Mollusk & Annelid Study Guide B1

Mollusk & Annelid Study Guide

Be able to answer these questions:

  • Name the kingdom for mollusks & annelids.
  • What is the oldest part of a bivalves shell called?
  • What muscles open & close a bivalves shell?
  • What tissue surrounds & protects the soft body of mollusks?
  • What is the larval stage of mollusks called & describe it?
  • What structure enables a squid to move by jet propulsion?
  • What are the external segments of an earthworm’s body called?
  • Name the internal shell of a squid.
  • How do earthworms breathe?
  • Earthworms are hermaphrodites. What does this mean?
  • What type of symmetry do annelids & mollusks have?
  • What are the respiratory organs of aquatic mollusks & annelids called?
  • What are aortic arches & what organism has them?
  • What type of circulatory system do mollusks & annelids have?
  • What is the tongue-like structure called that snails use to scrap algae?
  • What is the “lip” of an earthworm called & how is it used?
  • Name the muscular organ used by mollusks for movement.
  • Name several examples of bivalve mollusks.
  • Give an example of a univalve mollusk.
  • Give an example of a marine, shelled cephalopod mollusk.
  • What is the area of a mollusk’s body called that contains most of the body organs?

Know the class for each of the following mollusks & annelids:

  • clams & scallops
  • snails & slugs
  • clam worms
  • chitons
  • squid & octopus
  • leeches
  • earthworms

Be able to label these internal parts of a clam:

  • heart
  • gills
  • anus
  • adductor muscles
  • incurrent siphon

Be able to recognize pictures of these mollusks & annelids:

  • clam
  • snail
  • lugworm
  • leech
  • earthworm
  • chiton
  • squid
  • octopus

Matter Outline

MATTER

MATTER

 

PHYSICAL PROPERTIES

  1. Everything is made up of matter.
  2. The formal definition is anything that has mass and takes up space
  3. Can be measured or observed

c. Match the property to the definition below:

Mass the concentration of matter in an object

Weight the amount of matter in an object

Volume measure of the pull of gravity on an object

Density the amount of space an object takes up

II. Mixtures and Solutions

a. A bowl of cereal and milk is an example of a mixture. That’s a combination of two or more different kinds of matter, each of which keeps its own physical properties.

b. In a solution the particles of two or more substances are evenly distributed.

c. When a substance can be dissolved in another substance (like sugar in water) we call this solubility.

III. Changes in State

a. The three stages of matter are solid, liquid and gas.

b. Draw the arrangement of the particles in each state of matter and describe the speed of their movement as well as how close together they are using the diagram below.

gas, moving very fast,

& really far apart

liquid, faster moving,

& spread apart

Solid, slow moving,

& close together

c. When heat is added to a substance, the particles vibrate faster and move apart.

d. When heat is removed from a substance, the particles vibrate slower and move closer.

IV. Physical and Chemical Changes

a. When a physical change occurs the matter may look different, but

it doesn’t change.

b. When a chemical change occurs a new substance may form.

c. List three ways to know that a chemical change may have occurred.

gas produced, light, and heat.

d. Draw circles around chemical changes & underline physical changes below:

i. cutting a piece of paper into small pieces

ii. boiling water

iii. a nail rusting

iv. freezing water

e. The chemical property of combustibility describes substances that result in flame or burning.

f. The ability of a substance to react chemically is reactivity.

V. Conservation of Matter

a. Matter cannot be created nor destroyed.

b. In class we dissolved Alka Seltzer in a bottle of water. A gas was produced. We caught the gas in a balloon. Though a new substance was formed (the gas) the total mass didn’t change.

VI. Atoms and Electrons

a. The atomic number refers to the number of protons in the nucleus of an atom. The number ofprotons also determines what kind of element an atom is.

b. The element oxygen has 8 protons in its nucleus. All atoms that have 8 protons in the nucleus are oxygen atoms.

c. Be able to label the diagram of an atom. (see notes)

VII. Metals

a. Match the property to its definition by drawing a line:

Malleable electricity and heat travel easily through metals

Ductile shiny

Conductor used as a wire

Luster able to be hammered or rolled

VIII. Compounds and the Periodic Table

a. A compound is different from an element because a compound has more than one type of element in it.

b. The Periodic Table has elements arranged in order of increasing atomic number.

 

 

McMush Lab

McMush

Introduction:
Carbohydrates, proteins, fats, vitamins, and other nutrients  provide your body with energy  necessary to carry on life activities. These compounds are present in the plants and animals you use as food. In this lab, you will test for specific compounds and then determine if those compounds are present in ordinary foods.

Objective:
To determine the compounds present in food.

Materials
McDonald’s Happy Meal (fries + drink included) (no toy!), beaker, graduated cylinder, test tubes, test tube clamp,  hot plate, Benedict’s solution, Biuret solution,  Indophenol (DPIP) solution, Lugol’s iodine solution,  1% silver nitrate solution, blender

Procedure:
Part I – Testing of Known Substances

Protein test: 

  1. Place 5 ml of the gelatin solution into your test tube.
  2. Add ten drops of Biuret solution.
  3. Observe any color change 

Glucose test:

  1. Place 5 ml of the glucose solution into your test tube.
  2. Add 3 ml of Benedict’s solution.
  3. Place the tube in a beaker of boiling water and boil for five minutes
  4. Use test tube clamps to hold hot test tubes.
  5. Observe any color change 

Starch test:

  1. Place 5 ml of the starch solution into your test tube.
  2. Add 5 drops of Lugol’s iodine solution.
  3. Observe any color change

Vitamin C test:

  1. Place 5 ml of the vitamin C solution into your test tube.
  2. Add 5 drops of indophenol solution.
  3. Observe any color change

Chloride test:

  1. Place 5 ml of the salt solution into your test tube.
  2. Add 5 drops of silver nitrate solution.
  3. Observe any color change.

 

Record your results in a data table: 

 

Food Substance    Reagent test           Results
Gelatin                  Biuret solution  
Glucose  Benedict’s solution  
Starch Lugol’s iodine solution  
Vitamin C             indophenol solution  
Sodium chloride   silver nitrate solution  

 

Procedure:
Part II –
Testing McMush

  1. Place the Happy in a blender. Add enough water to cover and blend until you get an emulsion.
  2. Filter the mush in to a beaker.
  3. Predict the substances you will find in the McMush solution. Record your predictions in the data table using   a “ +” or “-“.
  4. Repeat the reagent tests above using 5 ml of the McMush solution.
  5. Describe and record your results.

 

Food Substance    Prediction Reagent test           Results
Protein Biuret Solution  
Sugar  Benedict’s Solution  
Starch Lugol’s solution  
Vitamin C Indophenol Solution  
Sodium Chloride Silver Nitrate Solution

 

Adapted from a lab by C. Sheldon

 

Meiosis Labeling

 

 

Meiosis

 

On each of the images, label the phase of meiosis

1. _______________

2. _______________

3. _______________

4. _______________

5. _______________

6. _______________

7. _______________

8._______________

9._______________

10. _______________

 

11. A cell with a diploid number of 20 undergoes meiosis. This will produce ________ daughter cells, each with ________ chromosomes.

12. Synapsis occurs during this phase: _______________________

13 How many different possible combinations are there for a cell that has 10 chromosomes (5 pairs): _____________

14. Tetrads line up along the equator during this phase: ______________

15. At the end of meiosis I, ________ daughter cells are created. These daughter cells are [ diploid | haploid ].

16. Meiosis occurs in what type of cells: ____________________________

 

Now label the photographs.
17. _______________
18. _______________
19. _____________
20. _______________
21. _______________
22. _____________
23. _______________
24. _______________
24. _____________
25. _______________

 

Genetics

 

Mendelian Genetics
All Materials © Cmassengale 

 

 

Mendel 1862 Mendel 1868 Mendel 1880
1862 1868 1880

 

Genetic Terminology:

  • Trait – any characteristic that can be passed from parent to offspring
  • Heredity – passing of traits from parent to offspring
  • Genetics – study of heredity
  • Alleles – two forms of a gene (dominant & recessive)
  • Dominant – stronger of two genes expressed in the hybrid; represented by a capital letter (R)
  • Recessive – gene that shows up less often in a cross; represented by a lowercase letter (r)
  • Genotype – gene combination for a trait (e.g. RR, Rr, rr)
  • Phenotype – the physical feature resulting from a genotype (e.g. tall, short)
  • Homozygous genotype – gene combination involving 2 dominant or 2 recessive genes (e.g. RR or rr); also called pure 
  • Heterozygous genotype – gene combination of one dominant & one recessive allele    (e.g. Rr); also called hybrid
  • Monohybrid cross – cross involving a single trait
  • Dihybrid cross – cross involving two traits
  • Punnett Square – used to solve genetics problems

Blending Concept of Inheritance:

  • Accepted before Mendel’s experiments
  • Theory stated that offspring would have traits intermediate between those of its parents such as red & white flowers producing pink
  • The appearance of red or white flowers again was consider instability in genetic material
  • Blending theory was of no help to Charles Darwin’s theory of evolution 
  • Blending theory did not account for variation and could not explain species diversity
  • Particulate theory of Inheritance, proposed by Mendel, accounted for variation in a population generation after generation
  • Mendel’s work was unrecognized until 1900

Gregor Mendel:

  • Austrian monk
  • Studied science & math at the University of Vienna
  • Formulated the laws of heredity in the early 1860’s
  • Did a statistical study of  traits in garden peas over an eight year period

 

drawing of a flower cross-section showing both male and female sexual structures

 

Why peas, Pisum sativum?

  • Can be grown in a small area
  • Produce lots of offspring
  • Produce pure plants when allowed to self-pollinate several generations
  • Can be artificially cross-pollinate

Picture of Pisum sativum
GARDEN PEA

Mendel’s Experiments:

  • Mendel studied simple traits from 22 varieties of  pea plants (seed color & shape, pod color & shape, etc.)
  • Mendel traced the inheritance of individual traits & kept careful records of numbers of offspring
  • He used his math principles of probability to interpret results
  • Mendel studied pea traits, each of which had a dominant & a recessive form (alleles)
  • The dominant (shows up most often) gene or allele is represented with a capital letter, & the recessive gene with a lower case of that same letter (e.g. B, b)
  • Mendel’s traits included:

         a. Seed shape —  Round (R) or Wrinkled (r)
            b. Seed Color —- Yellow (Y) or  Green (y)
            c. Pod Shape — Smooth (S) or wrinkled (s)
            d. Pod Color —  Green (G) or Yellow (g)
            e. Seed Coat Color —  Gray (G) or White (g)
            f. Flower position — Axial (A) or Terminal (a)
            g. Plant Height — Tall (T) or Short (t)
            h. Flower color — Purple (P) or white (p)


  •  Mendel produced pure strains by allowing the plants to self-pollinate for several generations
  • These strains were called the Parental generation or P1 strain
  • Mendel cross-pollinated two strains and tracked each trait through two
    generations (e.g. TT  x  tt )

     

                  Trait – plant height

                  Alleles – T tall, t short

    P1 cross    TT  x  tt

    genotype      —    Tt
    t t phenotype    —    Tall
    T Tt Tt genotypic ratio –all alike
    T Tt Tt phenotypic ratio- all alike

     

 

  • The offspring of this cross were all hybrids showing only the dominant trait & were called the First Filial or F1 generation
  • Mendel then crossed two of his F1 plants and tracked their traits; known as an F1 cross

 

              Trait – plant height

              Alleles – T tall, t short

F1 cross    Tt  x  Tt

genotype      —    TT, Tt, tt
T t phenotype    —    Tall & short
T TT Tt genotypic ratio —1:2:1
t Tt tt phenotypic ratio- 3:1

 

 

  • When 2 hybrids were crossed, 75% (3/4) of the offspring showed the dominant trait & 25% (1/4) showed the recessive trait; always a 3:1 ratio
  • The offspring of this cross were called the F2 generation
  • Mendel then crossed a pure & a hybrid from his F2 generation; known as an F2 or test cross

 

Trait   –  Plant Height
Alleles – T  tall, t  short

F2 cross       TT  x Tt

F2 cross       tt  x Tt

T t T t
T TT Tt t Tt tt
T TT Tt t Tt tt
          genotype – TT, Tt           genotype – tt, Tt
          phenotype  –  Tall           phenotype  –  Tall & short
          genotypic ratio  – 1:1           genotypic ratio  – 1:1
          phenotypic ratio – all alike           phenotypic ratio – 1:1

 

  • 50% (1/2) of the offspring in a test cross showed the same genotype of one parent & the other 50% showed the genotype of the other parent; always a 1:1 ratio

Problems: Work the P1, F1, and both F2 crosses for all of the other pea plant traits & be sure to include genotypes, phenotypes, genotypic & phenotypic ratios.

  • Mendel also crossed plants that differed in two characteristics (Dihybrid Crosses)
    such as seed shape & seed color
  • In the P1 cross, RRYY  x  rryy, all of the F1 offspring showed only the dominant form for both traits; all hybrids, RrYy

 

Traits:      Seed Shape & Seed Color

Alleles:     R round                Y yellow
r wrinkled             y green

 P1 Cross:     RRYY          x     r r yy  

      

ry Genotype:      RrYy
RY RrYy
Phenotype:      Round yellow seed
Genotypic ratio:      All alike
Phenotypic ratio:      All Alike

 

  • When Mendel crossed 2 hybrid plants (F1 cross), he got the following results

 

 

Traits:       Seed Shape & Seed Color

Alleles:     R round                Y yellow
r wrinkled             y green

     F1 Cross:     RrYy           x     RrYy                   
RY Ry rY ry
RY
RRYY

RRYy

RrYY

RrYy
Ry
RRYy

RRyy

RrYy

Rryy
rY
RrYY

RrYy

r rYY

r rYy
ry
RrYy

Rryy

r rYy

r ryy

 

 

 

Genotypes Genotypic Ratios Phenotypes Phenotypic Ratios
RRYY 1 Round yellow seed
9
RRYy 2
RrYY 2
RrYy 4
RRyy 1 Round green seed
3
Rryy 2
r rYY 1 Wrinkled yellow seed
3
r rYy 2
r ryy 1 Wrinkled green seed
1

 

Problems: Choose two other pea plant traits and work the P1 and F1 dihybrid crosses. Be sure to show the trait, alleles, genotypes, phenotypes, and all ratios. 

Results of Mendel’s Experiments:

  • Inheritable factors or genes are responsible for all heritable characteristics
  • Phenotype is based on Genotype
  • Each trait is based on two genes, one from the mother and the other from the father
  • True-breeding individuals are homozygous ( both alleles) are the same
  • Law of Dominance states that when different alleles for a characteristic are inherited (heterozygous), the trait of only one (the dominant one) will be expressed. The recessive trait’s phenotype only appears in true-breeding (homozygous) individuals

 

Trait: Pod Color
Genotypes: Phenotype:
GG Green Pod
Gg Green Pod
gg Yellow Pod

 

  • Law of Segregation states that each genetic trait is produced by a pair of alleles which separate (segregate) during reproduction

 

Rr
R r

 

  • Law of Independent Assortment states that each factor (gene) is distributed (assorted) randomly and independently of one another in the formation of gametes

 

RrYy

RY Ry rY ry

 

 

Other Patterns of Inheritance:

  • Incomplete dominance occurs in the heterozygous or hybrid genotype where the 2 alleles blend to give a different phenotype
  • Flower color in snapdragons shows incomplete dominance whenever a red flower is crossed with a white flower to produce pink flowers

  • In some populations, multiple alleles (3 or more) may determine a trait such as in ABO Blood type
  • Alleles A & B are dominant, while O is recessive

 

Genotype Phenotype
IOIO Type O
IAIO Type A
IAIA Type A
IBIO Type B
IBIB Type B
IAIB Type AB

 

  • Polygenic inheritance occurs whenever many variations in the resulting phenotypes such as in hair, skin, & eye color
  • The expression of a gene is also influenced by environmental factors (example: seasonal change in fur color)