Biology Maranatha

RECUPERATION

2009-06-22T08:11:00.000-07:00

Content:

2-3 Carbon Compounds
6-2 Renewable and Nonrenewable Resources
6-3 Biodiversity
7 Cell Structure and Function (All Chapter)
8 Photosynthesis ( All Chapter)
9 Cellular Respiration (All Chapter)
11-1 The Work of Gregor Mendel
11-2 Probability and Punnet Squares
11-3 Exploring Medelian Genetics
13-1 Changing the Living World
13-4 Applications of Genetic Engineering
14-1 Human Heredity
14-2 Human Chromosomes
18-1 Finding Order in Diversity
19-1 Bacteria
19-2 Viruses
21 Fungi (All Chapter)

Notas de Presentacion

2009-05-29T15:50:00.000-07:00

BIOLOGY 10TH

2009-05-19T15:21:00.000-07:00

1. Key Concepts (Chapter 20 Study Guide p 522).

2. Compare and contrast. Animallike, Plantlike and Fungus like protist.

3. Three methods that protist use to obtain food.

4.Explain (definition): Amoeboid movement, flagella, cilia, conjugation, fruiting body, plasmodia, hyphae, zoosporangia.

5. Describe: Malaria, African sleeping sickness, Trichonympha, Reproduction in Green Algae (alternation of generation), Two main groups of slime molds. Reproduction (sexual and asexual) of water molds, Phytophthora infestans and the potato famine.

6. Classification of Animallike, Plantlike, and Funguslike Protist.

7. Role of Animallike, plantlike, and funguslike protist in the environment.

8. How are plantlike protist similar to plant, animal like to animals and fungus like to fungus?...how they differ?.

RECUPERACION 11.

2009-05-15T14:52:00.000-07:00

Content.

35-5 Drugs and the Nervous System
38-1 Food and Nutrition
39-1 The Endocrine System
39-2 Human Endocrine Glands
39-3 The Reproductive System
39-4 Fertilization and Development.
40-1 Infectious Disease.
40-2 The Immune System
40-3 The Immune System Disorders
40-4 The Environment and Your Health.

NOTAS FINALES IV PARCIAL

2009-05-07T19:31:00.000-07:00

NB: Notebook

P: Presentaation

AT: Tobacco

38: Study Guide and Assessment.

39: Study Guide and Assessment.

40: Study Guide and Assessment.

EC: Extra Credit.

FINAL EXAM

2009-05-04T17:56:00.000-07:00

CONTENT

39-3 The Reproductive System.
Sexual Development
The male Reproductive System.
The Female Reproductive System.
The Menstrual Cycle.
Sexually Transmitted Diseases.

39-4 Fertilization and Development.
Fertilization.
Early Development
Control of Development
Later Development.
Childbirth.
Multiple Births.
Early Years
Adulthood

40-1 Infectious Disease.
The Germ Theory of Disease.
Koch’s Postulates.
Agent of Disease.
How Diseases Are Spread.
Fighting Infectious Diseases.

40-2 The Immune System.
Nonspecific Defenses.
Specific Defenses
Acquired Immunity
Disorders.
Allergies.
Asthma
Autoimmune diseases.
AIDS, an Immunodeficiency Disease.

Grades

2009-04-22T15:45:00.000-07:00

PARTIAL EXAM BIOLOGY 10TH

2009-03-23T15:24:00.000-07:00

Content
12-5 Gene Regulation
13-1 Changing the Living World
13-2 Manipulating DNA
13-3 Cell Transformation.

ALL vocabulary (lessons).
ALL key concepts.
ALL Section Assessment.
Describe:
-Prokaryotic and Eukaryotic gene regulation.
-Increasing Variation (describe techniques).
-Tools of Molecular Biology.
-Transforming Bacteria, Plant cell an Animal cell.

NOTAS DE PRESENTACION

2009-03-23T15:19:00.000-07:00

T: Test; SC: Science Fair, P: Presentation; NB: Notebook; EC: Extra Credit.

FINAL GRADES 11th III PARTIAL

2009-03-23T15:15:00.001-07:00

T: Test
P: Presentation
AE: Article Evolution
AA: Article Alcohol
EC: Extra Credit

2009-03-19T14:57:00.000-07:00

CONTENT

Partial Exam:
36-3 The Intergumentary System.
37-1 The Circulatory System.
37-2 Blood and the Lymphatic System.

Test 11
35-5 Drugs and the Nervous System
36-1 The Skeletal System
36-2 The Muscular System

Test 10
35-2 The Nervous System
35-3 Divisions of the Nervous System
35-4 The Senses.

Test 9
34-1 Elements of Behavior
34-2 Patterns of Behavior
35-1 Human Body System

Test 8
32-1 Introduction to the Mammals
32-2 Diversity of Mammals
33-2 Controlling Body Temperature
33-3 Form and Function in Chordates

NOTAS DE PRESENTACION

2009-03-19T14:52:00.000-07:00

T: Test

P: Presentations.

NB: Notebook

NP: Nota de Presentacion (78 pts)

Missing: Articles of Evolution and Alcohol.

Test 10.

2009-03-11T18:47:00.000-07:00

Biology 10th
03/16/09

Study Guide.

1. Describe a nucleotide. Be able to label and distinguish the three basic components.

2. Describe the nitrogenous bases. Names, number of rings, and hydrogen bonds that form between them.

3. Composition of eukaryotic chromosomes. (chromatin).

4. Describe the events of DNA replication.

5. Explain Transcription.

6. Role of DNA and ARN polymerase.

7. How are properties of protein determined? Explain the genetic code.

8. Describe the three types of RNA, (roles in protein synthesis). Be able to describe and label Figure 12-18 p 304.

9. Compare and Contrast DNA and RNA. similitude, three basic differences and roles.

10.Describe the two kinds of mutation. How are mutation beneficial? Describe examples of beneficial mutations.

11. Describe the four types of chromosomal mutation. explain each Figure 12-21 p 308.

Concepts (or functions) : rRNA, rRNA, mRNA, codon, promoter, mutations, operon, operator, hox gene, histones, bacteriophage, radioactive isotopes (markers).

UPDATED GRADES

2009-03-03T17:05:00.000-08:00

TEST 8 BIOLOGY 10TH

2009-02-15T19:13:00.000-08:00

STUDY GUIDE

(Tuesday. February, 17th)

1. What problems does growth causes for cells. Explain.

2. Explain the ratio of volume and surface of area when the cells grow.

3. Two main stages of cell division in eukaryote.

4. Explain the four phases of of the cell cycle and the major event in each.

5. Describe what happens during the four phases of mitosis (main characteristic or event of each).

6. Describe how the cell cycle is regulated.

7. Explain the factor that can stop cells from growing.

8. Explain how cancer cells are different from other cells.

9. Describe how cytokinesis takes place.

10. Explain what happens with cells when an injury such as a cut in the skin occurs.

11. Definition and/or Functions: chromosomes, cell division, cyclin, mitosis, cytokinesis.

T or F

1. Cytokinesis overlaps mitosis and usually begins during telophase.

2. DNA replication takes place in G2 phase.

3. Prophase is the longest phase of mitosis.

4. White blood cells are needed by the body only for a short time, so they do not have to be long lived.

5. Cardiac muscle cells and neurons cannot divide, injuries to the heart or spinal cord cannot heal through the production of new cells.

6. The cell growth occurs during the G1 phase.

TEST 8.

2009-01-28T18:16:00.000-08:00

10th.

Friday, Feb 6th.

Study Guide

1. Compare and Contrast Photosynthesis and Cellular Respiration. Equation, location, reactants, products, functions, pathways involved.

2. List the two reason why photosynthesis is so important for living things.

3. Compare and Constrast aerobic (Krebs cycle) and anaerobic (Fermentation) pathways of cellular respiration.

4. Describe the two main types of fermentation.

5. Describe the process of Glycolysis.

6.How many molecules of ATP are produced during glycolisis?. How many molecules of ATP are formed during cellular respiration? Krebs cycle and electron transport?

7. How much energy does respiration yeld from 1 mole of glucose? How much energy is lost to heat?.

8. What is the role of ATP synthase. Describe its function.

9. List the pathways followed by Piruvic acid during the next sports: lifting weight, marathon, soccer or basketball.

10. Whay do runner breather heavily after a race?.

11. Why muscles may feel sore after intense activity?

12. Uses of fermentation (both).

T or F. (Justifique)

Glycolisis is an energy releasing process.

Pyruvic acid enters to the Kreb cycle.

Plants do not release CO2.

Three ATP molecules are formed out of each NADH.

Animals cannot perform alcoholic fermentation.

If oxygen is not present glycolisis is followed by Krebs cycle.

Cellular respiration requires oxygen.

Glycolisis breaks down a molecule of glucose into 2 molecules of pyruvic acid.

Krebs cycle is also known as the citric acid cycle.

Pyruvic acid is the first compound formed in Krebs cycle.

Two ATP molecules are formed out of each FADH.

The electron transport chain uses the hight energy electrons from the Krebs cycle to converts ADP into ATP.

11 th

Tuesday, Feb 3th

Birds: characteristic birds have in common. Unique respiratory system. Senses that are well develop, and not well developed. Behavior the cerebrum controls. compare and contrast three groups of birds (passerines, ostriches and birds of prey). Why having separete ventricles (heart) is advantageous. Two part stomach.

Mammals: characteristic mammals have in common. two notable features, two ways of keeping cool, importance of bacteria in digestive system of herbivores. Reason we can not digest cellulose. Trace the path of digestion. Three main parts of the mammals brains and function of each. Describe the function of endocrine system and immune systems of mammals. Four part stomach in herbivores. Three groups of living mammals.

Compare and Contrast: Fishes, Amphibians, Reptiles, Bird and Mammals. Endo/Ectotherms. Double /Single loop circulatory system. Heart (2/3/4 chambers), scales/feathers/hair. Reproduction (fertilization and care of young). monotremes and reptiles. monotremes, marsupials, and placental mammals.

Definitions and/or Functions: Gizzard, feather, endotherms, crop, mammary glands, rumen, cerebral cortex, placenta, subcutaneous fat, abomasum, intestines, reticulum, abomasum, reticulum, kidneys.

FINAL GRADES 10TH II PARTIAL

2009-01-26T16:04:00.000-08:00

Class average 75.89%

FINAL GRADES PARTIAL II

2009-01-19T14:40:00.000-08:00

Congratulations guys!...the class average is 80.7%

Presentation Grades 11th.

2009-01-15T16:56:00.000-08:00

Partial Exam Study Guide 10 th

2009-01-15T06:59:00.000-08:00

I. Parts and Functions (of each part) of:

Animal and Plant cell.
Cell membrane.

II. Compare and Contrast:

Eukaryot cell/ Prokaryot cell. (main differences and where it is found (kingdoms))
Animal cell/ Plant cell (main differences).
Cell membrane/ Cell wall. (composition, functions and where it is found (kingdoms))
Facilitated diffusion/ Osmosis/ Active Transport (main differences)
Hypotonic solution / hipertonic solution/ Isotonic solution. (concentration, movement of solutes)

III. Definition and /or Function.

Prokaryot, Eukaryot, Cell, diffusion, osmosis, phagocytosis, pinocytosis, cell specialization, red blood cell, stomata, ATP, chlorophyll, NADP, exocytosis, photosystem II, photosystem I, thylakoid, white light.

IV. List:

Levels of organization. (examples)
Plant Pigments (include functions).
Products of the Calvin cycle.
Products of the light dependent reaction.
Photosystesis equation.

Partial Exam Study Guide 11th

2009-01-15T06:21:00.000-08:00

I Describe.

Main characteristics of chordates.
Main characteristics of fishes.
Main characteristic of amphibians (meaning of amphibians).
Main characteristic of reptiles.

II Compare and Contrast:

Vertebrates chordates/Non vertebrates chordates ( nerve cord, percentage)
Ovoviviparous / Viviparous (Fertilization and Source of nuorishment)
Jawless fishes/ Cartilaginous fishes/ Bony fishes (Characteristic feature, skeleton's composition, examples, and reproduction).
Amphibians/ Reptiles (Main features, Circulation, Reproduction, and Movement)
Crocodiles and alligators/ Turtles/ Lizards and Snakes. (Circulation, Limbs, shell, habitat)
Ectotherms/ Endotherm (meaning, definition and examples).
Frogs and Toads ( habitat).
Turtles ad Tortoises (difference)
Brain (fishes, amphibians and reptiles).
Heart (number of chamber of fishes, amphibians and reptiles)

III Definition and Functions of:

Spinal cord, gill, cerebellum, cerebrum, limbs, pyloric ceca, liver , pancreas, stomach, kidneys, vertebral column, pharyngeal pouches, jaws, amniotic egg, deoxygenated blood, oxygenated blood, double-loop and single loop circulatory system, tunicates, nerve cord, intestine.

Grades 11th II Partial

2009-01-09T13:27:00.000-08:00

T5: 13 pts

T6: 14 pts

T7: 13 pts

PO: Poster: 10 pts.

RE: Research: 5 pts.

Total: 55 pts.

Missing: Arthropodarium (10 pts), Notebook (15 pts), and Partial Exam (20 pts).

Grades 10th II Partial

2009-01-09T13:19:00.000-08:00

T5: 17.5 point

T6: 17.5 points

W: Extinction of Forever: 5 points

Lab 5 and 6: 5 points each

Exposition: 10 points

Total 60 points.

Missing: Notebook (20 pts) and Partial Exam (20 points)

UPDATED GRADES 11TH.

2009-01-04T10:07:00.000-08:00

T5 and T6: 13 pts each.

Poster: 10 pts.

Research: 10 pts.

UPDATED GRADES 11th

2008-12-04T16:31:00.001-08:00

TEST 6 BIOLOGY 11TH

2008-12-03T14:23:00.000-08:00

STUDY GUIDE

(pages 701-725)

1. Meaning of mollusks.

2. Defining features of molllusks and arthropods.

3. Phylum of mollusks.

4. Four parts of the body plan of most mollusks. explain each.

5. How do the next mollusks feed and move: snails, octopi, and clams. (compare the various feeding behaviors exhibited by the three classes of mollusk)

6. What kind of mollusks breathe using gills?, What kind use a mantle cavity? distinguish between respiration in aquatic mollusks and that in land-dwelling mollusks.

7. Circulatory system in mollusk and arthropods. Explain both (in mollusks open and closed and give examples of each). Describe the path of blood in an open circulatory system.

8. How is the nitrogen in the body released in mollusk? in arthropods?

9. Compare nervous system of Bivalves (clams) and Cephalopods. Nervous system in arthropods.

10. Ways mollusk reproduce. Explain how two shelled mollusks reproduce. Reproduction in artropods (type of fertilization)

11.Three major classes of mollusk according to characteristics of the foot and the shell. Describe the features (shell, foot). Make a comparative table of the classes (main characteristics and examples).

12. Main features of arthropods. explain each.

13. Organs used for respiration in insects. explain.

14. Circulatory system in Arthropods. explain.

15. How do arthropods move?

16. How are arthropod classified?

17. Three subphylum of the phylum Arthropoda. give examples of each.

18 Comparative table of the main features of the three subphylum of arthropods.

19. Class Chilopoda: describe it and write examples... to which subphylum belongs?

20. Class diplopoda. describe it and give examples...(subphylum)

21. Subphylum Chelicerates. Write four representative and the main characteristic of each.

22. Definition of: foot, mantle, shell, visceral mass, exoskeleton, chitin, appendages, spiracles, book lungs, malphghian tubules, molting, cephalothorax, abdomen, carapace, mandible, chelicerae.

23. Section Assessments and comparative tables.

Biology 11th

2008-12-01T18:37:00.000-08:00

27-4 Section Assessment

1. What is mollusk? a mollusk is a soft-bodied animals that usually has an internal or external shell.

2. List and describe the four parts of the mollusk body plan. Foot (diverse forms: flat structures for crawling, spade-shaped structures for burrowing, and tentacles for capturing prey) , mantle (thin layer of tissue that covers most of the mollusk's body) , shell (made by glands in the mantle that secrete calcium carbonate), visceral mass (consist of the internal organs).

3. Describe the main characteristics of the three major classes of mollusks. Gastropods: shell-less of one shell, ventral foot. Bivalves: two shells. Cephalopods: Head attached to foot.

4. Why are land snails restricted to moist environments? Land snails respire using a mantle cavity lined with blood vessels. This lining must be kept moist.

5. Describe how a cephalopod responds to external stimuli and explain how a cephalopod's nervous system is more complex than that of other mollusks. Cephalopods exhibit complex behaviour and can locate a variety of prey. They have the most highly developed nervous system of all invertebrates (well developed brains).

6. Compare open and closed circulatory systems. why are open circulatory systems found mostly in small animals that move slowly? In an open circulatory system, blood leaves the vessels and moves through sinuses. In a closed circulatory system, blood is contained within vessels. A closed circulatory system supports greater oxygen needs because blood moves quickly.

28-1 Section Assessment

1. What are the main features of arthropods?

Arthropods have a segmented body, a tough exoskeleton, and jointed appendages.

3. How id the process of molting related to growth in arthropods?

During molting, an arthropod sheds its entire exoskeleton and manufactures a larger one to take its place. this process creates room for growth.

4. What body system controls molting? The endocrine system.

5. How are both the circulatory and excretory systems involved in removing nitrogenous wastes from an arthropod's body? In most terrestrial arthropods, wastes from cells move through the circulatory system to the Malpighian tubules, which extract wastes from blood.

6. How are the muscle cells of arthropods and other animals different from other body cells? How does this difference enable movement? Muscle cells can contract when stimulated by nerves. Muscles generate force by contracting and then pulling on the exoskeleton.

Biology 11th's Cummulative (Partial II)

2008-11-27T14:51:00.000-08:00

Poster (individual) for Monday December 8. (10 pts)

-Include large drawing, diagrams or pictures.

-Present the written information in short sentences based on the drawings. Avoid long texts and small letter.

-The poster is individual, therefore you'll need to divide the topic that you're sharing with a classmate.

Research (groups) for Thursday December 11. (10 pts)

The report have to include some general information of the insect's order, pictures of the main representatives. Main interaction with humans (benefit, harm), and curiosities. In your bibliography you must include at least 5 different sources, internet resources need to include the date you visit the website.

Arthropodarium (individual) for Monday, January 12 of 2009. (10 pts)

Include 7 arthropods, the samples need to be complete handle carefully (insect with missing parts won't be accepted). Extra credit for extra samples. each sample must identify the insect by its family and order, the colector, place and date of collection. Information wirtten in a piece of paper not bigger than 5 cm. X 5 cm.

Guys, give heed please!!....and secure these points.

TEST 5 BIOLOGY 10TH. (Monday, Dec 1)

2008-11-26T15:12:00.000-08:00

STUDY GUIDE

(124-149)

1. Growth vrs Resources. Exponential Growth: unlimited resources.Logistic Growth : limited resources.
2. Advantage to have a high population: High population density means greater diversity. i.e. greater chances of survival.

3. Minimum of individuals to guarantee long term survival in nature.

4. Limiting factor. Explain both and give examples.

5. Explain the graph (figure 5-10) page 129. With details.

6. Factors that explain why populations in different countries grow at different rates?

7. Explain Demographic transition. How is the Birth and Death rates in third world, second world and first world countries??. Be able to explain Fig 5-12.

8. What do we need to consider to predict how the world's human population will grow?...how is this grow going to be?.

9. Most important source of environmental change.

10. Human activities that affect the biosphere.

11. What is agriculture? What practices does agriculture involves? Explain the concept monoculture and green revolution.

12. What are the advantages of using agricultural machines such as tractors and harvesting combines? Use the data of % of population working in agriculture in the first, second and third world countries.

13. What ware ecosystems good and services?.

14. Is hunting causing a great impact in the biosphere in the present time?

15. Explain the Challenges for the future created by agriculture.

16. Impact of industrial growth and urban development in the biosphere and in our lives.

17. What are natural or environmental resources?

18. How are environmental resources classified?. Explain each.

19. What is the problem on relying on fossil fuels for energy? (more than 90% f the energy comes from coal , oil and natural gas).

20. Explain sustainable development.

21. What effects do human activities have on natural resources? Land, Forest, Fishery, Air And Fresh water.

22. Definition of: soil erosion, soil, desertification, deforestation, forest management, aquaculture, and overgrazing.

23. Section Assessments. (5-2 to 6-2)

5-3 Section Assessment

1. Describe the general trend of human population growth that has occurred over time? For thousand of years, the human population grew very slowly, then, about 500 years ago, the population started to from exponentially and increased dramatically.

2. What factors explain why populations in different countries grow at different rates? Birth and death rates and the age structure of a population.

3. What is demography? The scientific study of human population.

4. Describe the demographic transition and explain how it might affect a country's population growth rate. When the demographic transition begins, the birthrate and the death rate are high. Then, the death rate drops while the birth rate remains high. Finally, the birthrate also drops. After the demographic transition, a population's growth rate would be very low, and growth could even stop.

5. Why do you think age-structure diagrams can help predict future population trends? Age-structure diagrams include data on younger individuals in age groups that will contribute to population growth as members of those groups mature.

6-1 Section Assessment

1. List three types of human activities that can affect the biosphere. For each activity, give one environmental cost and one benefit. Agriculture--cost: uses large amount of water. benefit: increase food production. Industry---- cost: toxic wastes. Benefit: large-scale production of products. Urban development--cost: destruction of habitat. Benefit: housing and jobs for large numbers of people.

2. Identify the three Earth's resources on which humans and other organisms depend for the long term survival of their species. Breathable air, drinkable water, and fertile soil.

3. What did agriculture provide that changed the course of human history?? A dependable supply of food that can be produced in large quantity and stored for later use.

4. Identify two ways in which the Industrial Revolution has affected living things. Pollution and urban growth that consumes natural habitats.

5. How might improved agricultural practices in a developing nation affect that nation's human population? With a reliable food supply, children are more likely to survive to adulthood, so families might elect to have fewer children. (sample answer)

6-2 Section Assessment

1. What is the difference between a renewable and nonrenewable resource? A renewable resource can regenerate and is therefore replaceable. A nonrenewable resource cannot be replenished by natural processes.

3. How does the decline in world fisheries represent a tragedy of the commons? People from several countries were taking advantage of fisheries, but no one took responsibility for maintaining that resource.

4. Identify two ways in which environmental resources are important to human health. Wetland filter pollutants from water, and the air we breath (sample answer)

5. Describe sustainable development strategies to manage forests as a renewable resource. Selective harvesting mature trees from forests (to promote the growth of younger trees) and planting and harvesting trees from tree farms.

Partial II_ 11th

2008-11-25T15:02:00.001-08:00

STUDY GUIDE TEST 5

2008-11-24T16:23:00.000-08:00

Memorize both tables...and you'll get 100%...(that's a comment...just for the record)

10th

2008-11-19T17:04:00.000-08:00

Analyzing Data

2. What type of growth pattern is exhibited by the fruit fly population? Is it the same type of growth as in the rabbit population? Explain
The fruit fly population exhibits logistic growth, while the rabbit populations exhibits exponential growth. Limiting factors must have affected the growth of the fruit fly population but not the growth of the rabbit population.

3. Does either graph indicate that there is a carrying capacity of the population? When does the population reach its carrying capacity? What is the maximum number of individual that can be supported at that time?
The graph of the fruit fly population seems to reach its carrying capacity at 35 days, when 320 individual can be supported.

4. what might happen if a group of predators move into the rabbit's habitat during the tenth generation and begin eating the rabbits?
With predators added, the rabbit population would exhibit logistic growth, not exponential growth, and the population's growth would slow, stop, or decrease in later generations.

5-2 Section Assessment

1. List three density-dependent factors and three density-independent factors that can limit the growth of a population. Density-dependent: competition, predation, parasitism and disease. Density-independent: unusual weather, natural disasters, seasonal cycles, human activities.

2. What is the relationship between competition and population size?. When population become larger and more crowded, organisms must compete with one another for food, water, speace, sunlight, and other essential resources.

3. If an entire lynx population disappears, what is likely to happen to the hare population on which it preys?. The hare population would probable undergo explosive growth.

5. Give an example of a density-independent limiting factor that has affected a human population. Describe how this facctor changed the human population. Irish Potato Famine: devastated the potato crop in Western Europe in 1845. Its greatest impact was the potato blight epidemic in Ireland. In 1845 and again in 1848 a third of the potato crop was destroyed by blight, losses at the extremes of previous European experience. Even more disastrously, three-quarters of the crop failed in 1846. In all, one million people died of famine-related diseases, and up to 1.5 million more emigrated.

SECTION ASSESSMENT

2008-11-19T16:05:00.000-08:00

27-1 Section Assessment

1. What is a flatworm?

Is a soft, flattened worm with tissues, organ systems, three germ layer, bilateral symmetry (only a single imaginary plane can divide the body into two equals haves), and cephalization (concentration of sense organs and nerve cells at the front end of the body).

2. List the three groups (classes) of flatworms and five an example of each.

Turbellaria: planarian

Tremoda: fluke

Cestoda: tapeworm

3. How do the feeding methods of parasitic and free-living flatworms relate to their specific environments?

Many parasitic flatworms obtain nutrients from their host's body. Free-living flatworms capture and digest food.

4 Describe the life cycle of the blood fluke, Schistosoma mansoni.

Schistosoma mansoni matures and reproduces suxually in the blood vessels of human intestines. embryos are released with feces and hatch into swmming larvae that infect a sanil, where they reproduce asuxually. Larvae released from the snal into water can infect humans.

5. How do a turbellarian's nervous system and difestive system work together to provide the food that the worm's body needs?

The nervous system allows the worm to gather information about its environment, including the location of food. The digestive system digest and absorbs the food.

27-2 Section Assessment

1. What is a roundworm?

Is an unsegmented worm that has a pseudocoelom and a digestive system with two oponings (a mouth and an anus).

2. What are the parasitic roundworms?

Parasitic roundworms include tricinosis causing worms, filarial worms, ascarid worms, and hookworms.

3. Describe how humans become infected with the parasitic roundworm Ascaris lumbricoides.

By ingesting food or water containing Ascaris eggs.

4. How do hookworms enter the human body?

By burrowing into the skin of a foot.

5. What have scientists already learned about Caenorhabditis elegans? What do they hope to learn in the future?

The basic features of the species as well as its DNA sequence. In the future, scientists hope to learn how that sequece controls differentiation.

6. What steps might individual people and goverments take to reduce the spread of elephantiasis?

Individuals could wear protective clothing and use insect repellant. Goverments could implement strategies to reduce the numbers of biting insects.

FINAL GRADES 11th

2008-11-18T14:24:00.001-08:00

Pts/80: Cummulative (Acumulativo)

Pts/20: Partial Exam (Examen Parcial)

EC: Extra Credit (herbarium) (Puntos Extras)
FG: Final Grade (Nota Final)

BIOLOGY REVIEW 11th

2008-11-13T18:12:00.000-08:00

1. Three main characteristic of animal kingdom:

Heterotrophs: Rely on other organism for food suppy. i. e. consumer.

Eukaryotic: Made up cell with true nuclei and other organelles.

Multicellular: Composed of many cells. The cells form the tissues and the tissues organ, and the organs systems.

2. Levels of classification:

From most general to most specific.

Kingdom---Phylum---Class-------Order----Family-----Genus--Species

Animalis--Chordata--Mammalia--Primate--Hominidae--Homo--sapiens.

3. Three germ layers:

-Endoderm---innermost layer---developdgestive tract and much of resiratory system.

-Mesoderm--middle layer---muscle, circulatory, reproductive, and escretory organ systems.

-Ectoderms--outermost layer--sense organs, nerves and outer layer of skin.

4. Main differences between plants and animals.

Niche: Plant are autotrophs or producer----Animals are heterotrophs or consumer.

Cell: Plant have cell with cell wall---Animals cell have no cell walls.

Both are multicellular, eukaryotic.

Plant far out number animals if you count individual.

Animals far outnumber plant if you count species and phylums (diversity).

5. Sexual and asexual reproduction:

Sexual: by producing haploid gametes------Asexual: No gametes

Meiosis and Mitosis ----------------------------Only Mitosis.

Create and maintain genetic diversity------Offsprings genetically identical to the parent

in population. ----------------------------------Allow animals to increase their numbers rapidly

Internal fertilization --------------------------Budding, fission, fragmentation and

External fertilization --------------------------regeneration.

6. Sponges and Cnidarians

Sponges life cycle: gametes---internal fertilization--motile larva--New sponge (sexual)

Cnidarians life cycle: gametes--external fertilization--motile larva-- Polyp--(asexual) Medusa.

Sponges have spiny spicules skeleton or spongin skeleton.

Cnidarians have a hydrostatic skeleton.

Both, sponges and cnidarians carry out the essential functions of respiration, circulation, and excretion by diffusion.

Both, sponges and cnidarians live in water (aquatic habitat).

Chapter 26 Section Assessment

2008-11-12T15:39:00.000-08:00

26-1 Section Assessment

1. Characteristics of members of the animal kingdom:

Multicellular, eukaryotic (with true nuclei and other organelles) heterotrophs (rely on other organism for their food supply), whose cells lack of cell walls.

2. Describe the seven essential functions performed by all animals:

-Feeding: Most animals ingest (or eat) food. They are classify according their food source: Herbivores (plants), Carnivores (other animals: predator-prey), Omnivores (animals and plant), Detritivores or scavanger (dead animals), Parasite (feed on the host).

-Respiration: Take in oxygen and give off carbon dioxide. Most animals have evolved complex tissues and organ systems for respiration.

-Circulation: Circulatory system to move material around within their bodies.

-Excretion: Excretory system to elimitante metabolic wastes. excretory systems helps maintain homeostasis.

-Response: Respond to stimuli (event in their environment such as, sound, and light) using specialized cells called nerve cells.

-Movement: Most animals are motile (they move), Muscle contractions enables motile animals to move around, usually by working in combination with a support structure called a skeleton.

-Reproduction: Sexually by producing haploid gametes through meiosis, this reproduction mantain genetic diversity in population, thus improving species' abilities to evolve when the environment changes. Asexually: allows animals to increase their numberrs rapidly. Methods of asexual reproduction include not only fission and budding but also fragmentation, and regeneration.

3. In what ways are complex animals different from simple animals?

Complex animals tend to have high levels of cell specialization and internal organization, bilateral symmetry, cephalization, and body cavity.

4. How is the embryology of echinoderms similar to that of vertebrates?

Echinoderms and all vertebrates are deuterostomes. This similarity may indicate that vertebrates have a close evolutionary relationship to echinoderms. (won't be evaluated)

5. How are body symmetry and cephalization related?

Animals with vilateral symmetry usually exhibit cephalization.

6. How is hunger an internal feedback mechanism for maintaining homeostasis?

Animal becomes humgry when it needs energy to maintain homeostasis. Hunger subsides when enough food has been taken in to maintain homeostasis. Homeostasis is when an organism allows its body to keep a stable condition. It does so by regulating its inner equilibrium.

26-2 Section Assessment

1. What features do sponges share with all other animals?

Sponges are heterotrophic, have no cell walls, and contain specialized cells.

2. How do sponges use water to carry out essential functions?

The movement of water through the sponge carries needed materials, such as food and oxygen, and carres wastes away. Water also carries sperm to eggs.

3. Describe the different types of sponge skeletons.

Made of spiny spicules-----------harder sponges

Made of flexible spongin----------softer sponges

4.Why would sponges be unable to live on land?

Sponges depend on the movement of water for most functions, including feeding, respiration, circulation, excretion, and reproduction.

LEVELS OF CLASSIFICATION

2008-11-11T13:58:00.000-08:00

There are seven levels of classification categories for organisms. The most general is the kingdom and the most specific is the species.

There are about 35 Phylum in animalia kingdom and more that 1.5 million recognized species.

UPDATED GRADES 11th

2008-11-10T14:21:00.000-08:00

Final presentation grade

Congratulations for the ones that are improving.

PARTIAL EXAM BIOLOGY 10TH

2008-11-09T11:22:00.000-08:00

STUDY GUIDE

(pages 90-123)

1. Biotic and Abiotic factors. Explain

2. Niche and Habitat. Explain Definition and difference.

3. Three community interactions. Explain each.

4. Three symbiotic relationships. Explain each

5. Ecological succession. Primary and Secondary succession. Pioneer species. Give examples.

6. Biome. Two main characteristic of each biome.

7. Soil. Definition.

8. Layers of plant growth in a forest.

9. How are Aquatic ecosystems determined??.

10. Two main types of fresh water ecosystem.

11. Percent of the surface water on Earth that is fresh water. (3%).

12. Wetlands. Definition. Three main types of fresh water wetland. List and write the dominant plant species found in each.

13. Marine Ecosystem. Explain Photic and Aphotic zone (differences, types of organism in it). Definition of Coastal Ocean, and Coral Reefs.

14. Three important characteristics of a population (Explain each) . Factors that can change a population's size. Compare Exponential growth to Logistic Growth (learn the graphs). Definition of Carrying capacity.

13. Estuaries. Definition and characteristic.

Chapter 4 Study Guide. 4-2 What Shapes an Ecosystem?, 4-3 Biomes, and 4-4 Aquatic Ecosystems. page 114.

Chapter 4 Assessmen.t page 115.

Standardized Test Prep. page 117.

UPDATED GRADES 10th

2008-11-08T18:14:00.001-08:00

EC: Extra credit (includes: poster, and HW1 scientific paper).

LR: Lab Reports

Diss: Exposition

Biology11 Test 4. Monday Nov 10.

2008-11-07T14:41:00.000-08:00

TAKE HEED!!

Test 4 on Monday November 10th

Exam on Monday November 17th

Study Guide

1. Functions of hormones:

Direct, control and regulate: Plant's patterns of growth and development.

Plant's responses to environmental conditions.

2. Main plant hormones:

Auxin, Cytokinin, Ethylene, Gibberellins, Abscisic Acid.

3. Compare the effect of auxins and cytokinins on plant growth:

Auxins stimulate cell elongation-----Cytokinins inhibit cell elongation (cells grow thicker)

Auxin inhibit lateral bud growth-----Cytokinins stimulate lateral bud growth.

Synthesized mostly in shoots--------Synthesizd mostly in roots.

4. Main functions of Auxins:

-Cell elongation

-Induces shoot apical dominance (inhibit lateral bud growth).

-Inhibit abscission prior to formation of abscission layer.

-Involved in phototropism and gravitropism.

-Inhibit growth in high concentration (herbicides)

5. Stimulates fruit ripening-----------------------------------------Ethylene

Seed germination-----------------------------------------------------Ethylene- Gibberellins

Seed dormancy--------------------------------------------------------Abscisic Acid

Produced in response to stress---------------------------------Abscisic Acid- Ethylene

6. Hormone's rol in the leaf senescence:

Auxins: Inhibit abscission prior to formation of abscission layer.

Ethylene: Stimulates leaf senescence.

Gibberellins: Delays leaf senescence.

7. Hormone's rol in dormancy:

Cytokinins: Cause dormant seeds to sprout.

Gibberellins: Braking of dormancy.

Abscisic Acid: Encourages seed dormancy.

8. Plant responses to external stimuli:

- Tropisms (involve growth)

-Rapid responses (do not involve growth)

9. Plant tropisms:

-Gravitropisms: causes the root to grow with the force of gravity and the shoots against the force of gravity.

-Phototropism: causes the plant to grow toward the light.

-Thigmotropism: causes the plant to wrap tightly and atound any object they encounter.

10. Photoperiodisms:

Responsible for the timing of seasonal activities such as flowering and growth.

Causes the plant to respond to periods of light and darkness.

Shorth-day plants flowe when days are short.

Long-day plant flower when days are long.

Long-day plants bloom in the summer.

11. Phytochrome:

-Plant pigment.

-Responsible for photoperiodism.

-Regulates the changes in activity that prepare many plants for dormancy.

12. Dormancy:

-Is the period during which an organism's growth and activity decrease or stop.

- Deciduous plants turn off photosynthetic pathways----Transport material from leaves to roots.-----Seal leaves off from the rest of the plant.

13. Leaf Abscission:

a. Phytochrome absorb less light as days shorten.

b. Auxin production drops.

c. Ethylene production increses.

d. Chlorophyll (green pigment) synthesis stop. Carotenoids become visible.

e. Production of Anthocianins.

f. Nutient transport to other parts of the plant.

g. Abcission layer at the petiole seals the leaf off from the plant's vascular system.

h. Leaf falls to the ground.

14. Overwintering of Meristem

Hormones produce changes in apical meristem.

Produce thick, waxy scales that form a protective layer around new leaf buds.

15. Xerophytes' adaptations

nclude reduced permeability of the epidermal layer, stomata and cuticle to maintain optimal amounts of water in the tissues by reducing transpiration, adaptations of the root system (extensive roots) to acquire water from deep underground sources or directly from humid atmospheres. Storage of water in swollen stems (thinck stems) , leaves or root tissues. Reduced leaves. Seed that can be dormant many years.

16. Hydrophytes' adaptations

A thin cuticle. Cuticles primarily prevent water loss, thus most hydrophytes have no need for cuticles. Stomata that are open most of time: so water is abundant. A less rigid structure: water pressure supports them. Flat leaves on surface plants for flotation. Air sacs for flotation. Seeds that float. Smaller roots: water can diffuse directly into leaves. Feathery roots: no need to support the plant. Specialized roots able to take in oxygen. Airfilled spaces through which oxygen can diffuse.

17. Epiphytes' adaptations.

Use photosynthesis for energy and obtain moisture from the air or from dampness (rain and cloud moisture) on the surface of their hosts. Roots may develop primarily for attachment, and specialized structures (for example, cups and scales) may be used to collect or hold moisture.

18. Carnivorous plants

Obtain nutrients by trapping and digesting insects. Parasitic plants obtain nutrients from the tissues of other plants.
19 Chemical defense

Some plants defend thenselves against insects attack by making compounds that are poisonous to animals or disrupt their growth and development.
20. Salt-tolerant adaptations

Plants are able to pump excess salt out of tissues.

Review Content page 651.

21 What would happen if you accidentally planted a seed wrong side up?

The gravitopic response would cause the root to grow downward with the pull of gravity and the stem to grow upward against it.

22. Why are plant able to continue to grow as long as they live?

Because the top of each shoot has an apical meristem that contain cells that actively dividing (meristematic tissue).

23. Spinach is a long-day plant that grows best with a night length of 10 hour or less. Why is spinach not usually grown in region near the equator?

Nights near the equator are too long to allow spinach to grow properly.

Review Standardized Test Prep page 653.

GOOD LUCK GUYS!!

STUDY GUIDE TEST 4. Biology10th (11/07)

2008-11-03T17:21:00.000-08:00

1. Energy Flow:

Energy source----Producers or Autotrophs---Consumer or Heterotrophs

-Energy source: sunligth and inorganic chemical compounds.

-Producers of Autotrophs: Capture energy from sunlight (photosynthesis) or chemicals (chemosynthesis) and use that energy to produce food. Ex. plants, alga and some bacteria.

-Consumers or Heterotrophs: Organism that rely on other organisms for their energy and food supply. Herbivores: obatin energy by eating only plants. Carnivores: obtain energy by eating animals. Detritivores: Feed on plant and animal remains and other dead matter (scavangers, crabs, earhtworms). Decomposers or Sapotrophs: Breaks down organic matter (bacteria and fungi).

2. Trophic levels:

Each step in a food chain or food web. Each consumer depends on the trophic level below it for energy ). First level=producers. Second, Third and Fourth level= Consumer.

The amount of energy in each trophic level is decresing.

Only about 10% of the energy avaible within one trophic level is transferred to organisms at the next trophic level. Thus the more levels that exist between a producer and a top -level consumer in an ecosystem, the less energy that remain from the original amount.

3. Cycles of matter:

The water cycle:

Water moves between the atmosphere, hydrosphere and lithosphere.

Atmosphere: enters to the atmosphere by the processes of evaporation and transpiration. Within the atsmosphere condensation and precipitacion occurs.

Lithosphere: enter or falls into the lithosphere by precipitation, once in the lithosphere can take two different ways: runoff (over the surface) orseepage (reaching the ground water).

Hydrosphere: enters of falls to the hydrosphere by precipitation, runoff and seepage.

The Carbon Cycle:

Ocean (hydrosphere) is the main reservoir of Carbon (71% of the total carbon). Plant only use 1% held in the atmosphere, circulated, and used in photosynthesis. Fossi carbon is the second reservoir of carbon (22% f the total carbon in the biosphere).

Biological processes, such as photosynthesis, respiration and decomposition, take up and relase carbon and oxygen.

Erosion and volcanic activity realeasee carbon dioxide to the atmosphere and oceans.

Carbon in the atmosphere: carbon dioxide gas.

Carbon in the hydrosphere (ocean): calcium carbonate.

Carbon in living things: Carbon compounds.

The Nitrogen Cycle:

Nitrogen---amino acids---Proteins.

Nitrogen in the atmosphere: Nitrogen gas. Non usable form for living things, except some bacteria.

Nitrogen in the lithosphere: Ammonia and Nitrates. Usable form for plants. Root uptake.

Nitrogen in living things: tissues and some carbon compounds.

Major Nitrogen reservoir: Atmosphere: 80%. i.e. Abundant in non usable forms and scarce in usable forms for living thing.

Nitrification: nitrogen fixation: conversion of nitrogen gas into ammonia. the ONLY organisms able to do it are bacteria. Some abiotic factor can fixx nitrogen such as: lightning, volcanic eruption and very high temperatures. Provide usable forms of nitrogen to the plants.

Denitrification: Other soil bacteria convert nitrates into nitrogen gas. Release nitrogen into the atmosphere.

The Phosphorus Cycle:

Major reservoir in the biosphere: Lithosphere: In rock and soil minerals.

Do not enter to the atmosphere.

Phophorus in the lithosphere: inorganic phosphate.

4. How does the way the matter flows through an ecosystem differ from the way tat energy flows?

Unlike the one-way flow of energy, matter is recycled within and between ecosystem.

5. Why do living organism need nutrients?

To built tissues and carry out life function.

6. Greenhouse effect:
Gases in the atmosphere ( Carbon dioxide, methane, water vapor) trap heat inside Earth's atmosphere.
7. Three main climate zones:
-Tropical zone: near equator; receives direct of nearly direct sunlight year-round, climate is almost always warm.
-Polar zone: near Norht and South poles; receive the sun's rays at a low angle, climate is cold.
-Temperate zone: between the other two zones; receive sunlight at changing angles during the year, climate ranges from hor to cold.
8. Main factors that determine Earth's climate:
-Trapping of heat by the atmosphere.

-Latitude

-Transport of heat by winds and ocean currents

-Amount of precipitation.
9. Two ways in which heat is transported in the biosphere.
-Winds

-Ocean currents.
10. Difference between climate and weather.

-Wheather is the day to day condition of Earth's atmosphere at a particular time and place.

-Climate refers to the average, year after year conditions of temperature and precipitation in a particular region.

11. Latitude and effect on the climate:

Refers to the distance north and south of the equator.

Because the Earth is sphere solar radiation strikes different parts of Earth's surfaces at an angle that varies throughout the year.

As result of differences in latitude and thus the angle of heating, the Earth is divided in three main climate zones.

4-2 Section Assessment_ Biology 10th

2008-11-03T16:42:00.000-08:00

1. Difference between a biotic factor and an abiotic factor.

A biotic factor is a living organism. An abiotic factor is nonliving.

2. Name three types of community interactions.

Competition, Predation, Symbiosis

3. What is the difference between primary succession and secondary succession?

Primary successsion occurs on surfaces where no soil exists. Secondary succession occurs when a disturbance of some kind changes and existing community without removing the soil (i.e. where soil exist)

4. How is an organism's niche determined?

Is determined by the physical and biological conditions in its environment and how it uses those conditions.

5. How are the three types of symbiotic relationship different? Similar?

In mutualism, both species benefit. In commensalism, only one spieces benefits; the other is neither helped nor harmed. In Parasitism, one species benefits; the other is harmed. In all three, two species live closely together.

6. Summarize the role of organism, including microorganisms, in maintaining the equilibrium of a marine ecosystem while a dead whale decays on the ocean floor.

The whale carcass attracts a host of scavangers and decomposers that eat the decaying meat. The decomposition of the whale's body forms an oasis for sediment dwellers. Bacteria decompose the oils inside the whale's bones releasing energy. (chemical compounds)

4-1 Section Assessment_ Biology10th

2008-11-03T16:34:00.001-08:00

1. Greenhouse effect:

Gases trap heat inside Earth's atmosphere.

2. Three main climate zones:

Tropical zone: near equator; receives direct of nearly direct sunlight year-round, climate is almost always warm.

Polar zone: near Norht and South poles; receive the sun's rays at a low angle, climate is cold.

Temperate zone: between the other two zones; receive sunlight at changing angles during the year, climate ranges from hor to cold.

3. Main factors that determine Earth's climate:

Trapping of heat by the atmosphere, latitude, transport of heat by winds and ocean currents, amount of precipitation.

4. Two ways in shich heat is transported in the biosphere.

Winds and ocean currents.

5. A biologist recorded the bird species in her region. Then, she spotted a bird that was not supposed to live in the region. How might variations relate to this occurrence?.

Animal species show variations in their tolerances for different climatic conditions. The bird was probable just a bit beyond its usual range. Because the species varies in its tolerance, it could survive beyond its range.

25-3 Section Assessment, Biology 11th

2008-10-29T16:26:00.000-07:00

1. Aquatic plant have adaptation to take in sufficient oxygen, whereas desert plants have adaptations to take in and conserve water.

2. Carnivorous plants obtain nutrients by trapping and digesting insects. Parasitic plants obtain nutrients from the tissues of other plants.

3. Some plants make compounds that are poisonous to animals or disrupt their growth and development.

4. Salt-tolerant plants are able to pump excess salt out of tissues.

5. Adaptations for getting water, such as deep root systems, and reducing water loss due to transpiration, such as spiny leaves or waxy cuticles.

6. Desert and tundra: xerophytes' adaptations (dry environments). Desert: salt tolerant plant. Tropical rain forest: epiphytes' adaptations (to get more light that the one avaible in the forest's floor).

2008-10-29T15:58:00.000-07:00

Xerophytes

Adaptations of xerophytes include reduced permeability of the epidermal layer, stomata and cuticle to maintain optimal amounts of water in the tissues by reducing transpiration, adaptations of the root system (extensive roots) to acquire water from deep underground sources or directly from humid atmospheres. Storage of water in swollen stems (thinck stems) , leaves or root tissues. Reduced leaves. Seed that can be dormant many years.

Hydrophytes

A thin cuticle. Cuticles primarily prevent water loss, thus most hydrophytes have no need for cuticles. Stomata that are open most of time: so water is abundant. A less rigid structure: water pressure supports them. Flat leaves on surface plants for flotation. Air sacs for flotation. Seeds that float. Smaller roots: water can diffuse directly into leaves. Feathery roots: no need to support the plant. Specialized roots able to take in oxygen. Airfilled spaces through which oxygen can diffuse.

Epiphytes

Epiphytic plants use photosynthesis for energy and obtain moisture from the air or from dampness (rain and cloud moisture) on the surface of their hosts. Roots may develop primarily for attachment, and specialized structures (for example, cups and scales) may be used to collect or hold moisture.

3-3 Section Assessment Biology 10th

2008-10-28T16:27:00.000-07:00

Unlike the one-way flow of energy, matter is recycled within and between ecosystems.
To build tissues and carry out life functions.
Atmosferic nitrogen (gas) is fixated by bacteria, lightning, volcanic eruption, and very high temperatures (fertilizer). Through fixation is transformed mainly into ammonia and nitrates, forms that are used by the plants (uptake by producers) . Ammonia a nitrates pass to the animal through consumption of plant an they form part of carbon compounds (and tissues) such as protein, and nucleic acids. Through excretion the animals release ammonia nitrogen which can be reused by the producers.When the animals died, decomposer return nitrogen to the soil as ammonia.
If a nutrient is in short supply, it will limit an organism's growth.
If vast areas of forest were cleared, less carbon dioxide would be removed from the atmosphere by plants.
When an aquatic ecosystem receives a large input of a limiting nutrient, the result is often an algal bloom. algal bloom can sometimes disrupt the equilibrium of an ecosystem by producing more algae than consumers can eat.

Analyzing Data Biology 10th

2008-10-28T16:04:00.000-07:00

Bar graph.
Growing legumes the previous year significantly increased the crip yields. Growing rye did not increase yields. In fact, the bare field's yield was slightly higher than the field planted with rye.
The legumes_ particularly the Austrian peas_ produced the highest yields. Rye produced the lowest yield.
The corn plants benefited greatly when the soil was enriched with nitrogen fixed by legumes the previous year.

Rhizobia (from the Greek words rhiza= root and bios = Life) are soil bacteria that fix nitrogen after becoming established inside root nodules of legumes. The rhizobia cannot independently fix nitrogen, and requires a plant host.

25-6 Section Assessment Biology 11th

2008-10-28T15:48:00.000-07:00

Gravitropism: response to gravity; phototropism: response to light; thigmotropism: response to touch.
Short -day plants flower when days are short. Long.day plants flower when days are long. Long day plants bloom in the summer.
Lose leaves to reduce water loss; forms scales to protect buds from cold; produce ions and organic compounds to act as an atifreeze.
Auxin production drops and production of Ethylene increases; chlorophyll synthesis stops; carbhydrates adn water are transported our of leaf; abscission layer seals off vascular system; leaf falls.
Experiment should involve exposing the plant to different amounts of light. Two different assays of 3 plants each of the same specie. One set of plants should be exposed to short periods of light ( 5 hrs, 6 hrs, and 7 hrs). The other set of plant should be exposed to long periods of light ( 13 hrs, 14 hrs, and 15 hrs).

Homework Oct 28.

2008-10-27T20:04:00.000-07:00

Analyzing Data

The graph shows how carrot cells respond to varying concentrations of auxins. Increasin auxin concentration is shown on the x-axis and plant growth is shown on the y-axis.

1. Maximum stem growth occurs at about 10-6 particle/L.

2. That concentration inhibits the growth of roots.

3. Concentration between approximately 10-9 and 10-3 particles/L promote stem growth. Concentration above about 10 -2 particles/L inhibit stem growth.

4. Because carrots are roots, a concentration of approximately 10-10 to 10-9 particles/L would produce the largest-sized carrots.

25-1 Section Assessment

1. They control a plant’s branching pattern, the rate at which its stems elongate, and its responses to environmental conditions.

2. Auxins: stems and roots (cell elongation and differentiation), lateral buds (inhibit i. e. apical dominance). Cytokinins: lateral buds (stimulate growth), seeds (cause dormant seed to sprout), leaves (stomatal opening). Gibberellins: stem (cell elongation), seed (braking of dormancy, germination) root (inhibit growth). Ethylene: fruit ripening, flower and leaf senescence, seed germination.

3. Auxins stimulate cell elongation: cytokinins inhibit elongation and cause cells to grow thicker. Auxins inhibit lateral bud growth; cytokinins stimulate lateral bud growth. Auxins are synthesized in much greater amount in the shoots than in roots, Cytokinins and sinthesized in much greater amounts in thee roots than shoots.

4. The person will know to remove the apical meristem to make the tree grow rounder and fuller or leave it to make the tree grow taller and narrower.

5. The seedling curved because there was more auxin on the shaded side of the stem.

Plant hormones

2008-10-27T19:22:00.000-07:00

Grades 11th

2008-10-27T19:15:00.000-07:00