Classification of Fruits Part 1
Teacher Notes
Purpose This activity is to get the students to start thinking about classification Fruits are not the focus of this unit but they are large scale enough to make a point ofhow criteria are used to sort objects into groups
Background infonnation The botanical way of classifYing a fruit has to do with a couple different factors Some of these factors include the number ofovaries the flower has the number ofchambers each ovary has and the number of flower ovaries that grow together into one fruit Fruits are developed from flowering plants Fruits are the ovaries offlowers After fertilization the ovary expands as the seed ripens Some fruits are the result of ovaries with a single compartment while other fruits may have ovaries with multiple compartments
Preparation Print out class sets of the of the fruit pictures for each team laminate and cut out Either paper clip each class set or place in an envelope Copy Student Data Sheets for each studentteam
Activity In student teams have students group the cards into as few as 2 groups or as many as 9 groups However many groups they make be sure that all of the fruits in each category meet the requirements set by the grouping rules When complete have your students give your groups descriptive names and then complete the Reasoning section of the activity
Blackberry StrawberryAvocadodmond Fruit Nectarine
------------~------------+----------------i---------------~------------------
Mulberry Raspberry Cherries
Coconut Lime OrangeGrapes _l-_To_m~ato _-l___________---_____~_
Peach Plum
Pear Pepper
Watermelon
Pineapple
______~cucu~mb~e~r-------r--------~E~9~9~plant---------1----Banana
Osage Orange Cantaloupe
uash
Classification of Fruits Part 1
Student Data Sheet
Purpose The purpose of this activity is to create rules for categorizing the fruits used in this activity
Instructions As a team figure out a way to group the fruits into different categories You may create as few as 2 groups or as many as 9 groups However many groups you make be sure that all of the fruits in each category meet the requirements set by your grouping rules When complete give your groups descriptive names
Reasoning 1 How many different groups did your team make
2 How did you go about grouping your fruits
__ 3 How many different ways did your team group the fruits before deciding on your final grouping rules
4 Using a tree map (see the example below) show how your team has grouped the fruits by listing the name of the group the rules used to group the fruit and finally the fruits placed in that group
Fruits I
Group Name Group Name Group Name
I Groulling Rule
J GrouQing Rule
I Groulling Rule
I Fruits in Group
J Fruits in Group
r ~its in Group
Baggie Cladistics Instructions
Materials Baggie Cladistic handout side one has a series of union Venn Diagram regions (they look like a bunch of boxes inside one another) [page 4 or 7]
side two has the questions and extra pics of the cards [page 5] Eight different organism cards [page 3] One organism name strip [there are three strips on page 6] Clear plastic bags seven sandwich-size will do A piece of blank paper (unlined is nice but lined filler paper is OK) scissors and tapeglue
1 Cut apart the eight organism cards [page 3] 2 Examine the organisms on the cards Pay attention to the description of the organisms 3 Select the two most similar organisms and put their cards together in one baggie 4 Then select the organism which is most like the ones you chose in step 3
Place that organism card in a second baggie Place the first baggie with its two organisms into the second baggie The result looks a bit like this
2nd Baggie
1st Baggie
3rd most similar organism Two most similar organisms
5 Continue the process Select the next most similar organism Place its card in a fresh baggie Then add the baggie of haggies containing all the previous cards Continue until all the cards are in the bags
This illustration should give you the idea of what to do
Continue until all 8 cards are in the 7th bag
6 Now it is time to record your data Consider what characteristics are present in all the organisms in the bags have in common Write down that characteristic on the dotted line in the outermost Venn region
7 Start to disassembling your baggies and note what comes out of the outermost bag There should be one card in the bag along with a bag full of more bags and the other cards Record this organism by taking the appropriate name strip and attaching it to the shaded area in the outermost box
The regions on this Venn diagram represent the baggies
more
8 Consider the remaining bags of organism cards What do all these organisms have in common Write down that characteristic on the dotted line in the second largest Venn region
9 Continue to disassemble your bags Each time a card is released you should paste the organisms name strip in the appropriate region
10 Repeat steps 8 and 9 until all of the cards are out of the baggies and the 8 name strips have been affixed to the diagram
At about half way through your diagram looks like this
11 Of course this is a Venn diagram not a cladogram (branching tree diagram) But Venn diagrams are a great way to set up your cladogram Take a piece of blank paper Unlined paper is great but notebook paper will do just fine Place the paper over your Venn diagram Your diagram will guide your drawings Draw a line from outside all of the Venn legions into the largest Venn region As soon as you enter the largest Venn region divide your line into two branches One branch goes to the outennost organism The other branch leads to the next Venn region
Paper (drawing not to scale)
12 Continue your line branching each time you enter a new Venn region One line extends to the organism listed in that region the other reaches into the next Venn region
Nallle9
Note the organism name 6 has characteristics 123 45 and 6 but does not have characeristic 7
16 Voila You have made a cladogram Answer the questions on side one ofyour handout
Note Published c1adograms are often prettified by straightening out the branches You need not do this
Name Date Palm Name Sea Lion Phoenix dactylifera Zalophus californianus Energy Source Autotroph Energy Source Heterotroph Vertebrae (backbones) nla Vertebrae (backbones) yes Body Temperature nla Body Temperature Limbs nla constantly warm Eyes nla Limbs 4 flippers with Retractable Claws nla claws Other Does not move Teeth Pointed teeth
Eyes eyeballs on side of head Retractable Claws no
Name Honey Bee Name House Cat Apis mellifera Felis silvestris Energy Source Heterotroph f ( Energy Source Heterotroph Vertebrae (backbones) no I Vertebrae (backbones) yes Body Temperature varies ~ Body Temperature constantly warm
with environment Limbs 4 legs with clawed feet Limbs 6 legs Teeth Pointed teeth Eyes on side of head Eyes front of head Retractable Claws nla Retractable Claws yes Other Compound eyes Other Purrs
but cannot roar
Name Leopard Frog Rana pipiens Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature varies
with environment Limbs 4 legs Eyes eyeballs on topside ofhead Retractable Claws nla Other Tongue attached to front ofjaw
Name African Lion Panthera leo Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roars social animal males have manes
Name Bactrian Camel Camelus bactrianus Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature
constantly warm Limbs 4 legs with hooves Teeth Square flat teeth Eyes eyeballs on side of head Retractable Claws nla
Name Siberian Tiger Panthera tigris Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roarsstripes solitary animal
Baggie Cladistics
1 Why do organisms resemble one another
2 What does it mean when two organisms are very similar
3 List and describe at least two ways that similarity between organisms can be determined
4 Compare and contrast a cladogram (branching tree diagram) with a pedigree (family tree)
Name Period Date
Mrican Lion Pan~Taeo Energy Sou Hph Vertebrae (bacldgtoDes) yes Body TemperaIlue coostantly warm Limbs 4 Jegs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws DO
Oher Rom social animal males
Phoenix dactyliera Energy SOU Autotroph Vertebrae (backbones) nJ Body Temperature nJ Limbs 0 Eyes nJ Retractable Claws nJ Other Does not move
Name Sea Lion ZPJop1tampJS caJfornianwr Energy Source Heterotroph Venebrae (backbones) yes Body Tempergtture
constantly wann 4 with
I
Common DATE PALM HONEYBEE LEOPARD BACTRIAN CALIFORNI HOUSE CAT AFRICAN SIBERIAN Name FROG CAMEL A SEA LION LION TIGER
Kingdom Plantae Animalia Animalia Animalia Animalia Animalia Animalia Animalia
_Phylum Magnoliophyta Arthropoda Chordata Chordata Chordata Chordata Chordata Chordata
Class Liliopsida Insecta Amphibia Mammalia Mammalia Mammalia Mammalia Mammalia-Order Arecales Hymenoptera Anura Artiodactyla Carnivora Carnivora Carnivora Carnivora
1_~amilY Arecaceae AEidae Ranidae Camelidae Otariidae Felidae Felidae Felidae
Genus Phoenix Apis Rana Camelus Zalophus Felis Panthera Panthera
I~pecies dacryJifera mellifera [pipiens bactrianus californianus silvestris leo tigris
rCommon IDATE PALM Name 1--- i iKingdom IPlantae
IPhylum Magnoliophyta I
IClass ILiliopsida
Order IArecales I
HONEYBEE LEOPARD FROG
Animalia Animalia
Arthropoda Chordata
Insecta Amehibia
Hymenoptera Anura
RanidaeIFamJy___~Arecaceae lApidae
RanaI_Qenus Phoenix lApis
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Camelus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CAT AFRICAN SIBERIAN LION TIGER
Animalia Animalia Animalia
Chordata Chordata Chordata
Mammalia Mammalia Mammalia
Carnivora Carnivora Carnivora
Felidae Felidae Felidae
Felis Panthera jPanthera
jSIecies dactylifera tigrissilvestris leomelliera pipiens
Common DATEPALMlHONEYBEE LEOPARD Name I FROG
AnimaliaKi~dom Plantae Animalia
Phylum IMagnoliophyta Arthropoda Chordata
Insecta AmphibiaClass Liliopsida
HymenopteraOrder Arecales Anura
Apidae RanidaeFamiIy Arecaceae
Genus Phoenix __ Apis Rana
sect1ecies dactylifera mellifera ipipiens
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Cameus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CATj AFRICAN ~ LION
Animalia Animalia
Chordata IChordata
Mammalia Mammalia
Carnivora ICarnivora
Felidae IFelidae i
Felis IPanthera
silvestris Ilea
SIBERIAN TIGER
Animalia
Chordata
Mammalia
Carnivora
Felidae
Panthera
tigris _ shy
Name ___ Period ___ Date
Baggie Cladistics
1 Why do organisms resemble one another
They are related to each other
2 What does it mean when two organisms are very similar
The more similar the closer related they are The more recent the common ancestor
3 List and describe at least two ways that similarity between organisms can be determined
Comparing anatomy Comparing DNA Comparing embryology (development before birth)
4 Compare and contrast a c1adogram (branching tree diagram) with a pedigree (family tree)
Both show relatives amp ancestors Cladograms include more distant
relatives over a longer period of time and can thus be used to predict the characteristics of
common ancestors
Lab Plant Structure and Function
Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower
Major Plant Organs and Their Functions
Part A Leaves
The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration
Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant
Can you list the reactants and products for the processes ofphotosynthesis and cell respiration
Photosynthesis Equation _________________________
Cell Respiration Equation ____~____________________
Leaf Cross-Section
The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound
The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)
Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs
Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Peach Plum
Pear Pepper
Watermelon
Pineapple
______~cucu~mb~e~r-------r--------~E~9~9~plant---------1----Banana
Osage Orange Cantaloupe
uash
Classification of Fruits Part 1
Student Data Sheet
Purpose The purpose of this activity is to create rules for categorizing the fruits used in this activity
Instructions As a team figure out a way to group the fruits into different categories You may create as few as 2 groups or as many as 9 groups However many groups you make be sure that all of the fruits in each category meet the requirements set by your grouping rules When complete give your groups descriptive names
Reasoning 1 How many different groups did your team make
2 How did you go about grouping your fruits
__ 3 How many different ways did your team group the fruits before deciding on your final grouping rules
4 Using a tree map (see the example below) show how your team has grouped the fruits by listing the name of the group the rules used to group the fruit and finally the fruits placed in that group
Fruits I
Group Name Group Name Group Name
I Groulling Rule
J GrouQing Rule
I Groulling Rule
I Fruits in Group
J Fruits in Group
r ~its in Group
Baggie Cladistics Instructions
Materials Baggie Cladistic handout side one has a series of union Venn Diagram regions (they look like a bunch of boxes inside one another) [page 4 or 7]
side two has the questions and extra pics of the cards [page 5] Eight different organism cards [page 3] One organism name strip [there are three strips on page 6] Clear plastic bags seven sandwich-size will do A piece of blank paper (unlined is nice but lined filler paper is OK) scissors and tapeglue
1 Cut apart the eight organism cards [page 3] 2 Examine the organisms on the cards Pay attention to the description of the organisms 3 Select the two most similar organisms and put their cards together in one baggie 4 Then select the organism which is most like the ones you chose in step 3
Place that organism card in a second baggie Place the first baggie with its two organisms into the second baggie The result looks a bit like this
2nd Baggie
1st Baggie
3rd most similar organism Two most similar organisms
5 Continue the process Select the next most similar organism Place its card in a fresh baggie Then add the baggie of haggies containing all the previous cards Continue until all the cards are in the bags
This illustration should give you the idea of what to do
Continue until all 8 cards are in the 7th bag
6 Now it is time to record your data Consider what characteristics are present in all the organisms in the bags have in common Write down that characteristic on the dotted line in the outermost Venn region
7 Start to disassembling your baggies and note what comes out of the outermost bag There should be one card in the bag along with a bag full of more bags and the other cards Record this organism by taking the appropriate name strip and attaching it to the shaded area in the outermost box
The regions on this Venn diagram represent the baggies
more
8 Consider the remaining bags of organism cards What do all these organisms have in common Write down that characteristic on the dotted line in the second largest Venn region
9 Continue to disassemble your bags Each time a card is released you should paste the organisms name strip in the appropriate region
10 Repeat steps 8 and 9 until all of the cards are out of the baggies and the 8 name strips have been affixed to the diagram
At about half way through your diagram looks like this
11 Of course this is a Venn diagram not a cladogram (branching tree diagram) But Venn diagrams are a great way to set up your cladogram Take a piece of blank paper Unlined paper is great but notebook paper will do just fine Place the paper over your Venn diagram Your diagram will guide your drawings Draw a line from outside all of the Venn legions into the largest Venn region As soon as you enter the largest Venn region divide your line into two branches One branch goes to the outennost organism The other branch leads to the next Venn region
Paper (drawing not to scale)
12 Continue your line branching each time you enter a new Venn region One line extends to the organism listed in that region the other reaches into the next Venn region
Nallle9
Note the organism name 6 has characteristics 123 45 and 6 but does not have characeristic 7
16 Voila You have made a cladogram Answer the questions on side one ofyour handout
Note Published c1adograms are often prettified by straightening out the branches You need not do this
Name Date Palm Name Sea Lion Phoenix dactylifera Zalophus californianus Energy Source Autotroph Energy Source Heterotroph Vertebrae (backbones) nla Vertebrae (backbones) yes Body Temperature nla Body Temperature Limbs nla constantly warm Eyes nla Limbs 4 flippers with Retractable Claws nla claws Other Does not move Teeth Pointed teeth
Eyes eyeballs on side of head Retractable Claws no
Name Honey Bee Name House Cat Apis mellifera Felis silvestris Energy Source Heterotroph f ( Energy Source Heterotroph Vertebrae (backbones) no I Vertebrae (backbones) yes Body Temperature varies ~ Body Temperature constantly warm
with environment Limbs 4 legs with clawed feet Limbs 6 legs Teeth Pointed teeth Eyes on side of head Eyes front of head Retractable Claws nla Retractable Claws yes Other Compound eyes Other Purrs
but cannot roar
Name Leopard Frog Rana pipiens Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature varies
with environment Limbs 4 legs Eyes eyeballs on topside ofhead Retractable Claws nla Other Tongue attached to front ofjaw
Name African Lion Panthera leo Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roars social animal males have manes
Name Bactrian Camel Camelus bactrianus Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature
constantly warm Limbs 4 legs with hooves Teeth Square flat teeth Eyes eyeballs on side of head Retractable Claws nla
Name Siberian Tiger Panthera tigris Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roarsstripes solitary animal
Baggie Cladistics
1 Why do organisms resemble one another
2 What does it mean when two organisms are very similar
3 List and describe at least two ways that similarity between organisms can be determined
4 Compare and contrast a cladogram (branching tree diagram) with a pedigree (family tree)
Name Period Date
Mrican Lion Pan~Taeo Energy Sou Hph Vertebrae (bacldgtoDes) yes Body TemperaIlue coostantly warm Limbs 4 Jegs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws DO
Oher Rom social animal males
Phoenix dactyliera Energy SOU Autotroph Vertebrae (backbones) nJ Body Temperature nJ Limbs 0 Eyes nJ Retractable Claws nJ Other Does not move
Name Sea Lion ZPJop1tampJS caJfornianwr Energy Source Heterotroph Venebrae (backbones) yes Body Tempergtture
constantly wann 4 with
I
Common DATE PALM HONEYBEE LEOPARD BACTRIAN CALIFORNI HOUSE CAT AFRICAN SIBERIAN Name FROG CAMEL A SEA LION LION TIGER
Kingdom Plantae Animalia Animalia Animalia Animalia Animalia Animalia Animalia
_Phylum Magnoliophyta Arthropoda Chordata Chordata Chordata Chordata Chordata Chordata
Class Liliopsida Insecta Amphibia Mammalia Mammalia Mammalia Mammalia Mammalia-Order Arecales Hymenoptera Anura Artiodactyla Carnivora Carnivora Carnivora Carnivora
1_~amilY Arecaceae AEidae Ranidae Camelidae Otariidae Felidae Felidae Felidae
Genus Phoenix Apis Rana Camelus Zalophus Felis Panthera Panthera
I~pecies dacryJifera mellifera [pipiens bactrianus californianus silvestris leo tigris
rCommon IDATE PALM Name 1--- i iKingdom IPlantae
IPhylum Magnoliophyta I
IClass ILiliopsida
Order IArecales I
HONEYBEE LEOPARD FROG
Animalia Animalia
Arthropoda Chordata
Insecta Amehibia
Hymenoptera Anura
RanidaeIFamJy___~Arecaceae lApidae
RanaI_Qenus Phoenix lApis
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Camelus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CAT AFRICAN SIBERIAN LION TIGER
Animalia Animalia Animalia
Chordata Chordata Chordata
Mammalia Mammalia Mammalia
Carnivora Carnivora Carnivora
Felidae Felidae Felidae
Felis Panthera jPanthera
jSIecies dactylifera tigrissilvestris leomelliera pipiens
Common DATEPALMlHONEYBEE LEOPARD Name I FROG
AnimaliaKi~dom Plantae Animalia
Phylum IMagnoliophyta Arthropoda Chordata
Insecta AmphibiaClass Liliopsida
HymenopteraOrder Arecales Anura
Apidae RanidaeFamiIy Arecaceae
Genus Phoenix __ Apis Rana
sect1ecies dactylifera mellifera ipipiens
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Cameus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CATj AFRICAN ~ LION
Animalia Animalia
Chordata IChordata
Mammalia Mammalia
Carnivora ICarnivora
Felidae IFelidae i
Felis IPanthera
silvestris Ilea
SIBERIAN TIGER
Animalia
Chordata
Mammalia
Carnivora
Felidae
Panthera
tigris _ shy
Name ___ Period ___ Date
Baggie Cladistics
1 Why do organisms resemble one another
They are related to each other
2 What does it mean when two organisms are very similar
The more similar the closer related they are The more recent the common ancestor
3 List and describe at least two ways that similarity between organisms can be determined
Comparing anatomy Comparing DNA Comparing embryology (development before birth)
4 Compare and contrast a c1adogram (branching tree diagram) with a pedigree (family tree)
Both show relatives amp ancestors Cladograms include more distant
relatives over a longer period of time and can thus be used to predict the characteristics of
common ancestors
Lab Plant Structure and Function
Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower
Major Plant Organs and Their Functions
Part A Leaves
The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration
Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant
Can you list the reactants and products for the processes ofphotosynthesis and cell respiration
Photosynthesis Equation _________________________
Cell Respiration Equation ____~____________________
Leaf Cross-Section
The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound
The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)
Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs
Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Classification of Fruits Part 1
Student Data Sheet
Purpose The purpose of this activity is to create rules for categorizing the fruits used in this activity
Instructions As a team figure out a way to group the fruits into different categories You may create as few as 2 groups or as many as 9 groups However many groups you make be sure that all of the fruits in each category meet the requirements set by your grouping rules When complete give your groups descriptive names
Reasoning 1 How many different groups did your team make
2 How did you go about grouping your fruits
__ 3 How many different ways did your team group the fruits before deciding on your final grouping rules
4 Using a tree map (see the example below) show how your team has grouped the fruits by listing the name of the group the rules used to group the fruit and finally the fruits placed in that group
Fruits I
Group Name Group Name Group Name
I Groulling Rule
J GrouQing Rule
I Groulling Rule
I Fruits in Group
J Fruits in Group
r ~its in Group
Baggie Cladistics Instructions
Materials Baggie Cladistic handout side one has a series of union Venn Diagram regions (they look like a bunch of boxes inside one another) [page 4 or 7]
side two has the questions and extra pics of the cards [page 5] Eight different organism cards [page 3] One organism name strip [there are three strips on page 6] Clear plastic bags seven sandwich-size will do A piece of blank paper (unlined is nice but lined filler paper is OK) scissors and tapeglue
1 Cut apart the eight organism cards [page 3] 2 Examine the organisms on the cards Pay attention to the description of the organisms 3 Select the two most similar organisms and put their cards together in one baggie 4 Then select the organism which is most like the ones you chose in step 3
Place that organism card in a second baggie Place the first baggie with its two organisms into the second baggie The result looks a bit like this
2nd Baggie
1st Baggie
3rd most similar organism Two most similar organisms
5 Continue the process Select the next most similar organism Place its card in a fresh baggie Then add the baggie of haggies containing all the previous cards Continue until all the cards are in the bags
This illustration should give you the idea of what to do
Continue until all 8 cards are in the 7th bag
6 Now it is time to record your data Consider what characteristics are present in all the organisms in the bags have in common Write down that characteristic on the dotted line in the outermost Venn region
7 Start to disassembling your baggies and note what comes out of the outermost bag There should be one card in the bag along with a bag full of more bags and the other cards Record this organism by taking the appropriate name strip and attaching it to the shaded area in the outermost box
The regions on this Venn diagram represent the baggies
more
8 Consider the remaining bags of organism cards What do all these organisms have in common Write down that characteristic on the dotted line in the second largest Venn region
9 Continue to disassemble your bags Each time a card is released you should paste the organisms name strip in the appropriate region
10 Repeat steps 8 and 9 until all of the cards are out of the baggies and the 8 name strips have been affixed to the diagram
At about half way through your diagram looks like this
11 Of course this is a Venn diagram not a cladogram (branching tree diagram) But Venn diagrams are a great way to set up your cladogram Take a piece of blank paper Unlined paper is great but notebook paper will do just fine Place the paper over your Venn diagram Your diagram will guide your drawings Draw a line from outside all of the Venn legions into the largest Venn region As soon as you enter the largest Venn region divide your line into two branches One branch goes to the outennost organism The other branch leads to the next Venn region
Paper (drawing not to scale)
12 Continue your line branching each time you enter a new Venn region One line extends to the organism listed in that region the other reaches into the next Venn region
Nallle9
Note the organism name 6 has characteristics 123 45 and 6 but does not have characeristic 7
16 Voila You have made a cladogram Answer the questions on side one ofyour handout
Note Published c1adograms are often prettified by straightening out the branches You need not do this
Name Date Palm Name Sea Lion Phoenix dactylifera Zalophus californianus Energy Source Autotroph Energy Source Heterotroph Vertebrae (backbones) nla Vertebrae (backbones) yes Body Temperature nla Body Temperature Limbs nla constantly warm Eyes nla Limbs 4 flippers with Retractable Claws nla claws Other Does not move Teeth Pointed teeth
Eyes eyeballs on side of head Retractable Claws no
Name Honey Bee Name House Cat Apis mellifera Felis silvestris Energy Source Heterotroph f ( Energy Source Heterotroph Vertebrae (backbones) no I Vertebrae (backbones) yes Body Temperature varies ~ Body Temperature constantly warm
with environment Limbs 4 legs with clawed feet Limbs 6 legs Teeth Pointed teeth Eyes on side of head Eyes front of head Retractable Claws nla Retractable Claws yes Other Compound eyes Other Purrs
but cannot roar
Name Leopard Frog Rana pipiens Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature varies
with environment Limbs 4 legs Eyes eyeballs on topside ofhead Retractable Claws nla Other Tongue attached to front ofjaw
Name African Lion Panthera leo Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roars social animal males have manes
Name Bactrian Camel Camelus bactrianus Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature
constantly warm Limbs 4 legs with hooves Teeth Square flat teeth Eyes eyeballs on side of head Retractable Claws nla
Name Siberian Tiger Panthera tigris Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roarsstripes solitary animal
Baggie Cladistics
1 Why do organisms resemble one another
2 What does it mean when two organisms are very similar
3 List and describe at least two ways that similarity between organisms can be determined
4 Compare and contrast a cladogram (branching tree diagram) with a pedigree (family tree)
Name Period Date
Mrican Lion Pan~Taeo Energy Sou Hph Vertebrae (bacldgtoDes) yes Body TemperaIlue coostantly warm Limbs 4 Jegs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws DO
Oher Rom social animal males
Phoenix dactyliera Energy SOU Autotroph Vertebrae (backbones) nJ Body Temperature nJ Limbs 0 Eyes nJ Retractable Claws nJ Other Does not move
Name Sea Lion ZPJop1tampJS caJfornianwr Energy Source Heterotroph Venebrae (backbones) yes Body Tempergtture
constantly wann 4 with
I
Common DATE PALM HONEYBEE LEOPARD BACTRIAN CALIFORNI HOUSE CAT AFRICAN SIBERIAN Name FROG CAMEL A SEA LION LION TIGER
Kingdom Plantae Animalia Animalia Animalia Animalia Animalia Animalia Animalia
_Phylum Magnoliophyta Arthropoda Chordata Chordata Chordata Chordata Chordata Chordata
Class Liliopsida Insecta Amphibia Mammalia Mammalia Mammalia Mammalia Mammalia-Order Arecales Hymenoptera Anura Artiodactyla Carnivora Carnivora Carnivora Carnivora
1_~amilY Arecaceae AEidae Ranidae Camelidae Otariidae Felidae Felidae Felidae
Genus Phoenix Apis Rana Camelus Zalophus Felis Panthera Panthera
I~pecies dacryJifera mellifera [pipiens bactrianus californianus silvestris leo tigris
rCommon IDATE PALM Name 1--- i iKingdom IPlantae
IPhylum Magnoliophyta I
IClass ILiliopsida
Order IArecales I
HONEYBEE LEOPARD FROG
Animalia Animalia
Arthropoda Chordata
Insecta Amehibia
Hymenoptera Anura
RanidaeIFamJy___~Arecaceae lApidae
RanaI_Qenus Phoenix lApis
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Camelus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CAT AFRICAN SIBERIAN LION TIGER
Animalia Animalia Animalia
Chordata Chordata Chordata
Mammalia Mammalia Mammalia
Carnivora Carnivora Carnivora
Felidae Felidae Felidae
Felis Panthera jPanthera
jSIecies dactylifera tigrissilvestris leomelliera pipiens
Common DATEPALMlHONEYBEE LEOPARD Name I FROG
AnimaliaKi~dom Plantae Animalia
Phylum IMagnoliophyta Arthropoda Chordata
Insecta AmphibiaClass Liliopsida
HymenopteraOrder Arecales Anura
Apidae RanidaeFamiIy Arecaceae
Genus Phoenix __ Apis Rana
sect1ecies dactylifera mellifera ipipiens
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Cameus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CATj AFRICAN ~ LION
Animalia Animalia
Chordata IChordata
Mammalia Mammalia
Carnivora ICarnivora
Felidae IFelidae i
Felis IPanthera
silvestris Ilea
SIBERIAN TIGER
Animalia
Chordata
Mammalia
Carnivora
Felidae
Panthera
tigris _ shy
Name ___ Period ___ Date
Baggie Cladistics
1 Why do organisms resemble one another
They are related to each other
2 What does it mean when two organisms are very similar
The more similar the closer related they are The more recent the common ancestor
3 List and describe at least two ways that similarity between organisms can be determined
Comparing anatomy Comparing DNA Comparing embryology (development before birth)
4 Compare and contrast a c1adogram (branching tree diagram) with a pedigree (family tree)
Both show relatives amp ancestors Cladograms include more distant
relatives over a longer period of time and can thus be used to predict the characteristics of
common ancestors
Lab Plant Structure and Function
Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower
Major Plant Organs and Their Functions
Part A Leaves
The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration
Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant
Can you list the reactants and products for the processes ofphotosynthesis and cell respiration
Photosynthesis Equation _________________________
Cell Respiration Equation ____~____________________
Leaf Cross-Section
The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound
The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)
Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs
Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Baggie Cladistics Instructions
Materials Baggie Cladistic handout side one has a series of union Venn Diagram regions (they look like a bunch of boxes inside one another) [page 4 or 7]
side two has the questions and extra pics of the cards [page 5] Eight different organism cards [page 3] One organism name strip [there are three strips on page 6] Clear plastic bags seven sandwich-size will do A piece of blank paper (unlined is nice but lined filler paper is OK) scissors and tapeglue
1 Cut apart the eight organism cards [page 3] 2 Examine the organisms on the cards Pay attention to the description of the organisms 3 Select the two most similar organisms and put their cards together in one baggie 4 Then select the organism which is most like the ones you chose in step 3
Place that organism card in a second baggie Place the first baggie with its two organisms into the second baggie The result looks a bit like this
2nd Baggie
1st Baggie
3rd most similar organism Two most similar organisms
5 Continue the process Select the next most similar organism Place its card in a fresh baggie Then add the baggie of haggies containing all the previous cards Continue until all the cards are in the bags
This illustration should give you the idea of what to do
Continue until all 8 cards are in the 7th bag
6 Now it is time to record your data Consider what characteristics are present in all the organisms in the bags have in common Write down that characteristic on the dotted line in the outermost Venn region
7 Start to disassembling your baggies and note what comes out of the outermost bag There should be one card in the bag along with a bag full of more bags and the other cards Record this organism by taking the appropriate name strip and attaching it to the shaded area in the outermost box
The regions on this Venn diagram represent the baggies
more
8 Consider the remaining bags of organism cards What do all these organisms have in common Write down that characteristic on the dotted line in the second largest Venn region
9 Continue to disassemble your bags Each time a card is released you should paste the organisms name strip in the appropriate region
10 Repeat steps 8 and 9 until all of the cards are out of the baggies and the 8 name strips have been affixed to the diagram
At about half way through your diagram looks like this
11 Of course this is a Venn diagram not a cladogram (branching tree diagram) But Venn diagrams are a great way to set up your cladogram Take a piece of blank paper Unlined paper is great but notebook paper will do just fine Place the paper over your Venn diagram Your diagram will guide your drawings Draw a line from outside all of the Venn legions into the largest Venn region As soon as you enter the largest Venn region divide your line into two branches One branch goes to the outennost organism The other branch leads to the next Venn region
Paper (drawing not to scale)
12 Continue your line branching each time you enter a new Venn region One line extends to the organism listed in that region the other reaches into the next Venn region
Nallle9
Note the organism name 6 has characteristics 123 45 and 6 but does not have characeristic 7
16 Voila You have made a cladogram Answer the questions on side one ofyour handout
Note Published c1adograms are often prettified by straightening out the branches You need not do this
Name Date Palm Name Sea Lion Phoenix dactylifera Zalophus californianus Energy Source Autotroph Energy Source Heterotroph Vertebrae (backbones) nla Vertebrae (backbones) yes Body Temperature nla Body Temperature Limbs nla constantly warm Eyes nla Limbs 4 flippers with Retractable Claws nla claws Other Does not move Teeth Pointed teeth
Eyes eyeballs on side of head Retractable Claws no
Name Honey Bee Name House Cat Apis mellifera Felis silvestris Energy Source Heterotroph f ( Energy Source Heterotroph Vertebrae (backbones) no I Vertebrae (backbones) yes Body Temperature varies ~ Body Temperature constantly warm
with environment Limbs 4 legs with clawed feet Limbs 6 legs Teeth Pointed teeth Eyes on side of head Eyes front of head Retractable Claws nla Retractable Claws yes Other Compound eyes Other Purrs
but cannot roar
Name Leopard Frog Rana pipiens Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature varies
with environment Limbs 4 legs Eyes eyeballs on topside ofhead Retractable Claws nla Other Tongue attached to front ofjaw
Name African Lion Panthera leo Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roars social animal males have manes
Name Bactrian Camel Camelus bactrianus Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature
constantly warm Limbs 4 legs with hooves Teeth Square flat teeth Eyes eyeballs on side of head Retractable Claws nla
Name Siberian Tiger Panthera tigris Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roarsstripes solitary animal
Baggie Cladistics
1 Why do organisms resemble one another
2 What does it mean when two organisms are very similar
3 List and describe at least two ways that similarity between organisms can be determined
4 Compare and contrast a cladogram (branching tree diagram) with a pedigree (family tree)
Name Period Date
Mrican Lion Pan~Taeo Energy Sou Hph Vertebrae (bacldgtoDes) yes Body TemperaIlue coostantly warm Limbs 4 Jegs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws DO
Oher Rom social animal males
Phoenix dactyliera Energy SOU Autotroph Vertebrae (backbones) nJ Body Temperature nJ Limbs 0 Eyes nJ Retractable Claws nJ Other Does not move
Name Sea Lion ZPJop1tampJS caJfornianwr Energy Source Heterotroph Venebrae (backbones) yes Body Tempergtture
constantly wann 4 with
I
Common DATE PALM HONEYBEE LEOPARD BACTRIAN CALIFORNI HOUSE CAT AFRICAN SIBERIAN Name FROG CAMEL A SEA LION LION TIGER
Kingdom Plantae Animalia Animalia Animalia Animalia Animalia Animalia Animalia
_Phylum Magnoliophyta Arthropoda Chordata Chordata Chordata Chordata Chordata Chordata
Class Liliopsida Insecta Amphibia Mammalia Mammalia Mammalia Mammalia Mammalia-Order Arecales Hymenoptera Anura Artiodactyla Carnivora Carnivora Carnivora Carnivora
1_~amilY Arecaceae AEidae Ranidae Camelidae Otariidae Felidae Felidae Felidae
Genus Phoenix Apis Rana Camelus Zalophus Felis Panthera Panthera
I~pecies dacryJifera mellifera [pipiens bactrianus californianus silvestris leo tigris
rCommon IDATE PALM Name 1--- i iKingdom IPlantae
IPhylum Magnoliophyta I
IClass ILiliopsida
Order IArecales I
HONEYBEE LEOPARD FROG
Animalia Animalia
Arthropoda Chordata
Insecta Amehibia
Hymenoptera Anura
RanidaeIFamJy___~Arecaceae lApidae
RanaI_Qenus Phoenix lApis
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Camelus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CAT AFRICAN SIBERIAN LION TIGER
Animalia Animalia Animalia
Chordata Chordata Chordata
Mammalia Mammalia Mammalia
Carnivora Carnivora Carnivora
Felidae Felidae Felidae
Felis Panthera jPanthera
jSIecies dactylifera tigrissilvestris leomelliera pipiens
Common DATEPALMlHONEYBEE LEOPARD Name I FROG
AnimaliaKi~dom Plantae Animalia
Phylum IMagnoliophyta Arthropoda Chordata
Insecta AmphibiaClass Liliopsida
HymenopteraOrder Arecales Anura
Apidae RanidaeFamiIy Arecaceae
Genus Phoenix __ Apis Rana
sect1ecies dactylifera mellifera ipipiens
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Cameus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CATj AFRICAN ~ LION
Animalia Animalia
Chordata IChordata
Mammalia Mammalia
Carnivora ICarnivora
Felidae IFelidae i
Felis IPanthera
silvestris Ilea
SIBERIAN TIGER
Animalia
Chordata
Mammalia
Carnivora
Felidae
Panthera
tigris _ shy
Name ___ Period ___ Date
Baggie Cladistics
1 Why do organisms resemble one another
They are related to each other
2 What does it mean when two organisms are very similar
The more similar the closer related they are The more recent the common ancestor
3 List and describe at least two ways that similarity between organisms can be determined
Comparing anatomy Comparing DNA Comparing embryology (development before birth)
4 Compare and contrast a c1adogram (branching tree diagram) with a pedigree (family tree)
Both show relatives amp ancestors Cladograms include more distant
relatives over a longer period of time and can thus be used to predict the characteristics of
common ancestors
Lab Plant Structure and Function
Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower
Major Plant Organs and Their Functions
Part A Leaves
The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration
Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant
Can you list the reactants and products for the processes ofphotosynthesis and cell respiration
Photosynthesis Equation _________________________
Cell Respiration Equation ____~____________________
Leaf Cross-Section
The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound
The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)
Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs
Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
8 Consider the remaining bags of organism cards What do all these organisms have in common Write down that characteristic on the dotted line in the second largest Venn region
9 Continue to disassemble your bags Each time a card is released you should paste the organisms name strip in the appropriate region
10 Repeat steps 8 and 9 until all of the cards are out of the baggies and the 8 name strips have been affixed to the diagram
At about half way through your diagram looks like this
11 Of course this is a Venn diagram not a cladogram (branching tree diagram) But Venn diagrams are a great way to set up your cladogram Take a piece of blank paper Unlined paper is great but notebook paper will do just fine Place the paper over your Venn diagram Your diagram will guide your drawings Draw a line from outside all of the Venn legions into the largest Venn region As soon as you enter the largest Venn region divide your line into two branches One branch goes to the outennost organism The other branch leads to the next Venn region
Paper (drawing not to scale)
12 Continue your line branching each time you enter a new Venn region One line extends to the organism listed in that region the other reaches into the next Venn region
Nallle9
Note the organism name 6 has characteristics 123 45 and 6 but does not have characeristic 7
16 Voila You have made a cladogram Answer the questions on side one ofyour handout
Note Published c1adograms are often prettified by straightening out the branches You need not do this
Name Date Palm Name Sea Lion Phoenix dactylifera Zalophus californianus Energy Source Autotroph Energy Source Heterotroph Vertebrae (backbones) nla Vertebrae (backbones) yes Body Temperature nla Body Temperature Limbs nla constantly warm Eyes nla Limbs 4 flippers with Retractable Claws nla claws Other Does not move Teeth Pointed teeth
Eyes eyeballs on side of head Retractable Claws no
Name Honey Bee Name House Cat Apis mellifera Felis silvestris Energy Source Heterotroph f ( Energy Source Heterotroph Vertebrae (backbones) no I Vertebrae (backbones) yes Body Temperature varies ~ Body Temperature constantly warm
with environment Limbs 4 legs with clawed feet Limbs 6 legs Teeth Pointed teeth Eyes on side of head Eyes front of head Retractable Claws nla Retractable Claws yes Other Compound eyes Other Purrs
but cannot roar
Name Leopard Frog Rana pipiens Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature varies
with environment Limbs 4 legs Eyes eyeballs on topside ofhead Retractable Claws nla Other Tongue attached to front ofjaw
Name African Lion Panthera leo Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roars social animal males have manes
Name Bactrian Camel Camelus bactrianus Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature
constantly warm Limbs 4 legs with hooves Teeth Square flat teeth Eyes eyeballs on side of head Retractable Claws nla
Name Siberian Tiger Panthera tigris Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roarsstripes solitary animal
Baggie Cladistics
1 Why do organisms resemble one another
2 What does it mean when two organisms are very similar
3 List and describe at least two ways that similarity between organisms can be determined
4 Compare and contrast a cladogram (branching tree diagram) with a pedigree (family tree)
Name Period Date
Mrican Lion Pan~Taeo Energy Sou Hph Vertebrae (bacldgtoDes) yes Body TemperaIlue coostantly warm Limbs 4 Jegs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws DO
Oher Rom social animal males
Phoenix dactyliera Energy SOU Autotroph Vertebrae (backbones) nJ Body Temperature nJ Limbs 0 Eyes nJ Retractable Claws nJ Other Does not move
Name Sea Lion ZPJop1tampJS caJfornianwr Energy Source Heterotroph Venebrae (backbones) yes Body Tempergtture
constantly wann 4 with
I
Common DATE PALM HONEYBEE LEOPARD BACTRIAN CALIFORNI HOUSE CAT AFRICAN SIBERIAN Name FROG CAMEL A SEA LION LION TIGER
Kingdom Plantae Animalia Animalia Animalia Animalia Animalia Animalia Animalia
_Phylum Magnoliophyta Arthropoda Chordata Chordata Chordata Chordata Chordata Chordata
Class Liliopsida Insecta Amphibia Mammalia Mammalia Mammalia Mammalia Mammalia-Order Arecales Hymenoptera Anura Artiodactyla Carnivora Carnivora Carnivora Carnivora
1_~amilY Arecaceae AEidae Ranidae Camelidae Otariidae Felidae Felidae Felidae
Genus Phoenix Apis Rana Camelus Zalophus Felis Panthera Panthera
I~pecies dacryJifera mellifera [pipiens bactrianus californianus silvestris leo tigris
rCommon IDATE PALM Name 1--- i iKingdom IPlantae
IPhylum Magnoliophyta I
IClass ILiliopsida
Order IArecales I
HONEYBEE LEOPARD FROG
Animalia Animalia
Arthropoda Chordata
Insecta Amehibia
Hymenoptera Anura
RanidaeIFamJy___~Arecaceae lApidae
RanaI_Qenus Phoenix lApis
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Camelus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CAT AFRICAN SIBERIAN LION TIGER
Animalia Animalia Animalia
Chordata Chordata Chordata
Mammalia Mammalia Mammalia
Carnivora Carnivora Carnivora
Felidae Felidae Felidae
Felis Panthera jPanthera
jSIecies dactylifera tigrissilvestris leomelliera pipiens
Common DATEPALMlHONEYBEE LEOPARD Name I FROG
AnimaliaKi~dom Plantae Animalia
Phylum IMagnoliophyta Arthropoda Chordata
Insecta AmphibiaClass Liliopsida
HymenopteraOrder Arecales Anura
Apidae RanidaeFamiIy Arecaceae
Genus Phoenix __ Apis Rana
sect1ecies dactylifera mellifera ipipiens
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Cameus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CATj AFRICAN ~ LION
Animalia Animalia
Chordata IChordata
Mammalia Mammalia
Carnivora ICarnivora
Felidae IFelidae i
Felis IPanthera
silvestris Ilea
SIBERIAN TIGER
Animalia
Chordata
Mammalia
Carnivora
Felidae
Panthera
tigris _ shy
Name ___ Period ___ Date
Baggie Cladistics
1 Why do organisms resemble one another
They are related to each other
2 What does it mean when two organisms are very similar
The more similar the closer related they are The more recent the common ancestor
3 List and describe at least two ways that similarity between organisms can be determined
Comparing anatomy Comparing DNA Comparing embryology (development before birth)
4 Compare and contrast a c1adogram (branching tree diagram) with a pedigree (family tree)
Both show relatives amp ancestors Cladograms include more distant
relatives over a longer period of time and can thus be used to predict the characteristics of
common ancestors
Lab Plant Structure and Function
Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower
Major Plant Organs and Their Functions
Part A Leaves
The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration
Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant
Can you list the reactants and products for the processes ofphotosynthesis and cell respiration
Photosynthesis Equation _________________________
Cell Respiration Equation ____~____________________
Leaf Cross-Section
The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound
The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)
Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs
Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Name Date Palm Name Sea Lion Phoenix dactylifera Zalophus californianus Energy Source Autotroph Energy Source Heterotroph Vertebrae (backbones) nla Vertebrae (backbones) yes Body Temperature nla Body Temperature Limbs nla constantly warm Eyes nla Limbs 4 flippers with Retractable Claws nla claws Other Does not move Teeth Pointed teeth
Eyes eyeballs on side of head Retractable Claws no
Name Honey Bee Name House Cat Apis mellifera Felis silvestris Energy Source Heterotroph f ( Energy Source Heterotroph Vertebrae (backbones) no I Vertebrae (backbones) yes Body Temperature varies ~ Body Temperature constantly warm
with environment Limbs 4 legs with clawed feet Limbs 6 legs Teeth Pointed teeth Eyes on side of head Eyes front of head Retractable Claws nla Retractable Claws yes Other Compound eyes Other Purrs
but cannot roar
Name Leopard Frog Rana pipiens Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature varies
with environment Limbs 4 legs Eyes eyeballs on topside ofhead Retractable Claws nla Other Tongue attached to front ofjaw
Name African Lion Panthera leo Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roars social animal males have manes
Name Bactrian Camel Camelus bactrianus Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature
constantly warm Limbs 4 legs with hooves Teeth Square flat teeth Eyes eyeballs on side of head Retractable Claws nla
Name Siberian Tiger Panthera tigris Energy Source Heterotroph Vertebrae (backbones) yes Body Temperature constantly warm Limbs 4 legs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws no Other Roarsstripes solitary animal
Baggie Cladistics
1 Why do organisms resemble one another
2 What does it mean when two organisms are very similar
3 List and describe at least two ways that similarity between organisms can be determined
4 Compare and contrast a cladogram (branching tree diagram) with a pedigree (family tree)
Name Period Date
Mrican Lion Pan~Taeo Energy Sou Hph Vertebrae (bacldgtoDes) yes Body TemperaIlue coostantly warm Limbs 4 Jegs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws DO
Oher Rom social animal males
Phoenix dactyliera Energy SOU Autotroph Vertebrae (backbones) nJ Body Temperature nJ Limbs 0 Eyes nJ Retractable Claws nJ Other Does not move
Name Sea Lion ZPJop1tampJS caJfornianwr Energy Source Heterotroph Venebrae (backbones) yes Body Tempergtture
constantly wann 4 with
I
Common DATE PALM HONEYBEE LEOPARD BACTRIAN CALIFORNI HOUSE CAT AFRICAN SIBERIAN Name FROG CAMEL A SEA LION LION TIGER
Kingdom Plantae Animalia Animalia Animalia Animalia Animalia Animalia Animalia
_Phylum Magnoliophyta Arthropoda Chordata Chordata Chordata Chordata Chordata Chordata
Class Liliopsida Insecta Amphibia Mammalia Mammalia Mammalia Mammalia Mammalia-Order Arecales Hymenoptera Anura Artiodactyla Carnivora Carnivora Carnivora Carnivora
1_~amilY Arecaceae AEidae Ranidae Camelidae Otariidae Felidae Felidae Felidae
Genus Phoenix Apis Rana Camelus Zalophus Felis Panthera Panthera
I~pecies dacryJifera mellifera [pipiens bactrianus californianus silvestris leo tigris
rCommon IDATE PALM Name 1--- i iKingdom IPlantae
IPhylum Magnoliophyta I
IClass ILiliopsida
Order IArecales I
HONEYBEE LEOPARD FROG
Animalia Animalia
Arthropoda Chordata
Insecta Amehibia
Hymenoptera Anura
RanidaeIFamJy___~Arecaceae lApidae
RanaI_Qenus Phoenix lApis
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Camelus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CAT AFRICAN SIBERIAN LION TIGER
Animalia Animalia Animalia
Chordata Chordata Chordata
Mammalia Mammalia Mammalia
Carnivora Carnivora Carnivora
Felidae Felidae Felidae
Felis Panthera jPanthera
jSIecies dactylifera tigrissilvestris leomelliera pipiens
Common DATEPALMlHONEYBEE LEOPARD Name I FROG
AnimaliaKi~dom Plantae Animalia
Phylum IMagnoliophyta Arthropoda Chordata
Insecta AmphibiaClass Liliopsida
HymenopteraOrder Arecales Anura
Apidae RanidaeFamiIy Arecaceae
Genus Phoenix __ Apis Rana
sect1ecies dactylifera mellifera ipipiens
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Cameus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CATj AFRICAN ~ LION
Animalia Animalia
Chordata IChordata
Mammalia Mammalia
Carnivora ICarnivora
Felidae IFelidae i
Felis IPanthera
silvestris Ilea
SIBERIAN TIGER
Animalia
Chordata
Mammalia
Carnivora
Felidae
Panthera
tigris _ shy
Name ___ Period ___ Date
Baggie Cladistics
1 Why do organisms resemble one another
They are related to each other
2 What does it mean when two organisms are very similar
The more similar the closer related they are The more recent the common ancestor
3 List and describe at least two ways that similarity between organisms can be determined
Comparing anatomy Comparing DNA Comparing embryology (development before birth)
4 Compare and contrast a c1adogram (branching tree diagram) with a pedigree (family tree)
Both show relatives amp ancestors Cladograms include more distant
relatives over a longer period of time and can thus be used to predict the characteristics of
common ancestors
Lab Plant Structure and Function
Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower
Major Plant Organs and Their Functions
Part A Leaves
The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration
Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant
Can you list the reactants and products for the processes ofphotosynthesis and cell respiration
Photosynthesis Equation _________________________
Cell Respiration Equation ____~____________________
Leaf Cross-Section
The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound
The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)
Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs
Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Baggie Cladistics
1 Why do organisms resemble one another
2 What does it mean when two organisms are very similar
3 List and describe at least two ways that similarity between organisms can be determined
4 Compare and contrast a cladogram (branching tree diagram) with a pedigree (family tree)
Name Period Date
Mrican Lion Pan~Taeo Energy Sou Hph Vertebrae (bacldgtoDes) yes Body TemperaIlue coostantly warm Limbs 4 Jegs with clawed feet Teeth Pointed teeth Eyes front of head Retractable Claws DO
Oher Rom social animal males
Phoenix dactyliera Energy SOU Autotroph Vertebrae (backbones) nJ Body Temperature nJ Limbs 0 Eyes nJ Retractable Claws nJ Other Does not move
Name Sea Lion ZPJop1tampJS caJfornianwr Energy Source Heterotroph Venebrae (backbones) yes Body Tempergtture
constantly wann 4 with
I
Common DATE PALM HONEYBEE LEOPARD BACTRIAN CALIFORNI HOUSE CAT AFRICAN SIBERIAN Name FROG CAMEL A SEA LION LION TIGER
Kingdom Plantae Animalia Animalia Animalia Animalia Animalia Animalia Animalia
_Phylum Magnoliophyta Arthropoda Chordata Chordata Chordata Chordata Chordata Chordata
Class Liliopsida Insecta Amphibia Mammalia Mammalia Mammalia Mammalia Mammalia-Order Arecales Hymenoptera Anura Artiodactyla Carnivora Carnivora Carnivora Carnivora
1_~amilY Arecaceae AEidae Ranidae Camelidae Otariidae Felidae Felidae Felidae
Genus Phoenix Apis Rana Camelus Zalophus Felis Panthera Panthera
I~pecies dacryJifera mellifera [pipiens bactrianus californianus silvestris leo tigris
rCommon IDATE PALM Name 1--- i iKingdom IPlantae
IPhylum Magnoliophyta I
IClass ILiliopsida
Order IArecales I
HONEYBEE LEOPARD FROG
Animalia Animalia
Arthropoda Chordata
Insecta Amehibia
Hymenoptera Anura
RanidaeIFamJy___~Arecaceae lApidae
RanaI_Qenus Phoenix lApis
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Camelus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CAT AFRICAN SIBERIAN LION TIGER
Animalia Animalia Animalia
Chordata Chordata Chordata
Mammalia Mammalia Mammalia
Carnivora Carnivora Carnivora
Felidae Felidae Felidae
Felis Panthera jPanthera
jSIecies dactylifera tigrissilvestris leomelliera pipiens
Common DATEPALMlHONEYBEE LEOPARD Name I FROG
AnimaliaKi~dom Plantae Animalia
Phylum IMagnoliophyta Arthropoda Chordata
Insecta AmphibiaClass Liliopsida
HymenopteraOrder Arecales Anura
Apidae RanidaeFamiIy Arecaceae
Genus Phoenix __ Apis Rana
sect1ecies dactylifera mellifera ipipiens
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Cameus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CATj AFRICAN ~ LION
Animalia Animalia
Chordata IChordata
Mammalia Mammalia
Carnivora ICarnivora
Felidae IFelidae i
Felis IPanthera
silvestris Ilea
SIBERIAN TIGER
Animalia
Chordata
Mammalia
Carnivora
Felidae
Panthera
tigris _ shy
Name ___ Period ___ Date
Baggie Cladistics
1 Why do organisms resemble one another
They are related to each other
2 What does it mean when two organisms are very similar
The more similar the closer related they are The more recent the common ancestor
3 List and describe at least two ways that similarity between organisms can be determined
Comparing anatomy Comparing DNA Comparing embryology (development before birth)
4 Compare and contrast a c1adogram (branching tree diagram) with a pedigree (family tree)
Both show relatives amp ancestors Cladograms include more distant
relatives over a longer period of time and can thus be used to predict the characteristics of
common ancestors
Lab Plant Structure and Function
Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower
Major Plant Organs and Their Functions
Part A Leaves
The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration
Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant
Can you list the reactants and products for the processes ofphotosynthesis and cell respiration
Photosynthesis Equation _________________________
Cell Respiration Equation ____~____________________
Leaf Cross-Section
The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound
The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)
Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs
Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
I
Common DATE PALM HONEYBEE LEOPARD BACTRIAN CALIFORNI HOUSE CAT AFRICAN SIBERIAN Name FROG CAMEL A SEA LION LION TIGER
Kingdom Plantae Animalia Animalia Animalia Animalia Animalia Animalia Animalia
_Phylum Magnoliophyta Arthropoda Chordata Chordata Chordata Chordata Chordata Chordata
Class Liliopsida Insecta Amphibia Mammalia Mammalia Mammalia Mammalia Mammalia-Order Arecales Hymenoptera Anura Artiodactyla Carnivora Carnivora Carnivora Carnivora
1_~amilY Arecaceae AEidae Ranidae Camelidae Otariidae Felidae Felidae Felidae
Genus Phoenix Apis Rana Camelus Zalophus Felis Panthera Panthera
I~pecies dacryJifera mellifera [pipiens bactrianus californianus silvestris leo tigris
rCommon IDATE PALM Name 1--- i iKingdom IPlantae
IPhylum Magnoliophyta I
IClass ILiliopsida
Order IArecales I
HONEYBEE LEOPARD FROG
Animalia Animalia
Arthropoda Chordata
Insecta Amehibia
Hymenoptera Anura
RanidaeIFamJy___~Arecaceae lApidae
RanaI_Qenus Phoenix lApis
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Camelus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CAT AFRICAN SIBERIAN LION TIGER
Animalia Animalia Animalia
Chordata Chordata Chordata
Mammalia Mammalia Mammalia
Carnivora Carnivora Carnivora
Felidae Felidae Felidae
Felis Panthera jPanthera
jSIecies dactylifera tigrissilvestris leomelliera pipiens
Common DATEPALMlHONEYBEE LEOPARD Name I FROG
AnimaliaKi~dom Plantae Animalia
Phylum IMagnoliophyta Arthropoda Chordata
Insecta AmphibiaClass Liliopsida
HymenopteraOrder Arecales Anura
Apidae RanidaeFamiIy Arecaceae
Genus Phoenix __ Apis Rana
sect1ecies dactylifera mellifera ipipiens
BACTRIAN CAMEL
Animalia
Chordata
Mammalia
Artiodactyla
Camelidae
Cameus
bactrianus
CALIFORNI A SEA LION
Animalia
Chordata
Mammalia
Carnivora
Otariidae
Zalophus
californianus
HOUSE CATj AFRICAN ~ LION
Animalia Animalia
Chordata IChordata
Mammalia Mammalia
Carnivora ICarnivora
Felidae IFelidae i
Felis IPanthera
silvestris Ilea
SIBERIAN TIGER
Animalia
Chordata
Mammalia
Carnivora
Felidae
Panthera
tigris _ shy
Name ___ Period ___ Date
Baggie Cladistics
1 Why do organisms resemble one another
They are related to each other
2 What does it mean when two organisms are very similar
The more similar the closer related they are The more recent the common ancestor
3 List and describe at least two ways that similarity between organisms can be determined
Comparing anatomy Comparing DNA Comparing embryology (development before birth)
4 Compare and contrast a c1adogram (branching tree diagram) with a pedigree (family tree)
Both show relatives amp ancestors Cladograms include more distant
relatives over a longer period of time and can thus be used to predict the characteristics of
common ancestors
Lab Plant Structure and Function
Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower
Major Plant Organs and Their Functions
Part A Leaves
The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration
Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant
Can you list the reactants and products for the processes ofphotosynthesis and cell respiration
Photosynthesis Equation _________________________
Cell Respiration Equation ____~____________________
Leaf Cross-Section
The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound
The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)
Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs
Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Name ___ Period ___ Date
Baggie Cladistics
1 Why do organisms resemble one another
They are related to each other
2 What does it mean when two organisms are very similar
The more similar the closer related they are The more recent the common ancestor
3 List and describe at least two ways that similarity between organisms can be determined
Comparing anatomy Comparing DNA Comparing embryology (development before birth)
4 Compare and contrast a c1adogram (branching tree diagram) with a pedigree (family tree)
Both show relatives amp ancestors Cladograms include more distant
relatives over a longer period of time and can thus be used to predict the characteristics of
common ancestors
Lab Plant Structure and Function
Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower
Major Plant Organs and Their Functions
Part A Leaves
The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration
Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant
Can you list the reactants and products for the processes ofphotosynthesis and cell respiration
Photosynthesis Equation _________________________
Cell Respiration Equation ____~____________________
Leaf Cross-Section
The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound
The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)
Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs
Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
4 Compare and contrast a c1adogram (branching tree diagram) with a pedigree (family tree)
Both show relatives amp ancestors Cladograms include more distant
relatives over a longer period of time and can thus be used to predict the characteristics of
common ancestors
Lab Plant Structure and Function
Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower
Major Plant Organs and Their Functions
Part A Leaves
The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration
Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant
Can you list the reactants and products for the processes ofphotosynthesis and cell respiration
Photosynthesis Equation _________________________
Cell Respiration Equation ____~____________________
Leaf Cross-Section
The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound
The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)
Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs
Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Lab Plant Structure and Function
Pre-Lab Questions 1 Identify the items on the table What do they all have in common 2 What are the parts of the plant 3 Where do plants come from 4 Explain the function of each of the following part of the plant roots stems leaves flower
Major Plant Organs and Their Functions
Part A Leaves
The leaf of a plant serves two basic fUnctions photosynthesis and cellular respiration
Photosynthesis is a chemical reaction in which plants convert radiant energy (light energy) into chemical energy (food energy or more specifically glucose) Cellular respiration is the chemical reaction in which chemical energy (glucose) is converted into usable energy for the plant
Can you list the reactants and products for the processes ofphotosynthesis and cell respiration
Photosynthesis Equation _________________________
Cell Respiration Equation ____~____________________
Leaf Cross-Section
The leaf is the primary photosynthetic organ of the plant It consists of a flattened portion called the blade that is attached to the plant by a structure called the petiole Sometimes leaves are divided into two or more sections called leaflets Leaves with a single undivided blade are called simple those with two or more leaflets are called compound
The outer surface of the leaf has a thin waxy covering called the cuticle (A) this layers primary function is to prevent water loss within the leaf (Plants that leave entirely within water do not have a cuticle) Directly underneath the cuticle is a layer of cells called the epidermis (8) The vascular tissue xylem and phloem are found within the veins of the leaf Veins are actually extensions that run from to tips of the roots all the way up to the edges of the leaves The outer layer of the vein is made of cells called bundle sheath cells (E) and they create a circle around the xylem and the phloem On the picture xylem is the upper layer of cells (G) and is shaded a little lighter than the lower layer of cells - phloem (H) Recall that xylem transports water and phloem transports sugar (food)
Within the leaf there is a layer of cells called the mesophyll The word mesophyll is greek and means middle (meso) leaf (phyllon) Mesophyl can then be divided into two layers the palisade layer (D) and the spongy layer (F) Palisade cells are more column-like and lie just under the epidermis the spongy cells are more loosely packed and lie between the palisade layer and the lower epidermis The air spaces between the spongy cells allow for gas exchange Mesophyll cells (both palisade and spongy) are packed with chloroplasts and this is where photosynthesis actually occurs
Epidermis also lines the lower area of the leaf (as does the cuticle) The leaf also has tiny holes within the epidermis called stomata Specialized cells called guard cells (C) surround the stomata and are shaped like two cupped hands Changes within water pressure cause the stoma (singular of stomata) to open or close If the guard cells are full of water they swell up and bend away from each other which opens the stoma During dry times the guard cells close
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
A Color the structures underlined above Make sure that the entire picture is colored and that the color matches the words For simplicity only part of the picture is labeled
o Cuticle (light blue)
o Epidermis (yellow)
o Guard cells (pink)
o Palisade Mesophyll (dark
green)
o Phloem (purple)
o Xylem (orange)
o Spongy Mesophyll (light green)
o Bundle Sheath(dark blue)
B Answer the following questions
1 What two tissues are found within a vein
2 What does the word mesophyll mean
3 What two layers of the plant contain chloroplasts
4 The outermost layer of cells ___________
5 The waxy covering of the leaf __________
6 These cells function to open and close stomata _________
7 Outer layer of the vein ___________
8 Column like cells that lie just under the epidermis ________
9 Openings that allow for gas exchange ___________
10 The stalk that connects the leafto the stem __________
C Extension (Honors Only)
1 Write a paragraph discussing how leaf structure contributes to the efficiency of the process of photosynthesis
2 Predict adaptations that would be found in leaves located in the following environments a Desert b Tropical rain forest c Aquatic environment
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Stomata and Guard Cells
Materials Plant leaves Clear fingernail polish Clear cellophane tape (clear package sealing tape Microscope Microscope slides
Procedure 1 Obtain a leaf from a plant generally any plant will work for this procedure 2 Paint a thick patch of clear nail polish on the leaf surface being studied Make a patch at least
one square centimeter 3 Allow the nail polish to dry completely 4 Tape a piece of clear cellophane tape to the dried nail polish patch (The tape must be clear
Do not use Scotch tape or any other opaque tape Clear carton-sealing tape works welL) 5 Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and peeling
the fingernail polish off the leaf This is the leaf impression you will examine (Only make one leaf impression on each side of the leaf especially if the leaf is going to be left on a live plant
6 Tape your peeled impression to a very clean microscope slide Use scissors to trim away any excess tape
Scan the slide until you find a good area where you can Guard cells see the stomata Each stoma is bordered by two J~J sausage-shaped cells that are usually smaller than surrounding epidermal cells These small cells are called guard cells and unlike other cells in the epidermis contain chloroplasts
Analysis 1 Sketch and label the Stoma Guard Cells Epidermal
Cells and Chloroplasts
2 Estimate the number of stomata on your sample
Extension (Honors Only 1 Question Will plants have more stoma open during the day than during the night 2 Develop a hypothesis about the number of open stomata found in a plant kept in the dark compared
to a plant in the light 3 Repeat the procedure above for preparing your slide You will make two impressions one from a
Dark Plant and one from a Light Plant You will compare the two impressions 4 Write a short paragraph that answers the question use your data to support your conclusions 5 Discuss the factors that cause the stomata to be open during the day and closed at night Under
what circumstances might the stomata be closed during the day
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Part B Roots
Cells in plants cells are organized into four main tissues-protective vascular meristematic and fundamental Protective tissue surrounds the outside of a root and the rest of the plant This tissue is composed of epidermis andor cork cells Vascular tissue contains cells which conduct materials such~ as water minerals and food to the organs of the plant It also provides support Two of the major vascular tissues are xylem and phloem Fundamental tissue includes storage areas and cells where food is manufactured This tissue also provides support Meristematic tissue is growth tissue It produces new cells which develop into the other three types of tissues
In this investigation you are to observe and identify the various tissues in herbaceous monocot and dicot roots the area of lateral root origin and onion root You are to compare the relative sizes of each cell type observed You are also to observe and identify primary and secondary roots from different types of root systems
Herbaceous Monocot and Dicot Roots 1 Observe the monocot and dicot root slides on low power then on high power of your microscope 2 For each root locate and identify the epidermis cortex endoderm is pith xylem pericycle and
phloem (Figure 53-1) Determine whether each cell type is protective vascular fundamental or meristematic tissue
3 Compare the relative size of each type of cell 4 Make a sketch of each type of cell
fiGUiE 53middot1
Lateral Root Origin
Monocot __X
Dicot __X
1 Observe the slide of the area of lateral root origin on low power then on high power
2 Determine the tissue from which the lateral root is growing (See Figure 53-2)
3 Make a sketch of your observations
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Onion Root Tip (Longitudinal Section)
1 Observe the onion root tip siide on low then medium power
2 Label the apical meristem (the area where the cells are dividing) Note that the cells are smaller and less developed closer to the meristem and that they elongate and mature as they get older (farther up the root)
3 What is the function of the root cap at the
l-== ~-~~~
llr---rlliOtcltP
very tip of the root Sketch what you see _----x
Root Systems
Using Figure 53-3 observe the different types of root systems
Tap Root
1 The blue-stained material in the cortex of the dicot root is starch Why is it found in the root and how did it get there
2 From what specific tissue does a lateral root originate Is it meristematic Why 3 How do xylem patterns differ in monocot and dicot roots 4 How do tap root systems differ from fibrous root systems 5 Which root system tap or fibrous is more similar to an adventitious root system Explain 6 What are four basic functions of roots
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Part C Stems
As in roots protective vascular fundamental and meristematic tissues are found in stems The difference between roots and stems may be slight or significant
In this investigation you are to observe and identify the tissues in an herbaceous monocot stem and herbaceous dicot stem and a woody stem You are to compare the relative size of each cell to the other cells and make sketches of each You are to observe and identify the external parts of a woody twig and determine the pattern of leaf arrangement
Herbaceous Monocot and Dicot Stems 1 Observe the monocot and dicot slides on low power then on high power of your
microscope 2 Make a sketch of each stem and label the epidermis cortex vascular bundles xylem
phloem cambium and pith (Figure 54-1) 3 List the functions of each cell type 4 Determine whether each cell type is protective vascular fundamental or meristematic
tissue 5 Compare the relative size of each cell to the other cells
_tUltBACXOUlIshyMONOCOT vo
Htlt8ACeR))$ ~T $JlM
Monocot
~ Tilia Stem (Woody growth)
1 Observe the Tilia stem slide on low power then on high power of your microscope 2 Sketch and label the epidermis cork cortex phloem cambium spring wood summer wood
xylem pith rays and pith (Figure 54-2) 3 List the functions of each cell type 4 Determine whether each cell type is that of protective vascular fundamental or
meristematic tissue 5 Compare the relative cell sizes
X
x
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
cork phloem lLYlom j
fiGURE 54-2
x
Woody Twig
1 Observe the woody twig 2 Locate and identify the terminal bud lateral bud lenticels
(small pores in the bark) bud scale bud scale scar node internode and leaf scar (Figure 54-3)
3 List the functions of each part of a woody twig 4 Determine whether the stem has an alternate or opposite
leaf arrangement 5 The area between two bud scale scars is one years
growth 6 Count the years of growth on the twig
sealell
FIGURE 54-3
Analysis Questions
1 State the various functions of a stem
2 How is woody xylem in Tilia different from xylem in herbaceous monocots and dicots
3 What other major differences exist between woody stems and herbaceous stems
4 How do monocot and dicot stems differ in location of cambium xylem and phloem
5 Explain how you would tell if one growing season was more favorable for growth than others
6 What function do lenticels serve What would happen to a woody twig with no (enticels
7 How can you determine the past arrangement of leaves on a bare twig
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Filament (holds the anther)
r--~--A~r___i__L=---l_ stigma
1----rT-+-------T---~e
ovary (female reproductive organ)
~f---7------(reproductive oell gtM1ich
wll become the seed yenhen fertilized by pollen)
Part 0 Flower
The angiosperms are seed-bearing plants that produce flowers The seeds which contain the plant embryo are produced in the flower All the parts of a flower are actually modified leaves that are specialized for their roles in the reproductive process Flower parts are arranged in circles called ~ whorls They are attached at the enlarged base of the flower the receptacle
Flower structures can be divided into two groups the essential organs and the accessory organs The essential organs are the reproductive structures which include the stamens (male) and the pistils (female) The accessory organs are the sepals and petals which surround and protect the essential organs
The stamen is the male reproductive organ and consists of two parts the anther and the filament The anther is the enlarged structure at the top of the stamen Inside the anther are pollen sacs Special cells within the pollen sacs undergo meiosis to form pollen grains Each pollen grain contains two sperm nuclei When the pollen grains mature the pollen sacs split open to release the dust-like pollen The filament is a thin stalk that supports the anther
The pistil is the female reproductive organ and consists of three parts the stigma style and ovary The stigma is an enlarged portion at the top of the pistil that becomes moist and sticky when mature The style is the middle portion of the pistil It can be long and slender short or even absent depending upon the species The ovary is the enlarged structure at the bottom of the pistil The ovary contains one or more hollow compartments called locules Each locule contains one or more ovules Special cells within the ovule undergo meiosis to form ova (eggs) containing egg nuclei
Anther (receives the(contains pollen pollen duringc the male fertilization)ereproductive cell)
co (a tUbe on top of the ovary)
tn
Ovule
Peduncle
---- (Stem)
Pollination occurs when pollen grains land on the sticky surface of the stigma and are trapped there The pollen grain germinates and a pollen tube emerges from the grain It releases special enzymes that digest a cell the wall on the surface of the stigma The pollen tube grows down through the style to the ovary and enters the ovule making a continuous passageway for the two sperm nuclei to enter the ovum Fertilization occurs when the sperm nuclei join the egg nuclei
The fertilized egg becomes an embryo The wall of the ovule thickens and forms a seed thus enclosing and protecting the embryo The ovary wall also thickens and develops into a fruit In some plants such as apples the ovary walls become fleshy and contain stored sugars and starches In other plants such as walnuts the ovary walls become dry and hard
Sepal (small leaves under
the flolMr)
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Flower Dissection
Materials
fresh flower(s)
dissecting needle
hand lens
forceps
plain paper
metric ruler
clear tape
scalpel or razor blade
Procedure
1 Obtain a single flower and observe its parts carefully At the tip of the flower stem is a swelling called the receptacle From it several circles or whorls of parts extend If present the sepals form the outermost part They are leaf-like structures and generally green in color Sometimes the sepals are the same color as the petals or appear to be an extra set of petals of a different hue Careful examination of the bloom will allow you to detect which are the petals and if there are sepals present The function of the sepals is to protect the inner part of the flower during the bud stage of development The petals are found directly inside the sepals As you know the color and the odor of the petals is to help attract pollinators Look into the center of your flower and notice that all the parts are arranged around the center Notice the reproductive parts
2 You will be taping the parts of the flower in an arrangement similar to their actual positions when the flower is intact Gently remove the sepals (if present) and tape them in a large circle on a sheet of plain paper Be sure to leave enough room for attaching the central flower parts you will add later Refer to Figure 1 Illustration of Flower Part Arrangement
sepal
petal
pistil
stameo _ 3 Next carefully remove the petals (If a stamen seems to stick to a petal gently free it and save it
for later) Do the petals have an odor Arrange the petals in a whorl just inside the circle of sepals on your sheet Tape them down
4 The star-like structures just inside the petals are the stamen the male reproductive organs The anther is the enlarged top of a stamen while the filament is the thin structure that supports the anther
In order for fertilization to occur the sperm nucleus located in a pollen grain must reach the egg nucleus in the ovule of the pistil The pollen grain germinates or grows a long tube down through the pistil after it lands on the sticky sugary material of the stigma This germination can be observed if pollen grains are placed in a solution with the proper sugar concentration
5 Remove the male reproductive parts and tape them to your sheet just inside the petals Label the filament and the anther of one stamen
When a stamen is mature four poJten sacs can typically be observed inside of each anther Seen through a hand lens or dissecting microscope these pollen sacs look like bulging tubes Within the pollen sacs are cells that undergo meiosis and form pollen grains The sperm are produced within the pollen grains When mature the sacs burst open releasing the dust-like pollen grains
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
6 With a scalpel carefully cut the pistil from the stem just underneath the ovary Then cut the ovary in half crosswise Save the lower part Place the upper part with the stigma and style still attached in the center of your arrangement and tape it in place Label the pistil stigma style and ovary
7 Use a hand lens or dissecting microscope to examine the ovary cross section not taped to your lab sheet You should notice that within the ovary are hollow chambers where ovules develop The ovules are attached to the ovary by tissue called the placenta During pOllination the pollen grains are trapped by the sticky sugary material of the stigma A pollen tube grows down through the stigma and style of the pistil to an ovule in the ovary It creates a passageway for the sperm nucleus formed in the pollen grain The sperm nucleus enters the ovule and fertilizes the egg nucleus After fertilization the ovule forms into a seed The ovary develops into a fruit and contains all the developing ovules (seeds)
Data As you do the flower dissection complete the table below
Petals
Stamens
Anthers
Pollen grains
Pistil
Stigma
Style
Ovary
AnalysisConclusion When you have finished arranging taping and labeling your flower parts answer the following questions Use complete sentences
1 List 3 ways that the male organs of the flower are different from the female organs of the flower
2 What is the purpose of flower petals Why are they so colorful 3 How are the anthers and pollen grains adapted for distributing pollen 4 How is the stigma adapted for capturing pollen 5 What is the role of insects (such as bees) and birds (such as hummingbirds) in pollination 6 Where does pollination occur 7 Where does fertilization occur 8 Draw and label a picture of the pistil and ovary showing all of the parts 9 What part of the flower becomes the seed What part of the flower becomes the fruit
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
EXTENSION THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE
In this activity you will look more closely at how carbon and oxygen are continuously cycled by organisms and how these elements sustain both the organisms and ecosystems You will examine what happens to carbon and oxygen at the cellular level Two fundamental cellular
processes are cellular respiration and photosynthesis
Cellular respiration is the process by which cells release stored energy from sugars Photosynthesis is the process in which producer cells use carbon dioxide water and nutrients to produce glucose and oxygen Together these two processes make the carbon cycle possible and move essential molecules through ecosystems
A Examine the kelp forest food web
zooplankton bacteria
feeds on all decayingmatteel
cyanobacteria
1 Predict where photosynthesis would occur in the kelp forest ecosystem Mark in green the organisms that perform photosynthesis
2 Predict where cellular respiration would occur in the kelp forest ecosystem Mark in red the organism that perform cellular respiration
B Video clip Energy Flow in Coral Reef Ecosystems
WEBSITE httpwwwteachersdomainorgiassetihew06 vid foodwebl
1 How does the energy flow in this ecosystem parallels that in the kelp forest
ecosystem
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
C Examine the carbon cycle
1 label the paths you think oxygen glucose carbon dioxide and water take through the ecosystem
D Photosynthesis and Cellular Respiration Shuffle
1 With your group lay all of the strips out on the table and read each one aloud 2 Sort the strips into two piles one for cellular respiration and one for photosynthesis If
you are unsure about where any of the strips belong lay them out next to where you will be working so that you can see them as you work
3 Choose a stack to start with Put the strips in the order in which you think the processes are happening
4 Repeat Procedure Step 4 for the stack you have not ordered yet 5 If you had any strips that you did not place try to decide where they belong 6 Once you have all of the strips in order compare your strips to the results from the
animation and make any adjustments in the order of the strips that you need to
Analysis
1 Based on what you see in the animation and on the strips write in your science notebook a short paragraph describing cellular respiration and one describing photosynthesis Be sure you write in your own words and do not just copy the strips
2 Go back to Photosynthesis and Cellular Respiration Diagram and revise it or sketch a new one based on what you have learned in this activity Be sure to show where enzymes are involved as well as carbon dioxide water oxygen and glucose
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
) powertolearncom ~r aservke of CABlEVISION
Title Take a Heart Hike
Grade Ranges K-4 5-8
JL9-12
Subject Tag Science The Human Body
Synopsis Students will walk and talk through the systemic (heartbody) and pulmonary (heartlung) blood pathways in order to understand how the heart and lungs work together to transport oxygen and carbon dioxide via the blood
Keywords hands-on activity kinesthetic learning heart circulatory system cardiovascular system blood lungs blood flow blood vessels anatomy physiology
Body 1 Prior to assigning this activity have students read about the human circulatory (cardiovascular) and respiratory system andor discuss the information in class Students should be familiar with each circulatory organ (heart blood vessels and blood) and its role in the movement ofoxygen and carbon dioxide Students also need to understand how the lungs work and how gases can diffuse into and out ofcells A diagram ofthe each system would help students visually trace the flow of blood This activity requires you to construct (on the floor) a two-dimensional diagram ofa three-dimensional system If textbook resources are limited but Internet resources are available have students visit httpvWvbrainpopcom and pick the movie on the heart for a good (and funny) overview
bull Draw the diagram (Teacher Download figure 1) with tape on the floor ofyour classroom
bull Label the chambers ofthe heart the lungs the body cells and all blood vessels according to the diagram (Teacher Download figure 1)
bull Place a bowl ofblue circle cut outs in the body cells and a bowl ofred circle cut outs in the lungs
2 To begin the activity position a student (or several) in a standing position at a station along the route taped to the floor Give him or her the appropriate color circle for where they are standing For example a student standing in the right atrium ofthe heart would be holding a blue circle 3 Have students move along the route and describe to the group what they are doing at each stop - explaining to the group what route (blood vessel) they must take to reach the next stop For instance have students exchange red blood cells for blue blood cells at the body cells station and exchange blue blood cells for red blood cells at the lung station The color change illustrates the diffusion ofoxygen into or out ofthe blood (blood cells
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
carrying oxygen appear red and blood cells carrying carbon dioxide appear blue) Point out that blood vessels carrying blood away from the heart (arteries) usually carry red blood and blood vessels carrying blood towards the heart (veins) usually carry blue blood The only exceptions to this color-coding are the pulmonary arteries and veins (see figure I) Point out that the right side ofthe heart handles blue blood and the left side of the heart handles red blood 4 After all students have had a chance to do the activity assess their knowledge ofblood flow structures and patterns with a written exercise (see Assessment Criteria)
Related Links Brain Pop httpwwwbrainpopcom(greatgeneralhealthscience and technology resource for high school students Have students pick the movie on the heart for a good (and funny) overview)
Features ~Contains special education tips _Quick Activity (less than 30 minutes story starter) _Requires Internet access for students to complete
Objectives 1 Students will be able to describe the sequence ofblood flow from heart to lungs and
back and from heart to body and back 2 Students will be able to label the parts ofthe cardiovascular system and describe their
respective functions
Standards NY Living Environment 41 Living things are both similar to and different from each other and from nonliving things
NYc Scientific Communication S7d - The student demonstrates effective scientific communication by clearly describing aspects ofthe natural world using accurate data graphs or other appropriate media to convey depth ofconceptual understanding in science that is the student Explains a scientific concept or procedure to other students
CT 5 Students will understand the classification and physiology of the great diversity of organisms and identify relationships ofstructure and function
NJ 51 All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior OfThe System
Prerequisite Skills 1 Students have a working knowledge ofthe parts ofthe circulatory and respiratory
systems 2 Students understand the concept ofdiffusion 3 Students understand the role ofblood cells in carrying oxygen or carbon dioxide
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
4 Students have sequencing ability
Time Required Approximately 20 minutes for set-up and 45 minutes to conduct the lesson
Techuology and Materials Needed 1 3-inch-wide masking tape 2 Large magic marker to write on tape 3 Two small bowls or pans 4 20 quarter-sized red circles and 20 quarter-sized blue circles
Assessment Criteria 1 Write the steps of blood flow on the board and have students write them down in
the proper order after the activity is complete 2 Give students a list ofparts ofthe cardiovascular system and have them describe
the respective functions (or match structures and functions)
Recommended Lesson Plan Review Date
Review Comments check Web site
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
LAB Epidemic - The Deadly Fuchsia Disease
Background Information
A disease can be caused by a virus or microorganisms such as bacteria fungi and parasites The human body becomes sick when it is unable to fend off a disease-causing organism or a pathogen A pathogen is an invader such as a virus or bacteria that resists internal defenses and begins to grow and harms the host Most diseases will eventually be eradicated from the body by the bodys immune system Some diseases are resistant to the immune system and are able to thrive in the body and cause harm including death to the host Certain viruses such as Colds can be easily detected by symptoms such as a fever or a runny nose but some viruses do not cause any symptoms till a later date An example of this is HIV which causes AIDS An HIV positive person can walk around for years transmitting it to others without knowing heshe has the virus
In this lab you will be given an unknown Simulated Bodily Fluid This fluid is clear and can represent the aerosol droplets from a cough or sneeze the bodily fluids exchanged in the transmission of HIV or in any other disease You will simulate the exchange of bodily fluid with three other students After three exchanges have taken place you will then test your sample for the disease Once the testing is complete you will find out which students samples in your entire class tum out to be positive Using this information you will then trace the route of transmission by using a flow chart to find the original carrier
Purpose To demonstrate that one infected person in a population can over a period of time infect a large number of individuals
Materials test tube racks test tube water NaOH phenolphthalein
lcedure Before testing 1 You need to obtain your body fluids In order to do this I will come around and give you one test
tube filled with distilled water This will represent your bodily fluids However ONE of you will be give a test tube that contains a few drop of Sodium Hydroxide This represents the virus and so you will already be infected with the disease and have the potential to infect those people you swap bodily fluids with You will not know if you already have the disease or notl
2 Next you will need to swap bodily fluids with four people in your community a Choose a partner (male or female does not matter) b One of you needs to pour your liquid into the otherS test tube c Now your fluids have mixed d Pour half of the liquid back into the empty cup You should both now have an equal amount of
bodily fluids e Record your partners name in the data table below l You need to do this THREE times ONLYl
sectillc~nt Trial
1
2
3
Hypothesis 3 How many people do you think will become infected by the end of the lab ______
Remember only one person will be infected with the virus in the beginning
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Time to Get Tested 4 Now that you have swapped bodily fluids with others you are at-risk for an infection You have now
decided to go to the doctor - a One at a time make a doctors visit I can be found in my white lab coat in the area labeled
Doctor Aycart b I will place a few drops of Phenolthaline indicator into your cup If pink you tested positive (+)
for the virus You must then report toQuarantine area in the back of the classroom If clear you tested negative (-) for the virus You may return to your seat Write your test results below
Test results -----0---shyc Now record your name and results on the class data sheet
Class Results 5 Fill in the names of infected people in your class as well as their contacts Place an asterisk () next
to each name who is found to be positive for the disease
Class Data Table
I I
t
I I
Infected Persons Round 1 Contacts of I nfected Persons
Round 2 Round 3
I
Route of Transmission Flow Chart
Round 1 Round 2 Round 3
Original Carrier 6 Looking at the class data who was originally infected with the virus -----_~_---_~__
NOTE Because your class is a closed system you can only trace the disease back to an original exchange (Round 1) but cannot determine which one of the two individuals involved in the original exchange had the disease The only way that this can be accomplished is to test the two individuals involved in the original exchange prior to beginning the exchange
AnalysisConclusion 1 How is disease caused 2 In the end how many people were infected with the virus 3 What percentage of the population does this represent 4 Were you surprised by the number of people who acquired the disease Explain your
answer 5 Why would it be important to find out wherewho the virus came from 6 What preventative measures could have been taken to avoid exposure to the virus 7 Draw a bar chart that represents the percentage of people that were exposedunexposed in the
beginning and by the end of the lab (so you should have three bars total) Label your axes
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
TEACHER VERSION
E I ass Data a exampe middot CI T hI I Contacts ofInfected People I I Infected persons Round 1 Ronnd2 Round 3
Bob Beth M~ Janet Jennifer Wendy Jo1m Andrew Karen Steve Tim Mary Dave Mary Andtew Johnamp= Janet Ralph I Sheila Bob
shyJohn Mike Karen Dave
I
i Andrew Kim Dave Jennifer Mary Dave Bob~ Karen
() = Infected person
1 An asterisk () is placed next to each name in the Class Data Table who was found positive for the simulated disease The Data Table above shows that Bob exchanged with Beth Mary and Janet
This shows that in round 1 Bob did not have the disease when he exchanged fluids with Beth (because she tested negative) but received it in Round 2
2 The Class Data Table is then used to devise a flow chart and to trace the route of transmission In Round 1 Dave and Mary have tested positive for the disease This indicates that these two people were involved in the original exchange
3 In Round 2 Mary and Dave exchanged Simulated Bodily Fluids with Bob and Andrew The flow chart now shows two rounds of exchanges and a total of four infected people
4 For Round 3 the names of the individuals that exchanged with Bob Andrew Mary and Dave are filled in They were janet Jennifer Karen and john respectively This completed flow chart shows that in Round 2 four people had the disease but in Round 3 the number of infected people has doubled to a total of eight people Thus the disease has passed from an original exchange of two people to a total of eight people
Example Route of Transmission Flow Chart
ROWldl Ronnci2 Round 3
~--------------------------------~~ ~en -rv[ary Bob Janet
~ or Dav~F__________________ft~__dr_e_~_T__________-- Jernllier
- 110 Jolm
The chart above shows that in Round 1 Mary and Dave exchanged fluids Since they are both positive in Round 1 they pass on the disease to Bob and Andrew in Round 2 and to Karen and Jennifer in Round 3 Then Bob and Andrew pass it onto Janet and John respectively In an actual epidemic situation one cannot trace a disease as easily as in this simUlation In an open system it is almost impossible to trace a disease back to an original carrier Because the class is a closed system we can trace back to an original exchange If you had completed another round of Simulated Bodily Fluid exchange then 16 people would be infected with each round of transmission the number of infected people doubles
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
---------------------------- Date ____________Name
Student Exploration Disease Spread
_disease epidemic infect infectious disease pathogen
Prior Knowledge Questions (Do these BEFORE using the Gizmo)
1 Why do you think it is important to cover your mouth when you cough __________
2 Why should you always wash your hands before you eat ______________
Gizmo Warm-up When a person has a _ his or her normal body functions are disrupted Some diseases such as diabetes and most cancers are not spread from one person to another But other diseases such as the flu and strep throat can be spread These diseases are known as _Infectious diseases are caused by viruses bacteria and other agents known as _
In the Disease Spread GizmoTM you will be able to observe how various pathogens can spread through a group of people Click Play (reg) and observe
1 Describe what happened on the SIMULATION pane ___________________
2 Look at the color key on the bottom right of the Gizmo What is happening when a person
changes color ____________________________________________
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Activity A
Person-to-person transmission
Get the Gizmo ready
bull Click Reset (eD) bull On the CONTROLS tab under Active Diseases
turn off Foodborne and turn on Person to person bull Set the Number of Ie to 5
Question What factors affect how quickly a pathogen spreads from person to person
1 Predict Some pathogens are spread directly from one person to another This can happen when people come into direct contact or share items such as drinking glasses What do you think might affect how quickly a pathogen is spread from person to person
2 Identify Select the SIMULATION tab on the left and the TABLE tab on the right (You will want the table tab open to answer question C)
A What does the purple person represent _______________
B Click Play and observe the simulation for a while What must happen for the disease
to spread from one person to another ________________
C How long did it take to five people ______________
3 Experiment Click Reset Change the Number of people to 15 Click Play and record how long it takes to infect five people Then repeat the experiment when there are 25 people and 35 people in the room
Number of people in room Time required to infect five people (hr)
15
25
35
4 Interpret Study the data you collected What trend do you see in the data and how would
you explain it __~------------------------
(Activity A continued on next page)
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
-----
Activity A (continued from previous page)
5 Experiment Not all pathogens are equally infectious Click Reset Set the Number of people to 20 Under Probability of transmission select Low for Person to person
On the SIMULATION tab click Play Record the time it takes to infect five people Then repeat the experiment with a medium and high probability of transmission (Note For the Medium setting move the slider half-way between the Low and High positions)
I Probability of Transmission
Low
Time required to infect five people (hr)
Medium
I High
6 Interpret Study the data you collected in the table above What trend do you see in the data
and how would you explain it ____________________~_
7 Analyze On the CONTROLS tab place the Probability of transmission slider under Person to person half-way between Low and High Select the SIMULATION and GRAPH tabs Click Play
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread
8 APQy An _11 is the rapid spread of an infectious disease How do you think a government could try to prevent an epidemic of a dangerous person-to-person pathogen
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Activity B
Foodborne and airborne transmission
Get the Gizmo ready
bull Click Reset bull On the CONTROLS tab under Active diseases
turn off Person to n and turn on Foodborne
Question How do foodborne and airborne pathogens spread
1 Predict How do you expect the spread of a food borne disease to be similar to and different
from the spread of a person-to-person disease ________________
2 Observe Select the SIMULATION tab Click Play and closely watch the people moving around the room
A What does each person do just before becoming infected _________
B How are food borne pathogens transmitted _______________
C If a person in the simulation never eats or drinks anything from the buffet table is it possible for them to become sick with the food borne disease Explain your answer
3 Analyze Select the GRAPH tab and wait for every person to become infected
A At what time did the disease spread most slowly Most quickly _______
B How could you explain this change in the rate of the diseases spread _____
(Activity B continued on next page)
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person
Activity B (continued from previous page)
4 Compare How does the spread of a foodborne pathogen compare to the spread of the
person-to-person pathogen you studied in activity A ______________
5 Predict How would you expect the spread of an airborne disease to be similar to and different from the spread of a food borne disease and a person-to-person disease
6 Experiment Run a few simulations with the airborne pathogen
A What patterns do you notice in how the airborne pathogen spreads ______
B How does the spread of an airborne pathogen compare to the spread of foodborne
and person-to-person pathogens ___________________
7 Think about it Suppose there is an infectious disease at a party How could doctors tell if the disease was foodborne airborne or transmitted person to person