Biology Warm-Ups: Mitosis, Meiosis, and Reproduction Review

1. Biology Warm-UpsSEMESTER 2 Biology 2012-2013 Ms. Chabot

2. Week 1:Review StandardsMitosis

3. Standard 17-1 Students will describe the cell cycle and explain the process of MITOSIS in the formation of new cells.

4. Standard 17-1 Sketch and Label the Cell Cycle

5. Standard 17-2 Students will describe the purpose of mitosis. Mitosis occurs for: 1) Growth 2) Repair of damaged tissue 3) Production of new offspring in some organisms; ASEXUAL reproduction.

6. Standard 17-3 Students will describe the relationship between the cell cycle and cancer. What controls how often cells perform mitosis? Chemicals calledCYLCINSare responsible for the rate and timing of cell division. What occurs if this control is not regulated? When these chemicals are not properly controlled (too much or too little) cell division does not occur as programmed.

7. Standard 17-4 Students will describe mutations that can lead to cancer development. What is a mutation? Mutations are changes that occur in the genetics of an organism, resulting in some physical or chemical change. What are examples of mutagens (chemicals that causes mutations)? UV light, cigarette smoking, poor diet, pollution, alcohol. How do mutations affect cancer development? Mutations in the instructions for cell division can mess with the production or release of cell CYCLINS, resulting in bad mitosis.

8. Standard 17-5 • How are MITOSIS and MEIOSIS alike? • Both occur in phases • Both produce new cells. • Both occur in a variety of organisms. • How are they different? • Mitosis occurs in 1 stage/Meiosis occurs in 2 stages. • Mitosis conserves the amount of DNA of the original cell/Meiosis reduces the amount of DNA to ½. Students will describe the process of MEIOSIS.

9. Week 2:StandardsMeiosis

10. Standard 18-1 • What do the following terms mean? • Haploid: cell that contains HALF of the genetic info as another cell; usually a gamete; represented by N. • Diploid: cell that contains the double/full amount of genetic info for an organism; usually a somatic (body) cell; represented by 2N. • Why is REDUCTION-DIVISION so important in the process of meiosis? • Keeps the amount of genetic information for a specific species of organism CONSTANT. Students will describe the process of meiosis in the formation of HAPLOID cells.

11. Standard 18-2 Describe the process of Independent Assortment. As a cell undergoes MEIOSIS, chromosomes are separated into gametes to create a RANDOM ASSORTMENT of chromosomes within each gamete. How does Crossing Over increase genetic diversity? Swapping mother (maternal) and father (paternal) DNA guarantees each gamete will contain a UNIQUE combination from each parent’s parent. Students will describe the processes of INDEPENDENT ASSORTMENT and CROSSING OVER during meiosis.

12. Standard 18-3 What is PROBABILITY? The chance occurrence of a specific event or combination of events. How does probability apply to genetics? Reproduction with gametes is a chance occurrence; the chance that any 2 gametes will join during conception. Students will describe the reasons inheritance outcomes are expresses as percent, ratios, and fractions.

13. Standard 18-4 Students will demonstrate the use of a PUNNETT SQUARE to predict the probability of genetic outcomes. A PUNNETT SQUARE is a tool used by scientists to predict the possible offspring when pairing a male and female organism for reproduction. The result is a PREDICTIVE PROBABILITY of the CHANCE, each time conception occurs, of producing offspring with specific characteristics.

14. Standard 18-5 Students will demonstrate the use of a PUNNETT SQUARE to predict the probability of genetic outcomes. Create a Punnett Square (test cross) that shows the mating of: TALL pea plant (TT) and a SHORT pea plant (tt) Create a Punnett Square (test cross) that shows the mating of: A person WITH a widow’s peak (Ww) and A person WITHOUT a widow’s peak (ww) T T t Tt Tt t Tt Tt W w w Ww ww w Ww ww

15. Week 4Standard Review Comparing Mitosis and Meiosis

16. Standard 19-1Students will describe the differences and similarities of Mitosis and Meiosis. Create a Venn Diagram to address the following descriptions • Number of chromosomes to start and finish • Number of cells to start and finish • Diploid vs. haploid • Phases • Cells involved • Purpose

17. Standard 19-1Students will describe the differences and similarities of Mitosis and Meiosis. MITOSIS MEIOSIS

18. Week 5Standard Review Reproduction 

19. Standard 20.1Students will describe the basic anatomy of the human reproductive system. Question #1: What structure(s) is/are referred to as the gonads? Ovaries and Testes Question #2: Do we classify the organs of reproduction as Primary or Secondary sex characteristics? PRIMARY

20. Standard 20.2Students will describe the basic physiology of the human reproductive system. Question #1: What is the function of the ovary? Produce eggs (ova) and hormone estrogen Question #2: What is the function of the testis? Produce sperm and hormone testosterone Question #3: What is the ultimate function of the reproductive system in both males and females? To produce offspring for continuation of human species.

21. Standard 20.3Students will describe the similarities and differences of the male and female reproductive systems Create a Venn Diagram to illustrate the similarities and differences of the male and female reproductive systems.

22. Standard 20.3

23. Standard 20.4Students will understand the relationship between infections of the reproductive system and human immune response. What is a pathogen? A microorganism that can cause an infection. What pathogens cause SID’s (formerly STD’s) in the human reproductive system? Viruses and Bacteria

24. Week 6:StandardsImmune System

25. 21-1Students will describe the NONSPECIFIC and SPECIFIC defenses of the human immune system What are the body’s nonspecific defenses against pathogens? First Line of Defense = intact skin Inflammation, Fever, and Defense chemicals What is the function of the immune system’s specific defenses? Vaccines and antibodies attack specific pathogens.

26. 21-2Students will describe the immune system’s ability to distinguish “self” vs. “others”. What does the term “self” mean? The immune system recognizes your cells as normal and belonging. What does the term “others” mean? The immune system recognizes other cells as abnormal and should be destroyed. What 2 events must occur for the SPECIFIC immune system to be functional? Recognition of “others” and accurate response for defense.

27. 21-3Students will describe how the body responds to vaccinations and borrowed antibodies. What is a vaccination? The injection of a weakened form of a pathogen to produce immunity. What type of response does vaccination provide? Active Immunity What type of immunity does a pregnant mother pass along to her fetus during pregnancy? Passive, or Borrowed, Immunity

28. 21-4Students will describe public health measures that help to protect individuals and communities from infectious diseases. What does the term “public health” mean? Measures used to protect entire communities from contracting an infection. List examples of public health measures that we use to protect our citizens. Clean water and sanitation, food monitoring, vaccine programs.

29. 21-5 Complete the concept map about the Immune System

30. Week 7:StandardsGestation

31. 22-1Students will describe the processes related to human development from fertilization to birth. Define the following terms: zygote: the first cell formed when sperm and egg fuse. embryo: multicellular, diploid eukaryote from first cell division until birth. gestation: the time period of development for an embryo; human gestation is 40 weeks. trimester: the segments of human gestation, each lasting about 12-14 weeks; marks major milestones of embryonic and fetal development.

34. 22-2Students will describe the processes related to human development from fertilization to birth. What are the hormones necessary for reproduction to occur for males and females? MALES FEMALES Leutinizing Hormone (LH) LH Follicle Stimulating Hormone (FSH) FSH Testosterone Estrogen Progesterone

35. Female Reproductive Hormones

36. 22-3Students will correctly identify the structures required for fetal development. Placenta: gland produced during pregnancy that maintains pregnancy and nourishes fetus. Umbilical Cord: links placenta to fetus during gestation to deliver oxygen and nutrients to fetus and get rid of wastes. Amniotic sac: protective sac that surrounds fetus during development as a barrier to pathogens. Amniotic fluid: Fluid in sac that acts as cushion, keeps environment moist, and protects fetus.

37. Week 8:StandardsGestation

38. 23-1Students will understand the major events of fetal development during each of the 3 trimesters. A fertilized egg undergoes several stages before it is successfully implanted. The diagram shows these stages as the fertilized egg travels through the female reproductive system. In which structure(s) of the femalereproductive system is the blastocyst implanted during normal human development? UTERUS

39. 23-2Students will understand the major events of fetal development during each of the 3 trimesters. List ONE major developmental event that occurs in each of the 3 trimesters. FIRST TRIMESTER SECOND TRIMESTERTHIRD TRIMESTER

40. 23-4Students will understand the major events of fetal development during each of the 3 trimesters. What is differentiation? The ability of cells to take on specific characteristics needed to perform specific functions. When does differentiation begin? When the embryo forms layers. This event is called gastrulation. At about what time during development does a human embryo become a fetus? About 8 weeks after fertilization as the embryo has made all major body organs.

41. Week 9:StandardsNervous and Circulatory Systems

42. 24-1Students will describe the factors that affect blood flow through the cardiovascular system The rate at which blood flows through the human body changes in response to many factors.What can impact the flow of blood through the body? • Thickness (viscosity) of blood • Force of heart contractions • Blockage of blood vessels • Pressure of blood in arteries (high or low bp)

43. 24-2Students will describe the factors that affect blood flow through the cardiovascular system What lifestyle choices can impact the health of the cardiovascular system? NEGATIVE CHOICES POSITIVE CHOICES Smoking Exercise Drinking Healthy diet Bad diet Relaxation Not exercising

44. 24-3Students will identify the major parts of the brain. • Make a rough sketch of the brain in your standard book. • Label the following structures cerebrum cerebellum pons brain stem frontal lobe parietal lobe occipital lobe temporal lobe medulla oblongata 3. List ONE function for each labeled function.

46. Week 10:StandardsEvolutionary Theory

47. 25-1Students will explain the scientific theory of evolution. Answer the following TRUE/FALSE questions related to evolution. • Humans evolved from monkeys. FALSE Humans evolved alongside monkeys and they SHARE a common ancestor. 2. Mutations can be good or bad. TRUE 3. A theory is a guess. FALSE A theory is a well-supported body of scientific evidence. 4. Evolution is random. FALSE Evolution is a specific sequence of biochemical events that occur and allow for the next biochemical reaction to occur. There is nothing random about it. 5. Humans are animals. TRUE

49. 25-2Students will list the supportive evidence for evolution. List and give a quick description of the 4 ideas that provide evidence of evolution. 1. Fossil evidence: a fossil is the impression left by a dead/decayed once-living organism. 2. Comparative Embryology: presence of homologous/ similar structures in embryos of similar organisms. 3. Comparative Anatomy: presence of homologous/ similar structures in similar organisms. 4. Geography: Isolated organisms evolve similarly when isolated from other related organisms.