GOAL 4.02 – BIOLOGY STUDY GUIDE NAME:______
What you have to know, understand, & do…
4.02 Analyze the processes by which organisms representative of the following groups accomplish essential life functions including:· Unicellular protists, annelid worms, insects, amphibians, mammals, non-vascular plants, gymnosperms and angiosperms.
· Transport, excretion, respiration, regulation, nutrition, synthesis, reproduction, and growth and development. / Teachers should help students compare and contrast how the organisms listed accomplish the essential life functions specified below. The focus is on physiology rather than on the names of parts.
· Transport – how organisms get what they need to cells; how they move waste from cells to organs of excretion.
· Excretion – how organisms get rid of their waste and balance their fluids (pH, salt concentration, water).
· Regulation – how organisms control body processes – hormones, nervous system.
· Respiration – how organisms get oxygen from the environment and release carbon dioxide back to the environment and how plants exchange gases.
· Nutrition – how organisms break down and absorb foods.
· Synthesis – how organisms build necessary molecules.
· Reproduction – sexual versus asexual, eggs, seeds, spores, placental, types of fertilization.
· Growth and development – metamorphosis, development in egg or in uterus, growth from seed or spore.
Characteristics of Life
1. List the eight processes of metabolism. (You can draw the Spider!)
2. Complete the chart.
TERM / DEFINITIONsynthesis
transport
excretion
regulation
nutrition
growth
respiration
reproduction
all living things are composed of a basic unit of structure and function
change over time caused by genes
changes in an organism over time to help it survive in its environment
all living things contain either DNA or RNA & transmit traits from one generation to the next
3. Complete the chart with the following terms:
made of cells genetic code evolution adapt
TERM / DESCRIPTIONmorning glories only bloom in the mornings while daisies show their blooms all day & all night
the DNA of pansies is different than the DNA of pine trees
an organism can be unicellular or multicellular
plants have changed over time from seedless plants to plants with fruits & seeds
4. Why must an organism have all eight characteristics of metabolism in order to be considered a living thing?
5. Explain how the terms “homeostasis” & “regulation” are related.
6. Consider the following scenario: Ms. Rudolph is an adopted child. Her mother could never have her own child. Using your knowledge of life characteristics, justify why her mother is considered a living organism.
7. Use your knowledge of biology and nature to provide examples supporting why the ability to move is not considered a characteristic of life.
8. Reproduction can occur both sexually and asexually. Complete the chart below to identify characteristics of both types of reproduction.
SEXUAL REPRODUCTION / ASEXUAL REPRODUCTIONNumber of Parents
Mitosis or Meiosis
Type of Fertilization
(if applicable)
Methods in Plants
Methods in Other Organisms
9. From the following examples, determine which characteristic of life or STERNGRR characteristic that is being described.
a. autotrophic/heterotrophic organisms
b. the body eliminates ammonia through urine production
c. most plants have either seeds or spores that become planted in the soil and germinate into seedlings
d. through the fossil record it has been determined that elephants share a common ancestor with the now extinct wooly mammoth
e. the cell membrane is semi-permeable and allows certain particles to pass through, but not others
f. plants use the sun to make carbohydrates
g. members of the protist kingdom can be either unicellular or multicellular
h. endothermic animals have blood circulating through their body using arteries and veins
i. hormones and nerve impulses are chemicals that help keep an organisms body processes in balance
j. butterflies go through complete metamorphosis to mature from egg to caterpillar to cocoon to butterfly
k. a tumor is considered to be an area of uncontrolled cell division where more cells than needed are produced
l. the cell membrane is selectively/semi-permeable to allow only the needed molecules into or out of the cell
m. gymnosperms have both male and female cones on the same tree
n. making energy in the mitochondria of the cell
o. plants make use of runners, tubers, and bulbs to promote their species
p. eukaryotes have DNA in the nucleus and prokaryotes have DNA that floats in the cytoplasm
q. non-vascular plants, like mosses, must grow low to the ground in moist areas to absorb water from the environment into their cells
r. in a behavior known as phototropism, plants will grow towards the light source
s. exothermic animals like snakes and lizards must bask in the sun to maintain their body temperature
Examine the scenarios below by reading very carefully. Determine if the object being described is living or non-living based on the characteristics needed for life. Justify your answer by stating the characteristics in the passage that support your conclusion.
10. Dr. Booth, a biologist on safari deep in the Amazon rainforest encounters a strange object. It moves around using many “legs”. It responds to the biologist when she approaches by backing up and letting out a sharp cry. The biologist sees miniature versions of the same object in the same area. The object grabs some leaves from a nearby tree and grinds them up in its “mouth.” When Dr. Booth takes a sample of the object’s internal “fluids” she finds NO specific levels of organization and no genetic material.
Is this object living or non-living?
Justification:
11. Dr. Booth, a biologist on safari deep in the Amazon rainforest encounters a strange object. It moves around using many “legs”. It responds to the biologist when she approaches by backing up and letting out a sharp cry. The biologist sees miniature versions of the same object in the same area. The object grabs some leaves from a nearby tree and grinds them up in its “mouth.” When Dr. Booth takes a sample of the objects internal “fluids” she finds it has cells and contains genetic material. After further examination, the object meets all the requirements to engage in metabolic processes.
Is this object living or non-living?
Justification:
12. A claim is based on a person’s knowledge at the time. A counterclaim provides a different perspective on the topic. Read the scientific document below and form a conclusion about the concept of abiogenesis by determining which claim is supported by the best evidence.
The Slow Death of Spontaneous Generation (1668-1859)
Russell Levine and Chris Evers
From the time of the ancient Romans, through the Middle Ages, and until the late nineteenth century, it was generally accepted that some life forms arose spontaneously from non-living matter. Such "spontaneous generation" appeared to occur primarily in decaying matter. For example, a seventeenth century recipe for the spontaneous production of mice required placing sweaty underwear and husks of wheat in an open-mouthed jar, then waiting for about 21 days, during which time it was alleged that the sweat from the underwear would penetrate the husks of wheat, changing them into mice. Although such a concept may seem laughable today, it is consistent with the other widely held cultural and religious beliefs of the time.
The first serious attack on the idea of spontaneous generation was made in 1668 by Francesco Redi, an Italian physician and poet. At that time, it was widely held that maggots arose spontaneously in rotting meat. Redi believed that maggots developed from eggs laid by flies. To test his hypothesis, he set out meat in a variety of flasks, some open to the air, some sealed completely, and others covered with gauze. As he had expected, maggots appeared only in the open flasks in which the flies could reach the meat and lay their eggs.
This was one of the first examples of an experiment in the modern sense, in which controls are used. In spite of his well-executed experiment, the belief in spontaneous generation remained strong, and even Redi continued to believe it occurred under some circumstances. The invention of the microscope only served to enhance this belief. Microscopy revealed a whole new world of organisms that appeared to arise spontaneously. It was quickly learned that to create "animalcules," as the organisms were called, you needed only to place hay in water and wait a few days before examining your new creations under the microscope.
The debate over spontaneous generation continued for centuries. In 1745, John Needham, an English clergyman, proposed what he considered the definitive experiment. Everyone knew that boiling killed microorganisms, so he proposed to test whether or not microorganisms appeared spontaneously after boiling. He boiled chicken broth, put it into a flask, sealed it, and waited - sure enough, microorganisms grew. Needham claimed victory for spontaneous generation.
An Italian priest, Lazzaro Spallanzani, was not convinced, and he suggested that perhaps the microorganisms had entered the broth from the air after the broth was boiled, but before it was sealed. To test his theory, he modified Needham's experiment - he placed the chicken broth in a flask, sealed the flask, drew off the air to create a partial vacuum, then boiled the broth. No microorganisms grew. Proponents of spontaneous generation argued that Spallanzani had only proven that spontaneous generation could not occur without air.
The theory of spontaneous generation was finally laid to rest in 1859 by the young French chemist, Louis Pasteur. The French Academy of Sciences sponsored a contest for the best experiment either proving or disproving spontaneous generation. Pasteur's winning experiment was a variation of the methods of Needham and Spallanzani. He boiled meat broth in a flask, heated the neck of the flask in a flame until it became pliable, and bent it into the shape of an S. Air could enter the flask, but airborne microorganisms could not - they would settle by gravity in the neck. As Pasteur had expected, no microorganisms grew. When Pasteur tilted the flask so that the broth reached the lowest point in the neck, where any airborne particles would have settled, the broth rapidly became cloudy with life. Pasteur had both refuted the theory of spontaneous generation and convincingly demonstrated that microorganisms are everywhere - even in the air.
STEP 1:
Claim: Scientists in the late 1600s believed in spontaneous generation even after Redi’s meat and maggot experiment.
Use the information in the article to provide 3 forms of evidence for this claim.
Evidence 1:
Evidence 2:
Evidence 3:
STEP 2:
CounterClaim: Pasteur disproved the idea of spontaneous generation.
Use the information in the article to provide 3 forms of evidence for this claim.
Evidence 1:
Evidence 2:
Evidence 3:
Step 3:
Use the outlined format below to create your own concluding statement. Form your conclusion by analyzing the supporting evidence for each claim and then provide the evidence from the article that supports your conclusion.
Concluding Statement: Spontaneous generation is a ______(correct/incorrect) concept because of the following evidence cited in the article:
Evidence 1:
Evidence 2:
Evidence 3:
Rewind Your Mind
Read the scenario below and answer the following questions:
A researcher for Walt Disney wants to find out what to feed young mice so they grow quickly to serve as body doubles for Mickey Mouse. She selects 20 young mice and divides them into 2 groups. Each group is fed a different diet. Group A is fed the regular food of cheddar cheese. Group B is fed Mickey Mouse Delights, a new food for mice. Both groups are provided identical amounts of food and water. All mice are fed at the same time each day and are allowed the same amount of exercise.
1. Which group is the control group? Why?
2. Which group is the experimental group? Why?
3. What is the independent variable?
4. What is the dependent variable?
5. List the constants.
Read the scenario below and answer the following question:
Goofy wanted to grow some beautiful roses to give all the Disney Princesses. He decided to try a new fertilizer called RosioGrow to see if the blooms would be larger and last longer. The rose bushes on the left of his house received the regular fertilizer. The rose bushes on the right of his house received the new RosioGrow. Both sets of rose bushes received the same amount of light each day. Goofy watered the roses on the left everyday; he watered the roses on the right every other day.
6. Did Goofy have a controlled experiment? Explain why or why not.
Goofy ______(did/did not) have a controlled experiment because…
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