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1 CHAPTER 7 VIRUSES BACTERIA PROTISTS FUNGI
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CHAPTER 7
VIRUSES
BACTERIA
PROTISTS
FUNGI
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Chapter 7 Objectives:
Section 1:
1. List characteristics of viruses and start reasons why viruses are considered to be nonliving
2. Describe the components of the basic structure of a virus
3. Explain how both active and hidden viruses multiply
4. Discuss how viral diseases are treated
Section 2:
1. Name and describe structures, sizes, and shapes of a bacterial cell.
2. Compare autotrophs to heterotrophs, and explain how energy is released through respiration
3. Describe the conditions under which bacteria thrive and reproduce frequently
4. Explain the roles of bacteria in the production of oxygen and food, in environmental recycling and cleanup,
and in health and medicine.
Section 3:
1. Describe the characteristics of animal-like protists and give examples
2. Describe the characteristics of plant-like protists and give examples
3. Describe the characteristics of fungus-like protists and give examples
Section 4
1. Name the characteristics that all fungi share
2. Explain how fungi reproduce
3. Describe the roles fungi play in nature
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The Multiplication of VIRUSES
Directions: Fill in the following flow charts using the information you read in text pages 210-215
HOW ACTIVE VIRUSES MULTIPLY
Virus attaches to the surface of a living cell.
↓
Virus injects genetic material into cell.
↓
↓
↓
HOW HIDDEN VIRUSES MULTIPLY
↓
↓
↓
↓
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REVIEW: VIRUSES
Directions: Match the following definitions to their appropriate term
1. _____ Supplies energy to a virus or another organism a. host
2. _____ Tiny, nonliving thing that enters cell to reproduce b. vaccine
3. _____ Living on or in another organism, causing it harm c. protein coat
4. _____ Virus that may stay inactive for a long time d. parasite
5. _____ A virus that multiples as soon as it enters the cell e. inner core
6. _____ Protective part of a virus f. virus
7. _____ Part of virus containing its genetic information g. active
8. _____ Made from a weakened or altered virus h. hidden
Directions: List four ways to treat viral diseases.
1. _____________________________________________________________________________
2. _____________________________________________________________________________
3. _____________________________________________________________________________
4. _____________________________________________________________________________
Directions: List five ways to prevent viral diseases
1. _____________________________________________________________________________
2. _____________________________________________________________________________
3. _____________________________________________________________________________
4. _____________________________________________________________________________
5. _____________________________________________________________________________
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“Disease Brochure” Requirements and Rubric
The project due date is __________________________________________________________________________
Research days – ________________________________________
Work on brochure in class- _______________________________
1. Go to the following site, read about different diseases, and choose one disease for your project: http://www.kidshealth.org/parent/infections/index.html
2. Provide the following information and locate that information on the assigned panels of your brochure according to the criteria in the table below.
3. Be creative – fill with colors, decorations and pictures (these can be computer generated). 4. Cutting and pasting of information is not allowed- it is CHEATING and you will receive an F 5. Each student will complete the project for a test grade.
Panel Criteria Point
Value
Points
Received
Cover (a) - Disease name: Common & Scientific name
6
Image (a) - Image of the Structure of disease causing particle or organism
4
Inside left panel (b) - History/Origin of disease: When did it start? How has it survived throughout history?
10
Inside middle panel (c)
- Description of disease: What is it? How is it transmitted? Who is susceptible? Where in the world is it most common, lethal? How does it mess with the immune system?
- Symptoms associated with disease (continue on d)
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10
Inside right panel (d) - Preventative Methods - Treatment of disease
10
Outside right panel (e) - Additional Information on disease (any interesting facts); Statistics of those infected
10
Outside middle panel (f)
- Name - Date - Period - Resources (at least 3) - Images cited (at least 3)
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General Appearance
All panels (a thru f) are filled with color, neatness
throughout, appropriate decorations included, extra
drawings/pictures included, creativity, how informative it
is, effort, and following of directions
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TOTAL TOTAL (Grade) 100
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Front View of Tri-fold Brochure
(b)
inside left-side
panel
(c)
inside middle
panel
(d)
inside right-side
panel
Fold
here
Backside View of Tri-fold Brochure
(e)
outside right-side
panel
(f)
outside middle
panel
(a)
Cover
outside left-side
panel
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EPIDEMIC!
Introduction:
Epidemics have occurred many times over the history of the world. The Black Death Plague killed
thousands of people in Europe in the 14th century and more recently the Ebola virus surfaced in villages
of Africa. Other diseases are said to reach “epidemic” proportions when the number of victims or
carriers hit large numbers and the treatments are not working.
Materials:
Test tube
Pipette
Procedure:
1. Using the pipette provided by your teacher, place two drops of your liquid into another
student’s test tube. Have that student add two drops of his/her liquid into your test tube.
2. Repeat step 1 five more time for a total of 6 exchanges.
3. As you are “exchanging fluids”, fill in the information below.
Trial #1: ________________________________ placed 2 drops of fluid into my test tube.
I placed 2 drops of my fluid into __________________________________’s test tube.
Trial #2: ________________________________ placed 2 drops of fluid into my test tube.
I placed 2 drops of my fluid into __________________________________’s test tube.
Trial #3: ________________________________ placed 2 drops of fluid into my test tube.
I placed 2 drops of my fluid into __________________________________’s test tube.
Trial #4: ________________________________ placed 2 drops of fluid into my test tube.
I placed 2 drops of my fluid into __________________________________’s test tube.
Trial #5: ________________________________ placed 2 drops of fluid into my test tube.
I placed 2 drops of my fluid into __________________________________’s test tube.
Trial #6: ________________________________ placed 2 drops of fluid into my test tube.
I placed 2 drops of my fluid into __________________________________’s test tube.
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Analysis:
1. What color did your solution turn when the PHTH was added?
2. What does this indicate?
3. How can the class figure out who was the original carrier of the disease?
4. What percentage of the class contracted the virus?
5. Who do you think was the carrier of the disease?
6. Describe how sharing body fluids can result in transmitting a disease to another person.
7. In your own words, describe how this experiment could simulate the spread of an epidemic.
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REVIEW: Bacteria
Directions: Match the following definitions to their proper term
1. _____ Organism that does not have a nucleus a. endospore
2. _____ Long structure that aids in movement b. prokaryote
3. _____ Reproduction that only requires one parent cell c. pasteurization
4. _____ Reproduction that requires two parent cells d. flagellum
5. _____ Type of division when one cell divides into 2 identical cells e. sexual
6. _____ Transfer of genetic info via a threadlike bridge f. asexual
7. _____ Small resting cell that forms inside a bacterial cell g. binary fission
8. _____ Process of heating food to kill harmful bacteria h. conjugation
Directions: List the three basic shapes of bacterial cells.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
Directions: List the two ways in which autotrophic bacteria make food.
1. ______________________________________________________________________________________
2. ______________________________________________________________________________________
Directions: Complete the table below about reproduction in bacteria
Asexual Reproduction Sexual Reproduction
Name of Process
Number of Parents
What occurs in the process
Result of Process
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ACTIVITY: Identifying Bacteria
Introduction: Thousands of different kinds of bacteria inhabit Earth. Each kind can be distinguished from the other by its characteristics. In addition to shape, these characteristics include: whether it will grow in water hotter that 45°C,; whether it will grow in very salty water; whether it will grow in the presence of air; whether it will grow without air; and whether it forms endospores.
Scientists who study bacteria use these and about 15 other characteristics to identify bacterium. The chart below shows some of the characteristics of six common bacteria. A plus (+) sign mean the bacterium has the characteristic. A minus (-) sign means the bacterium does not have the characteristic.
Directions: Study the table and answer the questions below.
Bacterium Rod Sphere Grows at
45°C
Grows in 6.5% salt
water
Grows in Air
Grows without Air
Endospores
1 + - + Unknown + + +
2 + - + Unknown - + +
3 - + - + + + -
4 + - + - - + -
5 - + - - + + -
6 - + + - + + -
1. What characteristic do all of the bacteria have in common?
2. How could you distinguish bacterium 1 from bacterium 2?
3. Which bacteria might be found in hot springs?
4. What characteristic(s) can you use to distinguish the spherical bacteria from one another?
5. Sea water is about 3.5% salt. In some places, sea water gets trapped when the tide goes out. The heat of
the sun will cause some of this water to evaporate. Which bacteria are most likely to survive in such water. Explain your answer.
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LAB: How quickly can bacteria multiply?
Procedure:
1. Your teacher will give you some beans and paper cups. Number the cups 1 through 8. Each ban will represent a bacterial cell.
2. Put 1 bean into cup 1 to represent the first generation bacteria. Approximately every 20 minutes, a bacterial cell reproduces by dividing into 2 cells. Put two beans into cup 2 to represent the second generation of bacteria.
3. Calculate how many bacterial cells there would be in the third generation if each cell in cup 2 divided into 2 cells. Place the correct number of beans in cup 3.
4. Repeat step 3 five more times. All the cups should now contain beans. How many cells are in the 8th generation? ______________. How much time has elapsed since the first generation? ___________________.
Analysis:
1. Based on this activity, explain why the number of bacteria can increase in a short period of time.
2. How many generations would it take for the original bacteria cell to divide into over 1000 offspring
cells? How long would this take?
3. How many bacterial cells would exist in the 10th generation?
4. How many bacterial cells would exist in the 15th generation?
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ACTIVITY: Population Explosion
Introduction:
Suppose a bacterium reproduces by binary fission every 20 minutes. The new cells survive and reproduce at the
same rate. The graph below shows how the bacterial population would grow from a single bacterium.
Directions: Answer the following questions based on the graph above.
1. What is the independent variable? What is the operational definition of the IV?
2. What is the dependent variable? What is the operational definition of the DV?
3. According to the graph, how many cells are there after 20 minutes?
4. How many cells are there after 1 hour?
5. How many cells are there after 2 hours?
6. Using interpolation, approximately how many cells would there be after 90 minutes?
7. Using extrapolation, approximately how many cells would there be after 140 minutes?
8. Describe the pattern you see in the way the bacterial population increases over 2 hours.
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PROTISTS
Directions: Match the term to its definition.
1. _____ protozoan a. form of symbiosis that benefits both species
2. _____ pseudopod b. an animal-like protist
3. _____ spore c. a tiny cell that is able to grow into a new organism
4. _____ contractile vacuole d. close relationship between two species in which at least one benefits
5. _____ cilia e. hair-like projections of ciliates used to sweep in food and move
6. _____ algae f. plant-like protists
7. _____ symbiosis g. a temporary bulge of the cytoplasm used for feeding and movement
8. _____ mutualism h. structure that collects excess water and expels it from a cell
9. _____ protist i. eukaryote that cannot be classified as an animal, plant, or fungus
Directions: Complete the table about the different types of protists
Type of Protist Shared Characteristics Examples
Animal-Like
Plant-Like
Fungus-Like
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LAB: OBSERVING PROTISTS
Introduction: Protists are microscopic, unicellular organisms found in almost every environment on Earth. Many protists are extremely complex and perform the same basic life functions as do multicellular organisms. In this lab, you will examine three different types of protists: Euglena, Amoeba, and Paramecium.
Purpose:
1. To gain experience with microscope techniques 2. To observe living protists under the microscope 3. To compare the structure and activity of three different groups of protists
Materials:
- “ready slide” cultures of Euglena, Amoeba, and Paramecium - Microscope - Microscope slides - Cover slips - Transfer pipettes - Depression slides - protoslo
Procedure:
1. You will make three wet mounts in this lab. Observe them one at a time under the microscope.
2. Prepare a wet mount of the Amoeba. Use a pipette to draw in protists from the culture container. Amoeba will be found near the bottom. Euglena and Paramecium may be found by skimming the surface.
3. Place a small drop of the sample on a clean depression slide and cover it with a glass coverslip. If your teacher instructs you to do so, add a drop of protoslo to your slide.
4. Use the 4X objective on the microscope to find the organisms and lower power (10X) to observe their movement.
5. Use the high power (40X) once the organism has been found and where is it unable to move out of view to view the structure of the organism
6. If the organism moves out of view, reposition the slide to keep it in the field of view. If you can’t find the organism, return to low power to relocate the specimen.
7. Fill in the Table 1 for the specimen.
8. Draw the specimen in the space provided on the next page
9. Label the various parts of each diagram
10. Repeat steps 1-8 for the Euglena and Paramecium.
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Table 1: Observations of the 3 Protists.
Characteristic Amoeba Euglena Paramecium
General Shape
Overall Color
Style of Movement
Structures for movement
Contractile Vacuole? (Y/N)
DRAWINGS:
Amoeba Euglena
Paramecium
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Analysis:
1. What characteristics are common to the organisms you observed?
2. In what ways to the organisms differ?
3. What evidence do you have that some protists may be capable of photosynthesis?
4. Which species of protists had contractile vacuoles that were easiest to see?
5. What classification group of Protists would the Amoeba fall into?
6. What classification group of Protists would the Euglena fall into?
7. What classification group of Protists would the Paramecium fall into?
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PRACTICE: FUNGI
Directions: Answer the following questions about fungi.
1. What are three examples of fungi?
a. ____________________________________________________
b. ____________________________________________________
c. ____________________________________________________
2. The cells of fungi are arranged in branching, thread-like tubes called ______________________________.
3. Identify the structures of the mushroom below:
4. Most fungi reproduce by making _____________________________________________.
5. Yeast cells reproduce asexually in a process called __________________________________________.
6. What are the three major groups of fungi?
a. __________________________________________________
b. __________________________________________________
c. __________________________________________________
7. Fungi that are ______________________________________ break down the chemicals in dead organisms
8. Some molds produce _____________________________________, substances that kill bacteria.
9. An organism that consists of a fungus and either algae or autotrophic bacteria that live together in a
mutualistic relationship is a(n) ___________________________________________________. The fungus
provides the algae or autotrophic bacteria with ______________________________. The algae of
autotrophic bacteria provide the fungus with ________________________________________.
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REVIEW SUDOKU
Directions: Match each definition on the left with the correct term and then put that number in the box below. All rows should add up to the same number.
A. Asexual reproduction in yeast
B. A temporary bulge of the cytoplasm used for feeding and movement
C. An interaction between two species in which at least one of the species benefits
D. An animal-like protist
E. Spore-producing reproductive structure of a fungus
F. Consists of a fungus and either an alga or an autotrophic bacterium living together in a mutualistic relationship
G. An interaction between two species in which both partners benefit
H. Hair-like projections from cells that move with a wavelike pattern
I. Branching, threadlike tubes that make up the bodies of multicellular fungi
1. Pseudopod
2. Mutualism
3. Lichen
4. Hyphae
5. Fruiting body
6. Budding
7. Protozoan
8. Symbiosis
9. Cilia
10. Spore
11. Contractile vacuole
12. fungi
