope enabled scientists to observe cells, helping them to (1.) determine the number of atoms in a molecule(2.) discover a basic similarity among organisms(3.) study the behavior of chordates(4.) develop techniques for growing plants in a laboratory

___ 16. A student calculated the diameter of the high-power field of a compound light microscope to be 0.5 millimeter. If 10 plant cells fit end to end across the diameter of the high-power field, the average length of each plant cell would be (1.) 50 µm (2.) 5 mm(3.) 200 µm (4.) 20 mm

17. Complete the measurement of each item.

Item Measurement ConversionVolume in Graduated Cylinders

1 mL L2 mL L3 mL L4 mL L

Length of Leaf A cm mm

MATCHING QUESTTONS

From the list below, select the term that best fits each of the following descriptions. Each term may be used more than once, but there is only one correct answer for each question.a. differentiation b. growth c. assimilation d. regulatione. egestion f. homeostasis g. transport h. transpirationi. reproduction j. respiration k. metabolism l. synthesis

___ 1. incorporation of materials into the body

___ 2. specialization of cells

___ 3. stabilized internal environment

___ 4. sum of all chemical reactions occurring within cells

___ 5. formation of complex substances from simple ones

___ 6. discharge of undigested material from the digestive tract

___ 7. function of the circulatory system

___ 8. increase in the size and/or number of cells

___ 9. movement of substances from the roots to the leaves

___ 10. process that in animals is accomplished by the nervous, endocrine, and excretory systems

MULTIPLE-CHOICE QUESTTONS

___ 11. Biology is the study ofa. animals only b. small living things onlyc. plants d. all living things

___ 12. Viruses are examples ofa. nonliving particlesb. living organismsc. types of bacteriad. difficult things to classify

___ 13. Which of the following is NOT a characteristic of organisms?a. reproduction c. growthb. unlimited size d. energy use

___ 14. Substances that organisms obtain from the environment and repair, or maintenance are calleda. cells b. seedsc. nutrients d. hormones

___ 15. One of the most remarkable aspects of biology is NOT the diversity of life but itsa. fragility b. smallnessc. uniqueness d. unity

___ 16. The elimination of waste substances from an organism is called a. metabolism c. growthb. excretion d. osmosis

___ 17. Which of the following systems uses hormones as chemical messengers?a. nervous c. excretionb. skeletal d. endocrine

___ 18. The release of chemical energy is calleda. transpiration c. respirationb. assimilation d. anabolism

___ 19. One distinction between growth in plants and animals is thata. only animals increase in sizeb. only animal cells increase in numberc. only plants have the ability to grow indefinitelyd. only plant cells become specialized

___ 20. Which of the following systems is NOT found in a plant?a. nervous c. endocrineb. excretion d. transport

___ 21. Which of the following statements is TRUE for respiration?a. Respiration involves one simple reaction.b. Sugar is the only food substance that is broken down.c. Some organisms can respire without breaking down food.d. Organisms cannot survive without a constant supply of energy

___ 22. The process of differentiation is thea. specialization of cells for specific functionsb. regulation o{ a constant internal environmentc. incorporation of new materials into an organismd. reproduction between identical parents

___ 23. Growth, reproduction, and nutrition are all examples ofa. organisms c. organ systemsb. life processes d. cells

___ 24. Which organisms have the ability to make their own food?

I. green plants II. bacteria III. animals

a) I only b) II onlyc) I and II only d) I, II, and III

SHORT ANSWER QUESTIONSIn one or two complete sentences, answer the following questions.

25. What are the differences between sexual and asexual reproduction?

26. What is the relationship between respiration and nutrients?

27. What are the two basic types of nutrition?