Biology Study Guides
All Materials © Cmassengale
Category: My Classroom Material
Semester Test Study Guide 2004 BI
Study Guide Semester Test 2004
Taxonomy, Plants, Invertebrates, & Vertebrates
1. Fruits of cereal plants are called __________________.
2. Viral DNA becomes integrated into the host cell’s DNA during the ________________ cycle.
3. Viruses only reproduce in ___________________.
4. ____________________ use reverse transcriptase to transcribe DNA from RNA.
5. Prions are composed only of __________________.
6. RNA or DNA covered by a protein coat makes up a _______________.
7. Classifying living things is called ______________________.
8. From the kingdom to the species level organisms become more ___________________ in appearance.
9. The system of classifying organisms by assigning genus & species names was developed by _________________.
10. Which word in a scientific name is the genus?
11. Noncellular structures that can’t make proteins or use energy, but can reproduce inside living cells would be ____________________.
12. Scientists all over the world use the _______________, scientific name for an organism.
13. Scientific names are written in ________________, a dead language.
14. The taxonomic hierarchy is kingdom, phylum, _________________, order, ______________, genus and _______________.
15. A waxy ________________ on the outside of plants prevents evaporation of fluids from the plant.
16. An internal system of connected tubes and vessels in some plants is called ______________________ tissue.
17. __________________ tissue in plants transports water and minerals.
18. All seed plants have a seed containing an _________________, a ________________ supply, and a protective __________________.
19. Pines, cedars, spruce, and fir are examples of ____________________.
20. Monocot leaves have __________________ venation.
21. Plants grow in regions of active cell division called ________________.
22. Leaves connect to stems at areas called __________________.
23. ____________________ is the loss of water by the leaves & stem of a plant.
24. ____________________ tissue in plants transports sugars.
25. Multicellular heterotrophic organisms without cell walls would be in the kingdom _______________________.
26. Most animals have a head at the _________________ end and a tail located at the _______________ end.
27. Name a freshwater cnidarian closely related to the jellyfish.
28. The concentration of sensory organs on the anterior end of an animal is known as ________________________.
29. The sea anemone has ______________________ symmetry.
30. The head of a fish would be located on the _______________ end.
31. _________________ are animals whose cells are specialized but aren’t organized into tissues.
32. The absence of a vertebral column or backbone is characteristic of all ______________________.
33. ________________ cells help draw water into a sponge.
34. Hard needle-like structures in the wall of a sponge are called __________________.
35. Sponges obtain food by _________________ feeding.
36. _________________ in sponges are cells that move throughout the sponge’s body wall to deliver food to the organism’s cells.
37. _____________________ organisms can produce both eggs and sperm.
38. A sea anemone captures its prey using ___________________ in its tentacles.
39. _________________ and _________________ are the two distinct life stages of cnidarians.
40. Name 3 cnidarians.
41. Sea anemones exist as _____________ in the adult stage.
42. Housed in chambers on each side of the head are the ______________ of bony fish.
43. __________________ mammals keep their offspring inside the mother until their development ids complete.
44. The ____________________ of fish helps them be buoyant in the water.
45. Amphibians breathe through lungs and their _______________.
46. The skin of reptiles is dry and ___________________.
47. Bird’s bones are _________________ and ________________.
48. Amphibian skin is thin and ______________ for __________ exchange.
49. The _______________ is a sheet of muscle below the rib cage in mammals to help them breathe.
50. The _______________ egg allowed reptiles to adapt to life on land.
Science Equipment Puzzle
Scientific Equipment Across 2. holds an object being viewed under the microscope 4. used to ignite a burner 6. used to measure temperature 8. helps dispense known volumes of liquids 9. holds liquids to be heated or stirred Down 1. helps transfer liquids to containers with smaller openings 2. used for cutting specimens being dissected 3. used to enlarge an image 5. protects the eyes 7. used to cap flasks |
Scientific Method & Genetics
| Using the Scientific Method With Genetics |  |
Introduction:
Humans are classified as a separate species because of all the special characteristics that they possess. These characteristics are controlled by strands of DNA located deep inside their cells. This DNA contains the code for every protein that an organism has the ability to produce. These proteins combine with other chemicals, within the body, to produce the cells, tissues, organs, organ systems, and finally the organism itself. The appearance of these organs, such as the shape of ones nose, length of the fingers, or the color of the eyes is called the phenotype.
Even though humans contain hands with five fingers, two ears, or one nose, there are subtle differences that separate these organs from another. There are subtle differences in a person’s genes that allows for these different phenotypes. In this lab, we are going to observe some of these differences in phenotype. All human hands look pretty much alike, but there are genes on your chromosomes that code for the characteristics making up your hand. We are going to examine two of these characteristics (hand width and hand length) and try to determine why these phenotypic differences occurred.
Materials:
- metric ruler (see end of lab)
- pencil
- calculator
Procedures:
Day 1
- Choose a partner and have them measure the length of your right hand in centimeters. (Measure from the tip of your middle finger to the beginning of your wrist as shown in figure 1.) Record your measurements in Table 1.
- Now measure and record the length in centimeters of your partners hand.
- Have your partner measure the width of your right hand, straight across the palm, and record the data in Table 1. (see figure 1.)
- Now measure & record the width of your partner’s hand.
Figure 1.
Table 1
| Group Data on Right Hand Width and Length | ||
| Student Name | Length of Hand (cm) | Width of Palm (cm) |
- After the entire class has completed Table 1, record your group data on the Class Data Table at the front of the room
- Record the Class Data Table information on your lab sheet’s Table 2.
Table 2
Class Data on Right hand Width and Length (cm) |
|||
Class Period: |
|||
| Student | Gender (M / F) |
Hand Length (cm) | Hand Width (cm) |
| 1. | M / F | ||
| 2. | M / F | ||
| 3. | M / F | ||
| 4. | M / F | ||
| 5. | M / F | ||
| 6. | M / F | ||
| 7. | M / F | ||
| 8. | M / F | ||
| 9. | M / F | ||
| 10. | M / F | ||
| 11. | M / F | ||
| 12. | M / F | ||
| 13. | M / F | ||
| 14. | M / F | ||
| 15. | M / F | ||
| 16. | M / F | ||
| 17. | M / F | ||
| 18. | M / F | ||
| 19. | M / F | ||
| 20. | M / F | ||
| 21. | M / F | ||
| 22. | M / F | ||
| 23. | M / F | ||
| 24. | M / F | ||
Day 2
- In order to form a more accurate conclusion, the collection of additional data from several classes is necessary. Using the Class Data Tables for each period at the front of the room, record the # of males and # of females having the same length hand in Table 3.
- Only record a hand length (e.g. 18.1 cm) once on table 3.
Table 3:
|
Hand Length (cm) of All Class Periods |
|||
| Measurement of Hand length (cm) | # of Males | # of Females | Total # (Male + Female) |
- Using the Class Data Tables for each period at the front of the room, record the # of males and # of females having the palm width in Table 4.
- Only record a palm width (e.g. 15.3 cm) once on table 4.
Table 4:
|
Hand Width (cm) of All Class Periods |
|||
| Measurement of palm width (cm) | # of Males | # of Females | Total # (Male + Female) |
- Line graph data from table 3 using hand length as your independent variable and the number of times (total males & females) that measurement appeared as the dependent variable.
- Make a second line graph using data from table 4 using palm length as your independent variable and the number of times (total males & females) that measurement appeared as the dependent variable.
- Be sure to include a title for each graph and label the x and y axis and include their unit of measurement.
Graph Title: ___________________________________________________________
Graph Title: ___________________________________________________________
Analysis:
1. Examine the above graphs. What is the shape of the line for hand length? for the palm width?
2. What is the most abundant measurement (mode) for hand length?
3. What was the average hand length (mean) for males? for females? for total students?
4. What is (are) the least abundant measurement(s) for hand length?
5. What is the most abundant measurement (mode) for palm width?
6. What is the least abundant measurement for palm width?
7. What was the average palm width (mean) for males? for females? for total students?
8. Are there any similarities in the graph of the above two characteristics and if so, what are they?
9. Are there any differences in the graph of the above two characteristics and if so, what are they?
10. Is there a difference in the length of the male and female hand?
11. Is there a difference in the width of the male and female hand?
12. Does gender have an effect on the phenotype of a trait? Explain.
Cut and use:
Scientific Equipment
|
Scientific Equipment All Materials © Cmassengale
|
|||
 |
Compound Light Microscope (LM)-used to enlarge an image |  |
Graduated Cylinder – used to measure the volume of liquids |
 |
Microscope Slide – supports an item being examined under the microscope |  |
Cover slip – covers specimen on a slide |
 |
Beaker – holds liquids while they are being stirred or heated |  |
Test Tube Brush – used to clean test tubes |
 |
Evaporating Dish – used for heating solids |  |
Pinch Clamps – used to control the flow of liquids through tubing |
 |
Funnel – assists in transferring liquids to containers with smaller openings |  |
Striker – used to ignite a burner |
 |
Test Tubes – holds liquids for observation or testing |  |
Safety goggles – protects the eyes from damaging substances |
 |
Pipet pump – dispenses known volumes of liquids |  |
Eyedropper – used to transfer small amounts of liquids |
 |
Forceps – used to hold or lift specimens |  |
Magnifying glass – enlarges the image of an object |
 |
Crucible – containers used for “strong” heating |  |
Test Tube Rack – holds test tubes during observation or testing |
 |
Wash Bottle – used for rinsing solids out of a container |  |
Pipet – used for exact measurements of liquids |
 |
Spatula – chemical spoons used to transfer solids from their original container to a scale for weighing |  |
Wire Gauze – adds additional support for containers held on tripods or O-rings |
 |
Crucible Tongs – used for picking up crucibles & crucible covers only |  |
Mortar & Pestle – used to grind solids into powders |
 |
Florence Flask – used to store liquids |  |
Erlenmeyer Flask -used to store solutions |
 |
Dissecting Pan – holds specimen being dissected |  |
Test Tube Holder – holds test tubes while heating |
 |
Electronic Balance – used for weighing substances |  |
Bunsen Burner – heat source |
 |
Thermometer – used to measure temperature | Stopper – used to cap flasks containing liquids | |
 |
Scalpel – used for cutting specimens being dissected |  |
Tubing – hose used for connecting glassware |
 |
Petri Dish – plate used to culture microorganisms |  |
Triple Beam Balance – used for weighing substances |
 |
O-Ring – used with ring stands to support heated vessels |  |
Volumetric Flask – used to mix precise volumes of liquids |
 |
Watch Glass – used on top of beakers when heating | Desiccators – used to remove moisture from substances | |
| PRINT EQUIPMENT SHEET FOR NOTEBOOK | BACK | ||
