Home >Documents >Unit 2 Resource - Hack Games Cheats Codes And Secrets - · PDF file ·...

Unit 2 Resource - Hack Games Cheats Codes And Secrets - · PDF file ·...

Date post:23-Mar-2018
Category:
View:221 times
Download:3 times
Share this document with a friend
Transcript:
  • Unit 2 ResourcesUnit 2 ResourcesThe Cell

  • Copyright

    Glencoe/M

    cGraw

    -Hill, a division of T

    he McG

    raw-H

    ill Com

    panies, Inc.A GLENCOE PROGRAM

    BIOLOGY

    Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Biology program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.

    Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

    ISBN 13: 978-0-07-874606-2ISBN 10: 0-07-874606-X

    Printed in the United States of America

    1 2 3 4 5 6 7 8 9 10 045 11 10 09 08 07 06

    biologygmh.com

    Check out the following features on your Online Learning Center:

    Study Tools

    Interactive Tables

    Interactive Time Line

    Animated illustrations

    National Geographic Visualizing animations

    Self-Check Quizzes

    Chapter Tests

    Standardized Test Practice

    Vocabulary PuzzleMaker

    Interactive Tutor

    Multilingual Science Glossary

    Study to Go

    Online Student Edition

    ExtensionsVirtual Labs

    Microscopy Links

    Periodic Table Links

    Career Links

    Web Links

    WebQuest Projects

    Science Fair Ideas

    Internet BioLabs

    For TeachersTeacher Forum

    Teaching Today, and much more!

  • Cop

    yrig

    ht

    Gle

    ncoe

    /McG

    raw

    -Hill

    , a d

    ivis

    ion

    of T

    he M

    cGra

    w-H

    ill C

    ompa

    nies

    , Inc

    .

    Student Lab Safety Form

    1

    Student Name:

    Date:

    Lab Title:

    In order to show your teacher that you understand the safety concerns of this lab, the following questions must be answered after the teacher explains the information to you. You must have your teacher initial this form before you can proceed with the lab.

    1. How would you describe what you will be doing during this lab?

    2. What are the safety concerns associated with this lab (as explained by your teacher)?

    3. What additional safety concerns or questions do you have?

    Teacher Approval Initials

    Date of Approval

    Adapted from Gerlovich, et al. (2004). The Total Science Safety System CD, JaKel, Inc.Used with Permission.

  • 2

    Copyright

    Glencoe/M

    cGraw

    -Hill, a division of T

    he McG

    raw-H

    ill Com

    panies, Inc.

    Reproducible PagesTable of Contents

    Chapter 6 Chemistry in BiologyDiagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

    Launch Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

    MiniLab (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

    MiniLab (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

    BioLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

    Real-World Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

    Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

    Concept Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

    Study Guide (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

    Study Guide (Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

    Section Quick Check 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

    Section Quick Check 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

    Section Quick Check 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

    Section Quick Check 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

    Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

    Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

    Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

    Student Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . 35

  • Name Date Class

    Unit 2 CHAPTER 6 Chemistry in Biology 3

    Cop

    yrig

    ht

    Gle

    ncoe

    /McG

    raw

    -Hill

    , a d

    ivis

    ion

    of T

    he M

    cGra

    w-H

    ill C

    ompa

    nies

    , Inc

    .CHAPTER 6

    Chemistry in Biology Diagnostic

    TestBefore reading Chapter 6, predict answers to questions about the chapter content based on what you already know. Circle the letter of the correct answer, and then explain your reasoning.

    1. Derek is watching a documentary about the scientists who worked on the Manhattan Project and who succeeded in splitting atoms. The documentary explains what makes up atoms. Which explanation is given?

    A. Atoms are composed of electrical charges that are made of only energy.B. Atoms are hard, solid balls of matter that are the smallest known particles.C. Atoms are made of a hard particle called a nucleus surrounded by electrons.D. Atoms are made of three particles called electrons, neutrons, and protons.

    Explain.

    2. Jackies uncle is undergoing radioactive iodine treatments for thyroid cancer. The radioactive iodine used by the doctor is an isotope of the element iodine. Jackie researches the term isotope. Which definition for the term does she learn?

    A. atoms of the same element with a different number of neutrons B. atoms of the same element with a different number of protons C. atoms of the same element with a negative charge D. atoms of the same element with a positive charge

    Explain.

    3. Abla is taking a nutrition class as an elective. She learns about the four most common organic macromolecules in human beings. About what macromolecules does she learn?

  • 4 Chemistry in Biology CHAPTER 6 Unit 2

    Copyright

    Glencoe/M

    cGraw

    -Hill, a division of T

    he McG

    raw-H

    ill Com

    panies, Inc.

    Name Date Class

    LaunchLabYour bodys structure and function depends on chemical elements. The chemical ingredients that your body needs to function properly are found in nutrients like fats, protein, carbohydrates, minerals, vitamins, and water. In this lab, you will investigate those nutrients.

    Analysis 1. Evaluate What factors influenced your predictions of the nutrient content of the

    food items? Were your predictions correct? Explain.

    2. Infer Which food item has the greatest nutritional value per serving? Justify your answer.

    Procedure 1. Read and complete the lab safety form. 2. Construct a data chart to record grams or

    percent of each nutrient listed in the lab intro-duction. Include columns labeled Serving Size, Calories, and Calories from Fat.

    3. Study the Nutrition Facts label on a cereal box. Record data for the cereal provided.

    4. Choose three additional labeled food items. Predict how the nutrients in these items com-pare with the nutrients in the cereal. Use the Nutrition Facts label to record data for each item.

    CHAPTER 6

    How does the nutrient content of foods compare?

    Data and Observations

  • Unit 2 CHAPTER 6 Chemistry in Biology 5

    Cop

    yrig

    ht

    Gle

    ncoe

    /McG

    raw

    -Hill

    , a d

    ivis

    ion

    of T

    he M

    cGra

    w-H

    ill C

    ompa

    nies

    , Inc

    .

    Name Date Class

    MiniLabWhat common foods contain glucose? Glucose is a simple sugar that provides energy for cells. In this lab, you will use a reagent called Benedicts solution, which indicates the presence of CHO (carbon, hydrogen, oxygen) groups. A color change determines the presence of glucose and other simple sugars in common foods.

    Analysis 1. Interpret Data Did any of the foods contain simple sugars? Explain.

    2. Think Critically Could a food labeled sugar free test positive using Benedicts solution as an indicator? Explain.

    Procedure

    1. Read and complete the lab safety form. 2. Create a data table with columns labeled Food

    Substance, Sugar Prediction, Observations, and Results.

    3. Choose four food substances from those pro-vided. Read the food labels and predict the pres-ence of simple sugar in each food. Record your prediction.

    4. Prepare a hot water bath using a hot plate and 1000-mL beaker.

    5. Label four test tubes. Obtain a graduated cylin-der. Add 10 mL of a different food substance to each test tube. Then add 10 mL distilled water. Swirl gently to mix.

    6. Add 5 mL of Benedicts solution to each tube. Use a clean stirring rod to mix the contents.

    7. Using test tube holders, warm the test tubes in the hot water bath for 23 min. Record your observations and results.

    CHAPTER 6

    Test for Simple Sugars

    Data and Observations

  • 6 Chemistry in Biology CHAPTER 6 Unit 2

    Copyright

    Glencoe/M

    cGraw

    -Hill, a division of T

    he McG

    raw-H

    ill Com

Click here to load reader

Embed Size (px)
Recommended