section 1.1: characteristics of living cells · 2007. 11. 6. · put a check mark in the table...

Section 1.1: Characteristics of Living Cells

Chapter 1 Scaffolding Master 1.1 169Copyright © 2007 by Thomson Nelson

Scaffolding Master 1.1

Name: __________________________________________ Date: ________________________

Key Question: What are the characteristics of all living things?

BEFORE YOU READPreview the photos, captions, and Table 1. How will they help you answer the keyquestion?

WHILE YOU READIn the righthand column of the chart, write words or make sketches to help youremember the characteristics of living things.

AFTER YOU READCreate a mnemonic to help you remember the six characteristics of living things. For example:

Cells CanReproduce Rabbits Need Energy NibbleRespond ReallyLife Span LeafyProduce Waste Produce?

Living things are made of cells

Living things reproduce, grow, and repair themselves

Living things require energy

Living things respond to the environment

Living things have a life span

Living things produce waste

Characteristics of Living Things

Copyright © 2007 by Thomson Nelson170 Chapter 1 Blackline Master 1.1-1

Blackline Master 1.1-1

Name: __________________________________________ Date: ________________________

Put a check mark in the table where the object shows the characteristics of living things.

Characteristicsof living things

Soil Automobile Glacier Human Yogurt

Composed of cells

Requires energyfor metabolism

Reproduces itself

Grows

Responds to theenvironment

Has a specificlimited life span

Produces waste

The Parts of a Compound Microscope and Their Uses

Chapter 1 Blackline Master 1.2-1 171Copyright © 2007 by Thomson Nelson


Name: __________________________________________ Date: ________________________

Structure Function Careful Use

Arm Supports the body tube • The microscope should be positioned so that the arm facesthe viewer to avoid blocking the light.

• When carrying the microscope, have one hand around thearm and the other hand under the base for firm support.

Base Supports the microscope • Position the base of the microscope on a firm, level surface.

Mirror (notshown in thediagram onpage 7)

Reflects light rays through the specimenand into the lenses

• Orient the mirror so that optimum light intensity is achieved.

Light source Shines light through the specimen and intothe lenses

• Adjust and position the light so that optimum light intensity isachieved.

Diaphragm Different-sized openings control theamount of light that passes through thespecimen

• Rotate the diaphragm to achieve the desired opening.

Stage Supports the microscope slideThe central opening allows light to passthrough the specimenSometimes there is a lens in this opening

• Keep the stage wiped clean at all times.

Stage clips Secure the position of the slide on thestage

• These have a tendency to become loose, fall out, and get lost.Make sure they are firmly secured to the stage.

Nosepiece Holds the three objective lenses androtates, allowing the required lens to bemoved into position over the specimen

• Make sure the desired objective lens clicks into positionbefore viewing.

Objectivelenses:Low powerMedium powerHigh power

Magnify the specimenExample: L.P. 4X

M.P.10X H.P. 40X

Each lens is screwed into a metal tube onwhich the power of magnification isindicated

• Use the low power only for initial viewing and focusing of thespecimen. This lens should be no closer to the slide than 0.5 cm.

Body tube (notlabelled indiagram onpage 7)

Supports the revolving nosepiece and theocular lensAllows light to pass from the objective lensup through the ocular lens

• Take care not to bang the body tube against a hard surfacewhen transporting the microscope.

Coarse-adjustment knob

Moves the body tube up and down forclear focusing of the specimen

• Use only when focusing under the low-power objective.• When using the coarse-adjustment knob, view the

microscope from the side to avoid hitting the stage anddamaging the slide and/or the objective lens.

• Focus by moving the lens away from the stage.

Fine-adjustmentknob

Provides a sharper focus of the specimenunder the medium- and high-powerobjectives

• Use only after the specimen has been located and focusedunder the low-power objective.

Ocular lens(eyepiece)

Magnifies the image produced by theobjective lens, usually by 5X or 10X

• Special attention must be given to avoid scratching this lens.

Careful Use of a Microscope



Name: __________________________________________ Date: ________________________

1. Place the microscope on the table with the arm facing your body.

(a) Why should the microscope be placed in this manner?

2. Make sure the low-power objective is in position over the stage and no closer than 0.5 cm.

(a) Why must you always begin with the low-power objective?(b) Why should you leave a space of 0.5 cm above the stage?

3. Adjust the mirror and rotate the diaphragm to get your optimum light.

(a) What happens to the light as you change the openings?

4. Place your slide on the stage, adjusting it such that the specimen is directly under thelens. Secure the slide with the stage clips.

5. Focus, using the coarse-adjustment knob, by carefully moving the lens away from theslide.

(a) Why must you move the lens away from the slide?(b) What do you see?(c) Draw a diagram of what you see. This may include the overall shape of the

specimen, its internal structure, and at least one specific detail.

6. Rotate the revolving nosepiece so that the medium-power objective is in position.(Focus, using the fine-adjustment knob, on a particular part of the specimen, such asthe third leg segment, and draw what you see.)

7. Rotate the revolving nosepiece again so that the high-power objective is in position.Using the fine-adjustment knob, focus on what you have just drawn. Take care thatthe lens does not touch the slide.

(a) Why do you have difficulty focusing and recognizing the specimen at this point?

8. Return to the low-power objective and remove the slide from the stage. Place the slidein a safe place, such as its container, and keep it away from the edge of the table.

(a) Why must you always return to the low-power objective before you put themicroscope away?

9. Return the microscope to its storage area.

(a) How should you carry your microscope?

Diagram for Labelling: Microscope



Name: __________________________________________ Date: ________________________

Inquiry Investigation: Using a Microscope



Name: __________________________________________ Date: ________________________

Always carry the microscope with two hands, one under the base and one on thearm. Keep the microscope upright. Use care when handling the slide and cover slip. They may shatter if dropped.

QUESTIONCan a microscope be used to estimate the size of small objects?

HYPOTHESISIf you can estimate the number of objects that could fit across a microscope’s field of view,then you can estimate the size of the object.

EXPERIMENTAL DESIGNIn this Investigation, you will use a ruler to find the diameter of the field of view of amicroscope under low and medium power. The field of view is the circle of light you seewhen you look through the eyepiece of a microscope.

Most high-power lenses have a field of view that is less than 1 mm wide, so you will notbe able to use a ruler to find the diameter of the field of view under high power. You willuse a ratio. You will then estimate how many objects could fit across the field of view todetermine the size of the object.

MATERIALS• compound microscope • transparent ruler• newspaper • scissors• microscope slide • cover slip• lens paper

ANALYSIS

(a) Why should the coarse-adjustment knob not be used with the medium-power andhigh-power lenses?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Inquiry Investigation: Using a Microscope (continued)


Blackline Master 1.2-4 (continued)

Name: __________________________________________ Date: ________________________

(b) What happens to the diameter of the field of view as you move from low to highmagnification?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(c) Explain why the size of objects viewed under high power is usually recorded inmicrometres (µm) rather than millimetres (mm). (Hint: 1000 µm � 1 mm)

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(d) Devise a method to estimate the size of the letter e.

(i) Describe your method.

____________________________________________________________________________(ii) Develop an equation that you could use to calculate the size of the letter e.

____________________________________________________________________________(iii) Use your equation and record your answer.

____________________________________________________________________________

(e) Which magnification would be best for scanning several objects?

____________________________________________________________________

(f ) The cell shown in Figure 2 is viewed under low power. When you rotate themicroscope to high power, you cannot see an image, no matter how much you try to focus.

(i) Why can’t the image be seen?

____________________________________________________________________________

____________________________________________________________________________(ii) Suggest a solution.

____________________________________________________________________________

____________________________________________________________________________

Section 1.3: Plant and Animal Cells

Copyright © 2007 by Thomson Nelson176 Chapter 1 Scaffolding Master 1.3


Name: __________________________________________ Date: ________________________

Key Question: How are plant and animal cells similar and different?

BEFORE YOU READLook at the yellow-highlighted words in the section. Which words are new to you? Whichwords do you already know? Use each word you already know in a sentence.

New words Words I already know and can use

WHILE YOU READAnimal Cell Structures

Plant Cell Structures

AFTER YOU READExplain how animal and plant cells are similar and different. Be sure to use some of theyellow-highlighted words from the section.

Cell Structure Description Function

Nucleus

Chromosomes

Cell membrane

Cytoplasm

Vacuole

Flagellum

Cilia

Cell Structure Description Function

Vacuole

Cell wall

Chloroplasts



Name: __________________________________________ Date: ________________________

Diagram for Labelling: Parts of Plant and Animal Cells Seenthrough a Light Microscope

Inquiry Investigation: Comparing Plant and Animal Cells



Name: __________________________________________ Date: ________________________

Always carry the microscope with two hands, one under the base and one on thearm. Keep the microscope upright.

Use the coarse-adjustment knob only with low power.

Use care when handling the slide and cover slip. They may shatter if dropped.

QUESTIONHow do plant cells differ from animal cells?

HYPOTHESISIf a microscope is used to view them, plant cells can be differentiated from animal cells bytheir structures.

EXPERIMENTAL DESIGNIn this Investigation, you will prepare a wet mount of onion cells. You will use your slideto identify structures in plant cells. Then you will use a prepared slide to identify thestructures in animal cells.

MATERIALS

• apron• safety goggles• onion• tweezers• microscope slide

• water• cover slip• light microscope• rubber gloves• iodine stain (Lugol’s)

• paper towel• lens paper• prepared slide of human

epithelial (skin) cells

ANALYSIS

(a) In what ways do the onion skin cells differ from the human skin cells?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(b) Why is it a good idea to stain cells?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Inquiry Investigation: Comparing Plant and Animal Cells (continued)



Name: __________________________________________ Date: ________________________

(c) Predict the function of the onion cells you observed under a microscope. Whatprominent cell structures would justify your prediction?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(d) What typical plant cell structure appears to be missing from the cells of an onionbulb? Explain why this structure is missing. (Hint: Where is the bulb located?)

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

EVALUATION

(e) A student viewing onion cells under a microscope sees just large, dark circles. What might have caused the dark circles? Did anyone in your class experience thisdifficulty?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(f ) What microscope skills are important in this Investigation? Explain why they areimportant.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

How to Make a Wet Mount of Onion Skin Tissue



Name: __________________________________________ Date: ________________________

PROCEDURE

1. Make sure the slide and cover slip are clean and dry. Handle the slide and cover slipby the edges to prevent fingerprint marks.

2. Using a medicine dropper, place a single drop of water on the slide.

3. Using tweezers, remove a single layer from the inner side of the section of onion.

4. With the tweezers, carefully place the specimen on top of the drop of water on themicroscope slide.

5. If necessary, use a probe to tease the onion skin. It should lie on the slide so the tissueis completely spread out and not folded over in any area.

6. Place another drop of water on the onion skin.

7. Take the cover slip and carefully lower it until one edge touches the slide surface atthe edge of the water drop at about a 45° angle.

8. Slowly lower the cover slip over the specimen allowing air and any excess water toescape.

9. If air bubbles form, you can tap the cover slip gently with the rubber end of a pencilto remove them.

10. If air bubbles are still present, or the onion skin is folded over, repeat the procedure.

11. Use a piece of paper towel to pick up water on the slide around the cover slip.

Section 1.5: Technological Advances of the Microscope



Name: __________________________________________ Date: ________________________

Key Question: What are the capabilities and limitations of various microscopes?

BEFORE YOU READPreview the headings, photographs, and captions. Predict what you will learn by readingthis section.

WHILE YOU READAs you read, complete the following chart.

AFTER YOU READCompare your summary chart with that of a partner. What information was the same anddifferent in your partner’s chart? What are the key ideas you should remember?

Type of microscope Capabilities Limitations

Single-lensmicroscope

Compound lightmicroscope

Transmission electronmicroscope

Scanning electronmicroscope

Magnification Needed to Create a 1 mm Image



Name: __________________________________________ Date: ________________________

Object Magnification

fish egg none

human egg 10X

plant cell 20X

animal cell 50X

bacterium 1000X

mitochondrion 1000X

large virus 10 000X

ribosomes 40 000X

cell membrane 100 000X

hydrogen atom 10 000 000X

Section 1.6: Parts of a Cell Seen with an Electron Microscope



Name: __________________________________________ Date: ________________________

Key Question: What are organelles and what are their functions?

BEFORE YOU READWith a partner, locate each yellow-highlighted word and read the words around it todetermine the meaning. Also, look at the figures and captions for clues.

WHILE YOU READAs you read, complete the following chart.

AFTER YOU READCompare your chart with that of a partner. After the discussion, add any information youwish to your chart. What are the key ideas you should remember?

Organelle Function Description

Mitochondria Energy production

Ribosomes

Endoplasmic reticulum

Golgi apparatus

Lysosomes

Crossword Puzzle: Viewing Cells



Name: __________________________________________ Date: ________________________

Across

1. Enlargement

7. A unit of life

8. A suicide sac of the cell

11. The area of the cell in which the workis done

12. The outermost edge of an animal cell

Down

1. A device used to make objects notvisible to the human eye larger

2. A whip-like tail on a cell

3. A thread-like structure of the nucleus

4. A group of similar cells that worktogether

5. The control centre of the cell

6. An organelle that contains chlorophyll

9. A cell organelle that provides energy

10. The process by which sunlight energyis used to make food

1 2 3 4 5 6

98

7

11

10

12



Name: __________________________________________ Date: ________________________

Diagram for Labelling: Parts of Plant and Animal Cells Seen in an Electron MicrographLabel the organelles in the plant and animal cells.

Plant Cell

Animal Cell

Section 1.7: Cells in Their Environment



Name: __________________________________________ Date: ________________________

Key Question: How do substances move in and out of cells?

BEFORE YOU READPreview the headings, figures, and captions. Write a prediction about what you will learnfrom this section.

WHILE YOU READUse the headings to make notes and sketches to summarize the information in the section.

Cell Membranes

Diffusion

Diffusion and Cells

AFTER YOU READWith a partner, discuss why it is important to human life for substances to move in andout of cells. What are the key ideas you should remember?

Modelling a Selectively Permeable Membrane



Name: __________________________________________ Date: ________________________

Cells require food, water, and air to meet their basic needs. Therefore, the membranesthat surround cells must be able to allow certain materials to move into and out of thecells, but must also prevent other molecules from either entering or exiting the cells. Themolecules that are prevented from moving through the cell membrane are usually largemolecules, such as protein and sugar molecules. A plastic bag makes a good model for acell membrane as you observe what molecules can and cannot move through it.

MATERIALS• 250 mL of maple syrup• regular-sized plastic sandwich bag• an elastic or twist tie• container of tap water

PROCEDURE

1. Place about 250 mL of maple syrup into a regular-sized plastic sandwich bag.

2. Secure the opening of the plastic bag with an elastic or twist tie so that the bag is leakproof.

3. Immerse the bag with syrup in a container of tap water.

4. Allow the bag to stand in the water undisturbed until the next day.

5. Observe the change in the contents of the bag and record your results here.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Section 1.8: Osmosis



Name: __________________________________________ Date: ________________________

Key Question: How do substances move in and out of cells?


WHILE YOU READWrite a description of the process going on under each of the figures below.

A MODEL OF OSMOSIS

CELLS IN SOLUTIONS OF DIFFERENT CONCENTRATIONS

X Yproteinmolecule

selectively permeablemembrane

watermolecule

X Y

(a) (b)

X Y

(c)

(a) (b) (c)

Section 1.8: Osmosis (continued)


Scaffolding Master 1.8 (continued)

Name: __________________________________________ Date: ________________________

TURGOR PRESSURE

AFTER YOU READWith a partner, use the figure and your notes to describe each of the processes above.What are the key ideas you should remember?

Crossword Puzzle: Cells in Their Environment



Name: __________________________________________ Date: ________________________

Across3. The movement of water through a

selectively permeable membrane4. The cell membrane is made up of two

layers of this6. This type of membrane allows some

substances to pass through but notothers

7. Tiny holes in the cell membrane8. Surrounds the cell and keeps the

cytoplasm in9. This type of membrane allows

substances to pass through it10. The pressure that water exerts on plant

cell walls

Down1. Theory that explains diffusion2. The movement of molecules from areas

of high concentration to areas of lowerconcentration

5. Molecules cannot pass through thismembrane

2

6

5

4

7

9

10

3

8

1

Inquiry Investigation: Observing Diffusion and Osmosis



Name: __________________________________________ Date: ________________________

Iodine solution is toxic and an irritant. It may stain skin and clothing. Use rubbergloves when cleaning up spills, and rinse the areas of the spills with water.

QUESTIONWhich molecules move through a dialysis membrane?

HYPOTHESIS

(a) Read the Experimental Design and Procedure, and write a hypothesis for thisInvestigation.

EXPERIMENTAL DESIGNThis is a controlled investigation of the movement of a substance through a selectivelypermeable membrane.

MATERIALS• apron• safety goggles• 2 medicine droppers• distilled water in wash

bottle• 4 % starch solution

• microscope slide• iodine solution• dialysis tubing• scissors• 100 mL graduated

cylinder

• funnel• two 250 mL beakers• prepared slide of human

epithelial (skin) cells

OBSERVATIONSProcedure Step 1 – Starch Test

Procedure Steps 6 and 7

Observations Mass after 10 min

Dialysis tube with 4 % starchsolution

Dialysis tube with distilled water

Inquiry Investigation: Observing Diffusion and Osmosis (continued)



Name: __________________________________________ Date: ________________________

ANALYSIS

(b) Iodine is used as an indicator. Which substance can be identified using iodine?

____________________________________________________________________

(c) List some molecules that move by diffusion and osmosis. Include any laboratoryevidence you have.

____________________________________________________________________

(d) Which dialysis tube acted as a control?

____________________________________________________________________

____________________________________________________________________

(e) What would you have observed if dialysis tubing were permeable to starch?

____________________________________________________________________

____________________________________________________________________

(f ) Figure 2 (page 31 in student text) shows three different situations. Predict and explainany changes that would occur in each dialysis tube.

____________________________________________________________________

____________________________________________________________________

EVALUATION

(g) Did your observations support your hypothesis? Draw a diagram showing what youbelieve happened in each beaker and showing the movement of molecules.

____________________________________________________________________

____________________________________________________________________

(h) Explain why dialysis tubing provides a good model for a cell membrane.

____________________________________________________________________

____________________________________________________________________

(i) What are some of the limitations of dialysis tubing as a model of a cell membrane?

____________________________________________________________________

____________________________________________________________________



Name: __________________________________________ Date: ________________________

Inquiry Investigation: How Does the Concentration of a Solution Affect Osmosis?

QUESTIONHow does the concentration of salts in the soil affect potatoes?

HYPOTHESIS

(a) Write a hypothesis for this Investigation.

____________________________________________________________________

____________________________________________________________________

EXPERIMENTAL DESIGN

(b) Plan an investigation to test your hypothesis. Consider the following questions inyour planning.

____________________________________________________________________

____________________________________________________________________

How will potato cubes, placed in salt solutions of various concentrations, change involume and mass as water moves into or out of the potato cells?

____________________________________________________________________

____________________________________________________________________

How will you measure the movement of water into and out of the potato cubes?

____________________________________________________________________

What are your independent and dependent variables?

____________________________________________________________________

What variables will you attempt to control during the investigation.

____________________________________________________________________

(c) Explain, in detail, how you will investigate the relationship between water loss frompotatoes and the salt concentration of the soil.

____________________________________________________________________

____________________________________________________________________



Name: __________________________________________ Date: ________________________

Inquiry Investigation: How Does the Concentration of a Solution Affect Osmosis? (continued)

(d) Create a table for recording your data. Submit your procedure and your table to yourteacher for approval.

MATERIALS• apron• safety goggles• potato cubes• salt (to make solutions of

various concentrations)

• distilled water• 10 ml graduated cylinder• ruler• triple-beam balance• test tubes

• beakers• medicine droppers• any other materials,

depending on yourexperimental design

PROCEDURE

1. First, obtain your teacher’s approval. Then, conduct your investigation according toyour experimental design. Be sure to wear your safety goggles.

ANALYSIS

(e) Plot a graph showing any changes you measured, with mass or volume along the y-axisand time along the x-axis. Add a title to your graph, and label the x-axis and y-axis.



Name: __________________________________________ Date: ________________________

Inquiry Investigation: How Does the Concentration of a Solution Affect Osmosis? (continued)(f ) Interpret your data and draw a conclusion.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(g) Explain how it might be possible for two groups of students to perform the sameinvestigation, yet collect different data (measurements of mass or volume).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(h) Write your investigation as a separate report.

EVALUATION

(i) Did your data support your hypothesis? Explain why or why not. If necessary, modifyyour hypothesis.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Section 1.11: Career Profile: Modellers



Name: __________________________________________ Date: ________________________

Key Question: How has developing models helped scientists solve problems?


Look at the photographs and captions. Ask yourself, • What is the photograph about? • What do I already know about the topic of the photo?• How does the photograph relate to the topic of cells?

WHILE YOU READFollow the guiding statements below. Put your answers in the space provided.

AFTER YOU READWith a partner, use the figure and your notes to describe each of the processes above.What are the key ideas you should remember?

1. Read the first paragraph. Look at Figure 1 and read thecaption (page 34).

Write some notes to give examples of designs engineersfound in nature.

2. Read the second paragraph. Look at Figure 2 and read thecaption.

Write some notes to give examples of why scientists studythe human body.

3. Read the third paragraph on page 34, and the fourthparagraph on page 35. Look at the model of the red bloodcell and read the caption.

What is the purpose of this model?

What do scientists use the model to illustrate?

What do you notice?

Chapter 1 Quiz

Chapter 1 Blackline Master 1.0 197Copyright © 2007 by Thomson Nelson

Blackline Master 1.0

Name: __________________________________________ Date: ________________________

Part A: Modified True/FalseIndicate whether each statement is true or false. If false, change the underlined word orphrase to make the statement true.

____ 1. All living things are composed of one or more cells. __________________.

____ 2. The diaphragm of the microscope is used to focus the image.______________________________

____ 3. Osmosis is the movement of substances from an area of high concentration to anarea of low concentration. ________________________

Part B: CompletionComplete the sentence.

4. Living things are also referred to as _________________________.

5. The _________________________ power magnification is best for scanning objectsunder the microscope.

6. The _________________________ contain DNA and are located inside thenucleus.

7. The cell membrane is _________________________ permeable.

8. The outward pressure of water on the cell wall is called_________________________ pressure.

Part C: Multiple ChoiceCircle the letter beside the answer that best completes thestatement or answers the question.

9. Use Figure 1 to answer the question. It represents thefield of view on low power of the microscope. If thefield of view is 3000 micrometres, estimate the width ofthe specimen.

(a) 3000 micrometres (c) 1000 micrometres(b) 1500 micrometres (d) 500 micrometres

10. Use Figure 1 to answer the question. It represents thefield of view on low power of the microscope. If you switched to medium power, the image of the paramecium would

(a) become larger (c) not change(b) become smaller (d) disappear from view

FIGURE 1

Chapter 1 Quiz (continued)

Copyright © 2007 by Thomson Nelson198 Chapter 1 Blackline Master 1.0

Blackline Master 1.0 (continued)

Name: __________________________________________ Date: ________________________

11. The cell structure that converts carbon dioxide and water into food is the ________.

(a) chloroplast (c) cytoplasm(b) chromosome (d) cilia

12. Which of the following is used to focus the beam of electrons in a transmissionelectron microscope?

(a) fine-adjustment knob (c) magnets(b) course-adjustment knob (d) ocular

13. White blood cells protect us from diseases caused by bacteria and viruses. Which ofthe following will be found in greater numbers in white blood cells than in normalcells?

(a) lysosomes (c) ribosomes(b) acuoles (d) mitochondria

14. Which of the following BEST describes the structure of the cell membrane?

(a) protein molecules embedded in a single layer of fat molecules(b) protein molecules embedded in a double layer of fat molecules(c) fat molecules embedded in a single layer of protein(d) fat molecules embedded in a double layer of protein

15. In Investigation 1.10, How Does the Concentration of a Solution Affect Osmosis?,the potato cubes were cut from the same potato. This is an example of

(a) an independent variable (c) experimental design(b) a dependent variable (d) a controlled variable

Part D: Short Answer

Use sentences to answer the following questions.

16. Engineers often look to nature for their designs. List two artificial models anddescribe how each helps the human body to function normally.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________




Name: __________________________________________ Date: ________________________

17. Muscle cells have a greater amount of mitochondria than other animal cells. Usingthe function of the mitochondria, explain why this is.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

18. Describe one example each of permeable, selectively permeable, and non-permeablematerials found around your home.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

19. An antiseptic kills bacteria on our skin and in open wounds, thereby preventinginfection. Explain why salt water acts as a good antiseptic.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

20. Plant cells have cell walls while animal cells do not. Explain why.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Section 2.1: Cells and Cell Systems



Name: __________________________________________ Date: ________________________

Key Question: What are cell systems?

BEFORE YOU READPreview the section. Pay close attention to the diagrams.

1. What will you be reading about?

____________________________________________________________________

2. How does looking at the visuals help you to understand the topic?

____________________________________________________________________

____________________________________________________________________

WHILE YOU READ• Stop after each paragraph to think about what you have just read.• Picture in your mind what is being described. Write the words that helped you form

mental pictures.• In the last column, write what the paragraph is about. The first two paragraphs are done

for you.

AFTER YOU READRead the Learning Tip and study Table 1 on page 42. Discuss the questions in theLearning Tip with a partner.

Paragraph What words or phrases help you create mentalpictures?

What is the paragraph about?

1 teamgifted playersplayers cooperate

Teams are successful when people cooperate.

2 multicellular organismteamcells that work faster

Cells need to work together.Cells that work differently from the rest could becancer cells.

3

4

5

Section 2.2: Unicellular Organisms



Name: __________________________________________ Date: ________________________

Key Question: What are unicellular organisms?

BEFORE YOU READPreview the section. Pay close attention to the figures.

1. What will you be reading about?

____________________________________________________________________

2. How does looking at the figures help you to understand the topic?

____________________________________________________________________

____________________________________________________________________

WHILE YOU READ• Describe exactly what is in the figure in column 2.• Write what you learn about unicellular organisms in column 3.

AFTER YOU READ• Work with a partner. Discuss each figure. What is it about? What do you learn about

unicellular organisms? • What are the main ideas about unicellular organisms that you should remember? On the

back of the page, write the ideas you want to remember about micro-organisms.

Figure What is the figure about? What do you learn from the figure aboutunicellular organisms?

1 The photos show a person sneezing and cows grazing. Some organisms make us sick, others help us survive.

2

3

4

5

6

7

Section 2.3: The Need for Cell Division



Name: __________________________________________ Date: ________________________

Key Question: Why is cell division important?

BEFORE YOU READPreview the section, looking at the headings, figures, and captions and reading theLearning Tip. What will you be reading about?

WHILE YOU READ

1. Stop after each paragraph to think about what you have just read. Picture in yourmind what is being described. In column 2, write the words that helped you formmental pictures. In the last column, write what the paragraph is about.

2. Study each of the figures. In column 2, write what the figure is about. In column 3,tell what you learned about cell division from studying the figure.

AFTER YOU READWhat are the main ideas about cell division that you should remember? On the back ofthe page, write the ideas you want to remember about the importance of cell division.



1

2

3

Figure What is the figure about? What do you learn from the figure about celldivision?

1

2

Section 2.4: Cell Specialization



Name: __________________________________________ Date: ________________________

Key Question: How do organisms benefit from cell specialization?

BEFORE YOU READPreview the section, looking at the headings, figures, and captions. What will you bereading about?

WHILE YOU READ

1. Stop after each paragraph to think about what you have just read. Picture in yourmind what is being described. In column 2, write the words that helped you formmental pictures. In the last column, write what the paragraph is about.

2. Study each of the figures. In column 2, write what the figure is about. In column 3,tell what you learned about cell division from studying the figure.

AFTER YOU READWhat are the main ideas about cell specialization that you should remember? On the backof the page, write the ideas you want to remember about the importance of cellspecialization.



1

2

3

Figure What is the figure about? What do you learn from the figure about celldivision?

1

2

Section 2.5: Cell Wars



Name: __________________________________________ Date: ________________________

Key Question: What causes diseases and how do our cell systems protect us?

BEFORE YOU READPreview the section, looking at the headings, figures, captions, yellow-highlighted words,and reading the Learning Tip. What will you be reading about?

WHILE YOU READ

AFTER YOU READWhat are the main ideas about what causes diseases and how our cell systems protect us?On the back of the page, write the ideas you want to remember about cell wars.

Heading What do you learn from readingthe text?

What do you learn from viewingthe figures?

The Invaders

The Defenders

Examples of Human Diseases Caused by Bacteria and Viruses



Name: __________________________________________ Date: ________________________

EXAMPLES OF HUMAN DISEASES CAUSED BY VIRUSES

EXAMPLES OF HUMAN DISEASES CAUSED BY BACTERIA

Pathogen Disease How Disease Is Contracted

DNA Viruses

Epstein-Barr Infectious mononucleosis Direct contact; air-transmitted droplets

Poxvirus Smallpox Direct contact; air-transmitted droplets

Varicella-zoster Chickenpox Direct contact; air-transmitted droplets

RNA Viruses

Enteroviruses Polio; infectious hepatitis Direct contact; fecal contamination

Rhinoviruses Common cold Direct contact; air-transmitted droplets

Paramyxoviruses Measles; mumps Direct contact

Rhabdoviruses Rabies Bite by infected animal

Orthomyxoviruses Influenza Direct contact; air-transmitted droplets

Retroviruses (HIV) AIDS, associated with cancer Direct contact

Bacteria Disease How Disease Is Contracted

Clostridium botulinum Botulism Bacterial toxins in food

Clostridium novyi Gangrene Contamination of deep wounds

Salmoneli typhe Typhoid fever Fecal contamination of food and water

Streptococcus pneumoniae Pneumonia Direct contact; air-transmitted droplets

Micrococcus pyogenes Food poisoning Bacterial toxins in food

Neisseria gonorrhoeae Gonorrhea Direct contact

Pasteurella pestis Bubonic plague Flea bites from rat to human

Borrelia burgdorferi Lyme disease Tick bites

Vibrio cholerae Asian cholera Fecal contamination of food and water

Mycobacterium tuberculosis Tuberculosis Air-transmitted droplets; contaminated dairy products

Explore an Issue: Experimenting with Cells



Name: __________________________________________ Date: ________________________

THE ISSUEBecause of advances in scientific knowledge and developments in technological processes,scientists are able to combine the genetic material from two different organisms. Someview this capability as having the potential to solve many of society’s problems—fromdiseases to pollution and fuel shortages. Others see an industry that will cause risks tohuman health and potential damage to the natural environment.

STATEMENTScientists should not be permitted to combine genetic information from differentorganisms to create new life forms. This kind of research should be banned in Canada.

MAKE A DECISIONExplain your response to the viewpoints provided.

Do you agree or disagree with the statement? Explain your position.

Summarize the research you used to support your position.

COMMUNICATE YOUR DECISIONPrepare an outline of your presentation for the debate.

Chapter 2 Quiz



Name: __________________________________________ Date: ________________________

Part A: MatchingMatch each word with the correct definition.

(a) animal (b) plant (c) protist (d) bacteria (e) fungus

____ 1. extremely tiny cells, with no nucleus and no mitochondria

____ 2. a group of unicellular organisms with plant- and animal-like characteristics

____ 3. multicellular organism that undergoes photosynthesis

____ 4. plant-like but without chlorophyll

____ 5. multicellular organisms that rely on other organisms for food

Part B: CompletionComplete each sentence.

6. A group of broad and flat cells that cover and protect is called __________________tissue.

7. Tiny hair-like structures called _________________________ beat in unison tomove a paramecium.

8. Lung cells are very thin to allow for the exchange of ___________________ betweenthe air and the blood.

9. Fat cells have large __________________________ that store extra nutrients thathave been converted to fat.

Part C: Multiple ChoiceCircle the letter beside the answer that best completes the statement or answers thequestion.

10. A group of cells that are similar in shape and function is called a(n)

(a) tissue (c) cell system(b) organ (d) organ system

11. Which of the following contain no nucleus, no mitochondria, and no ribosomes?

(a) paramecia (c) bacteria(b) diatoms (d) amoebae

12. A cube with sides of 2 cm each has a total surface area of

(a) 4 cm2 (c) 24 cm2

(b) 8 cm2 (d) 32 cm2




Name: __________________________________________ Date: ________________________

13. Why are many small cells more efficient at exchanging nutrients and waste than onelarge cell?

(a) Many small cells have more mitochondria.(b) Many small cells have more surface area.(c) Many small cells are more active. (d) Many small cells have more nuclei.

14. Tissue that conducts electrical signals is

(a) blood tissue (b) fat tissue (c) nerve tissue (d) muscle tissue

15. Which disease is caused by a fungus?

(a) pneumonia (b) malaria (c) cold sores (d) athlete’s foot

16. The exchange or modification of genetic material in cells is called

(a) reproduction (b) genetic engineering (c) selective breeding (d) cell division

Part D: Short AnswerUse sentences to answer the following questions.

17. Explain why unicellular organisms are often called micro-organisms.

____________________________________________________________________

____________________________________________________________________

18. (a) Complete the following table and answer the questions below.

(b) Explain what happens to the surface area to volume ratio as the length of the sideof a cube increases.

________________________________________________________________

________________________________________________________________

________________________________________________________________

(c) How does this explain why cells divide?

________________________________________________________________

________________________________________________________________

Cube sides (cm) Surface area (6 cm2) Volume (cm3) Ratio of surface area to volume

1 1 6:1

2 24

4 64

6 216

Section 3.1: The Respiratory System



Name: __________________________________________ Date: ________________________

Key Question: What is the function of the respiratory system and how does it work?

BEFORE YOU READPreview the section, looking at the headings, figures, captions, and yellow-highlightedwords. What will you be reading about?

WHILE YOU READStop after each paragraph to think about what you have just read. Picture in your mindwhat is being described. In column 2, write the words that helped you form mentalpictures. In the last column, write what the paragraph is about.

AFTER YOU READWork with a partner. Discuss each figure. What does it explain? What do you learn abouthow the respiratory system works?



1

2

3

4

The Human Respiratory System



Name: __________________________________________ Date: ________________________

Model of the Human Respiratory System



Name: __________________________________________ Date: ________________________

Make a model of the human respiratory system to demonstrate the role of the diaphragmin breathing.

Make the model using a 2 L plastic bottle with the bottom one-third cut off (chestcavity), a rubber sheet or large balloon over the open end of the bottle (diaphragm), arubber stopper with one hole, a plastic y-tube (trachea and bronchii), and two smallballoons (lungs). Pull down on the rubber diaphragm to make the balloons inflate insidethe bottle.

rubber sheet orlarge balloon

rubber stopper

plastic y-tube

2 L bottle(thoracic cavity)

balloons (lungs)

tape

Section 3.2: The Circulatory System



Name: __________________________________________ Date: ________________________

Key Question: What is the function of the circulatory system and how does it work?

BEFORE YOU READLook at the subheadings, figures, and captions in this section. How will these ideas helpyou understand how the circulatory system works?

WHILE YOU READ

AFTER YOU READ

1. Work with a partner. Take turns explaining what the figures tell you about thefunction of a circulatory system.

2. On your own, make up six questions about the circulatory system. Use the questionsto quiz your partner.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Open and Closed Systems Twin Pumps A One-Way Flow

What the textexplains aboutcirculatory systems

What the figuresexplain aboutcirculatory systems

(Figures 1 and 2) (Figure 3) (Figure 4)

The Human Circulatory System



Name: __________________________________________ Date: ________________________

Blood Flow through the Heart



Name: __________________________________________ Date: ________________________

Section 3.3: The Excretory System



Name: __________________________________________ Date: ________________________

Key Question: What is the function of the excretory system and how does it work?

BEFORE YOU READLook at words around the two figures in this section. Identify the words that are the sameand different in the two figures. Read the caption under each figure. With a partner,discuss how the two diagrams are related.

WHILE YOU READWrite the definition of each yellow-highlighted vocabulary words on the back of this page.Explain how each word relates to the excretory system.

AFTER YOU READ

1. Explain how each of the following relate to the working of the excretory system:waste, ammonia, liver, urea, ureter, and water balance.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. What is the function of the kidney?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. What are the functions of the excretory system?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

4. On your own, make up six questions about the excretory system. Use the questions toquiz another student.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

The Human Excretory System



Name: __________________________________________ Date: ________________________

Section 3.4: The Digestive System



Name: __________________________________________ Date: ________________________

Key Question: What is the function of the digestive system and how does it work?

BEFORE YOU READPreview the section, looking at the heading, figure, caption, and yellow-highlighted words.What will you be reading about?

WHILE YOU READStop after reading each paragraph and ask yourself what it was about. What was the mainidea? What were the important details? When you complete the section ask yourself whatthe whole section was about.

AFTER YOU READ

1. Complete the chart below.

Make a sketch of the digestive system Write a description of the digestive system

2. On your own, make up six questions about the digestive system. Use the questions toquiz another student.

The Human Digestive System



Name: __________________________________________ Date: ________________________

Surface Area and Digestion



Name: __________________________________________ Date: ________________________

The following diagram shows the folds in your stomach and small intestine. Complete theactivity to find out what effect these folds have on absorption.

MATERIALS• scissors• metric ruler• blank paper• corrugated cardboard• container of water

PROCEDURE

1. On the blank paper, draw a neat square 10 cm � 10 cm (an area of 100 cm2).

2. Place the paper square on top of the corrugated cardboard. Cut out a cardboardsquare that exactly matches the paper square.

3. Remove and discard the paper covering from both sides of the corrugated cardboard.Sliding a sharp pencil along the grooves will help break away the paper.

4. Roll the square of blank paper and the cardboard into tubes. Record the appearanceof the interior of each tube.

5. Wet the piece of cardboard and flatten it out on a tabletop. Use your ruler to measurethe sides of the flattened cardboard. Calculate the area of the flattened cardboard.

ANALYSIS

6. Explain the relationship between folding and surface area, using your results from thisactivity.

7. (a) Suppose your original 10 cm � 10 cm paper contained 10 million cells (100 000 cells per cm2). Calculate the number of cells in the flattened cardboard.

(b) Why do you think increasing the number of cells in a location would beimportant?

8. How would the absorption of food in the cells of the small intestine be affected by alack of folds?

9. Why are there no folds in the esophagus?

Digestive System Organs



Name: __________________________________________ Date: ________________________

Cut out the organs and arrange them in proper order to complete the digestive system.

Section 3.5: Organ Systems Working Together



Name: __________________________________________ Date: ________________________

Key Question: How do organ systems work together?

BEFORE YOU READLook at the headings, figures, and captions in this section. How will these ideas help youunderstand how the organ systems work together?

WHILE YOU READStop after each paragraph and write down the main idea.

Supplying Nutrients and Removing Waste

Paragraph 1:

Paragraph 2:

Paragraph 3:

Paragraph 4:

Regulating the Body

Paragraph 1:

Paragraph 2:

Paragraph 3:

Paragraph 4:

AFTER YOU READ

1. Work with a partner. Explain how the diagrams (Figures 1 and 2) help you tounderstand how organ systems work together.

2. Make up six questions about the organ systems. Use the questions to quiz yourpartner.

Body System Interdependence


Name: __________________________________________ Date: ________________________

Place the words or phrases below near the appropriate arrows in the diagram. (Somewords or phrases may be used more than once.)

air, food, oxygen, carbon dioxide, cell waste, food nutrients, food waste


nutrient waste

• esophagus• stomach• intestines• liver

all cells, tissues, and organs

RespiratorySystem

• lungs• windpipe• blood vessels

DigestiveSystem

CirculatorySystem

• heart• arteries• capillaries• veins

ExcretorySystem

• kidneys• bladder• ureters• urethra • liver

The Endocrine System



Name: __________________________________________ Date: ________________________

hypothalamus

pinealgland

parathyroidgland

pituitary gland

thyroid gland

thymus

adrenal gland

pancreas

ovary

testis

Section 3.6: Protecting the Body



Name: __________________________________________ Date: ________________________

Key Question: What are the body’s three lines of defence?

BEFORE YOU READPreview the section, looking at the headings, figures, and captions. What will you bereading about?

WHILE YOU READ

1. Study each of the figures. In column 2, write what the figure is about. In column 3,tell what you learned about the body’s lines of defence.

Figure What is the figure about? What do you learn from the figure about thebody’s lines of defence?

1

2

3

4

5

6

7

8

9

Section 3.6: Protecting the Body (continued)


Scaffolding Master 3.6 (continued)

Name: __________________________________________ Date: ________________________

2. Stop after each paragraph to think about what you have just read. Write words andphrases to explain what you learned about the body’s lines of defence.

AFTER YOU READWhat are the main ideas about the body’s defences that you should remember? On theback of the page, write a summary of the ideas you want to remember.

Paragraph What is the paragraph about?

1

2

3

4

5

6

7

8

9

10

11

12

13

The Immune System



Name: __________________________________________ Date: ________________________

Inquiry Investigation: Factors that Affect Reaction Time



Name: __________________________________________ Date: ________________________

QUESTIONHow do certain factors affect reaction times?

HYPOTHESIS

(a) Write a hypothesis for the effect of each of the three factors on reaction time—handdominance, temperature, and fatigue.

____________________________________________________________________

____________________________________________________________________

EXPERIMENTAL DESIGNIn this Investigation, you will measure the distance a ruler drops before it is caught. Youwill use the distance as a measure of your subject’s reaction time.

(b) Read the Procedure, and make a data table to record the data you will collect.

ANALYSIS

(c) Why should you do more than one trial for each hand?

____________________________________________________________________

____________________________________________________________________

(d) How does hand dominance affect reaction time? What evidence supports youranswer?

____________________________________________________________________

____________________________________________________________________

Normal conditions Cold Fatigue

Trial Distance—dominanthand (cm)

Distance—non-dominant hand (cm)

Distance—dominanthand (cm)

Distance—dominanthand (cm)

1

2

3

Average

Inquiry Investigation: Factors that Affect Reaction Time (continued)



Name: __________________________________________ Date: ________________________

(e) How does fatigue affect reaction time? In what part of the Investigation did youcollect evidence to support your answer?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(f ) How does temperature affect reaction time? In what part of the Investigation did youcollect evidence to support your answer?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(g) If reaction time changes as temperature falls, do impulses move slower or faster alongnerves at low temperatures? What other factors affect reaction time?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

EVALUATION

(h) Did the results of this Investigation support your hypothesis? Explain.

____________________________________________________________________

____________________________________________________________________

(i) Describe some possible sources of error in this Investigation.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

(j) How could you improve the procedure for this Investigation?

____________________________________________________________________

____________________________________________________________________

Chapter 3 Quiz



Name: __________________________________________ Date: ________________________


____ 1. The diaphragm is the only muscle involved in breathing. __________________

____ 2. Veins are blood vessels that have valves. ___________________

____ 3. Urea is more toxic than ammonia. ___________________

____ 4. Bile is produced in the gall bladder. ___________________

____ 5. Antigens cause antibodies to be produced in the body. ___________________

____ 6. Sensory neurons carry messages from the brain to muscle tissue. _____________

Part B: MatchingMatch the following substances with the correct system.

(a) oxygen (b) carbon dioxide (c) antibody (d) urea (e) adrenaline (f ) antigen

____ 7. causes the heart to beat faster

____ 8. produced in the liver

____ 9. present in blood pumped from left ventricle

____10. exhaled from the lungs

____11. produced by a pathogen

____12. produced by white blood cells

Part C: Multiple ChoiceCircle the letter beside the answer that best completes the statement or answers thequestion.

13. Which of the following is the correct order air travels during inhalation?

(a) nasal cavity, epiglottis, trachea, lungs (c) epiglottis, nasal cavity, trachea, lungs(b) nasal cavity, trachea, epiglottis, lungs (d) trachea, nasal cavity, epiglottis, lungs

14. Which of the following describes inhalation?

(a) diaphragm and rib muscles contract, chest cavity becomes larger(b) diaphragm and rib muscles relax, chest cavity becomes larger(c) diaphragm and rib muscles contract, chest cavity becomes smaller(d) diaphragm and rib muscles relax, chest cavity becomes smaller




Name: __________________________________________ Date: ________________________

15. Which chamber receives blood low in oxygen from the body?

(a) right ventricle (c) right atrium(b) left ventricle (d) left atrium

16. The second function of the excretory system is to ______________________ .

(a) control body temperature (c) remove solid waste(b) regulate body water (d) break down fats

17. Which of the following digestive organs does food not go through?

(a) esophagus (c) liver(b) stomach (d) colon

18. Which two systems regulate the body?

(a) circulatory, respiratory (c) endocrine, circulatory(b) digestive, excretory (d) endocrine, nervous

19. Which of the following is the body’s first line of defence?

(a) blood (c) antibodies(b) skin (d) lungs

Part D: Short Answer

Use sentences to answer the following questions.

20. Explain how the respiratory system and the circulatory system are related.

__________________________________________________________________

__________________________________________________________________

21. Label the following diagram of the heart. Indicate theleft and the right side. Use arrows to show thedirection of flow through the heart. Use a “D” toindicate blood with little oxygen and “O” to indicateoxygenated blood.

22. On the back of this page, use a flow chart to show thepath of food from the mouth to the anus. Label all ofthe parts that food passes through.

23. On the back of this page, list the parts of the body’sfirst line of defence against foreign bodies. Give theirfunctions.

Outline of the Human Body

Unit A Blackline Master UA-1 231Copyright © 2007 by Thomson Nelson

Blackline Master UA-1

Name: __________________________________________ Date: ________________________

Unit A Quiz

Copyright © 2007 by Thomson Nelson232 Unit A Blackline Master UA

Blackline Master UA

Name: __________________________________________ Date: ________________________


____ 1. An organism shows all characteristics of living things.

_________________________

____ 2. Salty soil causes water to move out of the cells of plants.

_____________________

____ 3. Artificial cells have been tested for the treatment of diabetes.

________________________

____ 4. Epithelial tissue covers both outside and inside surfaces of your body.

________________________

____ 5. When the diaphragm and the rib muscles contract, you exhale.

___________________________________________

Part B: CompletionComplete each sentence.

6. The circle of light you see when you look through a microscope is called the

_________________________.

7. The outward pressure of water on the cell wall is called _______________________pressure.

8. Structures called _________________________ increase the surface area forabsorption in the small intestine.

9. All foreign organisms contain or produce a chemical called a(n)

______________________ that signals the body to produce antibodies.

10. In order to pick up your pencil, your brain sends messages to the muscles of your

fingers via ____________________________.

Unit A Quiz (continued)

Unit A Blackline Master UA 233Copyright © 2007 by Thomson Nelson

Blackline Master UA (continued)

Name: __________________________________________ Date: ________________________

Part C: MatchingMatch each cell part to the correct description.

(a) chromosome(b) cell membrane(c) nucleus

(d) vacuole(e) cell wall(f ) flagellum

(g) chloroplast(h) mitochondrion

____11. controls the movement of molecules into and out of the cell

____12. release energy from sugar molecules

____13. protects and supports plant cells

____14. helps some cells to move

____15. stores waste and water

____16. directs the activities of the cell

____17. converts the Sun’s energy into food

____18. is made of DNA

Part D: Multiple ChoiceCircle the letter beside the answer that best completes thestatement or answers the question.

19. A eukaryotic cell without _____________ would also haveno DNA.

(a) a flagellum (c) chloroplasts(b) cilia (d) chromosomes

20. Which statement explains the wrinkled cell in Figure 1.3?

(a) The concentration of solute outside the cell is greater than that found inside thecell.

(b) The concentration of water outside the cell is greater than that found inside thecell.

(c) The concentration of solute inside the cell is greater than that found outside thecell.

(d) The concentrations of water and solute are equal inside and outside of the cell.

21. Which of the following lists body organization from smallest to largest?

(a) cell, organ, tissue, system (c) cell, tissue, organ, system(b) tissue, organ, system, cell (d) cell, tissue, system, organ

FIGURE 1.3


Copyright © 2007 by Thomson Nelson234 Unit A Blackline Master UA


Name: __________________________________________ Date: ________________________

22. Cells that contain villi are found in the ____________________.

(a) blood (c) respiratory system(b) stomach (d) small intestine

23. Which of the following diseases are caused by a virus?

(a) influenza and HIV/AIDS (c) pneumonia and tetanus(b) malaria and beaver fever (d) food poisoning and strep throat

24. White blood cells protect us from diseases caused by bacteria and viruses. Which arefound in greater numbers in white blood cells than in normal cells?

(a) lysosome (c) ribosomes(b) vacuole (d) mitochondria

25. Nephrons are located in the ______________________.

(a) kidney (c) ureter(b) urethra (d) bladder

26. Digestive chemicals from the _____________ and ________________ enter intothe first section of the small intestine.

(a) gall bladder and salivary glands (c) liver and kidneys(b) salivary glands and pancreas (d) pancreas and liver

27. Which of the following chemicals are produced by the endocrine system?

(a) enzymes (c) saliva(b) hemoglobin (d) hormones

Part E: Short AnswerUse sentences to answer the following questions (except question 28).

28. Complete the following table.

29. Why are many small cells more efficient at exchanging nutrients and waste than onelarge cell?

____________________________________________________________________

____________________________________________________________________

Lens Magnification Field of view diameter

low power 40X 2 mm

medium power 100X

high power 400X


Unit A Blackline Master UA 235Copyright © 2007 by Thomson Nelson


Name: __________________________________________ Date: ________________________

30. Give two beneficial effects of micro-organisms and two harmful effects.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

31. Explain the steps of infection by a virus in a host cell.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

32. Explain why stomach acids don’t damage the lining of the stomach. What happens tothe acid when it leaves the stomach?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

33. Describe the body’s second line of defence against invading organisms.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

34. Describe the differences between sensory neurons and motor neurons.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

section 1.1: characteristics of living cells · 2007. 11. 6. · put a check mark in the table...

Documents