Glencoe Science Chapter Resources Life’s Structure and Classification Includes: Reproducible Student Pages ASSESSMENT ✔ Chapter Tests ✔ Chapter Review HANDS-ON ACTIVITIES ✔ Lab Worksheets for each Student Edition Activity ✔ Laboratory Activities ✔ Foldables–Reading and Study Skills activity sheet MEETING INDIVIDUAL NEEDS ✔ Directed Reading for Content Mastery ✔ Directed Reading for Content Mastery in Spanish ✔ Reinforcement ✔ Enrichment ✔ Note-taking Worksheets TRANSPARENCY ACTIVITIES ✔ Section Focus Transparency Activities ✔ Teaching Transparency Activity ✔ Assessment Transparency Activity Teacher Support and Planning ✔ Content Outline for Teaching ✔ Spanish Resources ✔ Teacher Guide and Answers
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Glencoe Science
Chapter Resources
Life’s Structure and Classification
Includes:
Reproducible Student Pages
ASSESSMENT
✔ Chapter Tests
✔ Chapter Review
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity
✔ Laboratory Activities
✔ Foldables–Reading and Study Skills activity sheet
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
TRANSPARENCY ACTIVITIES
✔ Section Focus Transparency Activities
✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
Teacher Support and Planning
✔ Content Outline for Teaching
✔ Spanish Resources
✔ Teacher Guide and Answers
462-i-vi-MSS05-000000_CR 22.04.2004 16:24 Page i tammyb 301:goscanc:scanc462:layouts:
Glencoe Science
Photo CreditsSection Focus Transparency 1: Dwight KuhnSection Focus Transparency 2: (c) Alan Briere/SuperStock, (tr) SuperStock, (cr) Stephen Dalton/PhotoResearchers, (cl) Nick Bergkessel/Photo, (tcr) Ron Dahlquist/SuperStock, (bl) David Woods/The Stock Market,(tl) Russ Gutshall/SuperStock, (br) SuperStockSection Focus Transparency 4: Lester V. Bergman/CORBIS
Lab PreviewDirections: Answer these questions before you begin the Lab.1. What kinds of cells will you be observing in this lab?
2. What is a wet-mount slide? Which organism will you use to make a wet-mount slide?
If you compared a goldfish to a rose, you would find them unlike each other.Are their individual cells also different? Try this lab to compare plant andanimal cells.
Comparing Cells
Hand
s-On
Act
iviti
es
Real-World QuestionHow do human cheek cells and plant cellscompare?
Goals■ Compare and contrast an animal and a
plant cell.
Materialsmicroscope droppermicroscope slide Elodea plantcoverslip prepared slide offorceps human cheek cellstap water
Safety Precautions
Procedure1. Record your observations in the table in
the Data and Observations section.2. Using forceps, make a wet-mount slide of a
young leaf from the tip of an Elodea plant.3. Observe the leaf on low power. Focus on
the top layer of cells.
4. Switch to high power and focus on onecell. In the center of the cell is a mem-brane-bound organelle called the centralvacuole. Observe the chloroplasts—thegreen, disk-shaped objects moving aroundthe central vacuole. Try to find the cellnucleus. It looks like a clear ball.
5. Draw the Elodea cell in the Data andObservations section. Label the cell wall,cytoplasm, chloroplasts, central vacuole,and nucleus. Return to low power andremove the slide. Properly dispose of theslide.
6. Observe the prepared slide of cheek cellsunder low power.
7. Switch to high power and observe the cellnucleus. Draw and label the cell mem-brane, cytoplasm, and nucleus in the Dataand Observations section. Return to lowpower and remove the slide. Properly dis-pose of the slide.
Conclude and Apply1. Compare and contrast the shapes of the cheek cell and the Elodea cell.
2. What can you conclude about the differences between plant and animal cells?
Communicating Your Data
Draw the two kinds of cells on one sheet of paper. Use a green pencil to label theorganelles found only in plants, a red pencil to label the organelles found only in animals,and a blue pencil to label the organelles found in both.
Lab PreviewDirections: Answer these questions before you begin the Lab.
1. Which two instruments will you be comparing in this lab?
2. What must you do to examine an item under the light microscope?
You’re a technician in a police forensic laboratory. You use a stereomicro-scope, which uses two eyepieces to see larger objects in three dimensions, anda compound light microscope to see a smaller specimen. A detective justreturned from a crime scene with bags of evidence. You must examine eachpiece of evidence under a microscope.
Real-World QuestionHow do you decide which microscope is thebest tool to use? Will all of the evidence thatyou’ve collected be viewable through bothmicroscopes?
Form a HypothesisCompare items to be examined under themicroscope. Form a hypothesis to predictwhich microscope will be used for each itemand explain why.
Goals■ Learn how to correctly use a stereomicro-
scope and a compound light microscope.■ Compare the uses of the stereomicroscope
and compound light microscope.
Possible Materialscompound light microscopestereomicroscopeitems from the classroom—include
some living or once-living items (8)microscope slides and coverslipsplastic petri dishesdistilled waterdropper
Safety Precautions
Test Your HypothesisMake a Plan1. As a group, decide how you will test your
hypothesis.2. Describe how you will carry out this experi-
ment using a series of specific steps. Makesure the steps are in a logical order. Remem-ber that you must place an item in the bot-tom of a plastic petri dish to examine itunder the stereomicroscope, and you mustmake a wet mount of any item to be exam-ined under the compound light microscope.For more help, see the Reference Handbook.
3. If you need a data table or an observationtable, design one in your Science Journal.
Follow Your Plan1. Make sure your teacher approves the
objects you’ll examine, your plan, and yourdata table before you start.
2. Carry out the experiment.3. While doing the experiment, record your
Analyze Your Data1. Compare the items you examined with those of your classmates.
2. Based on this experiment, classify the eight items you observed.
Conclude and Apply1. Were you correct in your original hypothesis about the correct microscope to use? For which
objects would you reconsider the microscope used?
2. Infer which microscope a scientist might use to examine a blood sample, fibers, and live snails.
3. List five careers that require people to use a stereomicroscope. List five careers that requirepeople to use a compound light microscope.
4. Describe If you examined an item under a compound light microscope and a stereomicro-scope, how would the images differ?
5. Name the microscope that was better for looking at large or possibly live items.Hands-On Activities
Communicating Your Data
In your Science Journal, write a short description of an imaginary crime scene and theevidence found there. Sort the evidence into two lists—items to be examined under astereomicroscope and items to be examined under a compound light microscope.
A microscope is a scientific tool used to see very small objects. Objects you cannot see withyour eyes alone can be seen using a microscope. In this experiment you will look at a small letter ecut from a magazine, some thread, and a strand of hair.
StrategyYou will learn the names of microscope parts.You will learn how to use a microscope.You will learn to prepare objects for viewing under a microscope.You will examine several objects under a microscope.You will determine how the lens system of a microscope changes the position of an object being
viewed.
Materials microscope coverslip water nylon threadscissors dropper strand of hair wool threadmagazine
ProcedurePart A—Using the Microscope1. Study Figure 1. Identify the parts of your
microscope so that you will understand thedirections for this activity.
2. Cut out a small letter e from a magazineand place the letter on a microscope slide.WARNING: Use care when handling sharpobjects. Put a small drop of water on theletter and place a coverslip over the waterand the letter.
3. Place the slide on the microscope stage.Move the slide to center the letter e over thehole in the stage. Use the stage clips to holdthe slide in place.
4. Turn on the light if your microscope hasone. If it does not, adjust the mirror so thatthe light is reflected through the eyepiece.Do not use direct sunlight as a light source.It can damage eyes.
5. Look to see how the letter e is positionedon the slide before looking through theeyepiece. In the space for Figure 2a in Dataand Observations, draw the letter as yousee it without the aid of the microscope.
6. Click the low power objective lens (short-est, if more than one lens is present) intoposition. The lens should be directly overthe hole in the stage. Bring the lens closeto the slide using the coarse adjustmentknob. NOTE: Be careful not to touch theslide with the lens. This might break thelens and the slide.
7. Look through the eyepiece of the micro-scope. Carefully bring the letter into focusby slowly turning the coarse adjustmentknob. If you cannot see the letter, movethe slide a little bit to be sure the letter isunder the lens. If your microscope hasonly one objective lens, proceed directly tostep 9; skip step 8.
8. Click the high power objective lens intoplace. If your microscope has a highpower objective, it will also have a fineadjustment knob. Look through the eye-piece again. Carefully bring the letter einto focus by slowly turning the fineadjustment knob. NOTE: Never turn thecoarse adjustment knob when the highpower objective lens is in place.
Click the low power objective lens backinto place before going on to step 9.
9. When the letter e is clearly visible, draw inFigure 2b the position of the letter as yousee it through the microscope. Next, movethe slide to the left as you look throughthe eyepiece. Note which way the letterappears to move. Move the slide forward.Note which way it appears to move now.
10. Remove the slide and clean it.
Part B—Preparing Microscope Slides1. Place a drop of water on a clean glass
slide. Put a strand of hair on the waterdrop. Place a coverslip over the drop ofwater and the strand of hair.
2. Observe the hair using the procedure youused in Part A to observe the letter e.
3. In the space for Figure 3a in Data andObservations, draw the hair strand as itappears through the microscope.
4. Repeat Part B using a strand of nylonthread and a strand of wool thread. Drawand label the threads in Figure 3b in Dataand Observations.
Data and ObservationsIn the spaces below, draw what you observed.
esQuestions and Conclusions1. Compare your drawing of the letter e without the microscope to your drawing of the letter
seen through the microscope. Describe how the microscope changes the position of the letter.
2. In what direction does the slide under the microscope appear to move when you move it to the left?
3. Describe the differences you observed between wool thread and nylon thread.
4. What is the total magnification of your microscope? (Multiply the magnification of the eye-piece lens by the magnification of the objective lens. These numbers are printed on the lenses.)
5. Describe how you would correctly prepare a microscope slide of an insect wing for viewingunder the microscope.
6. What precautions must be taken when using the high power lens?
If you were asked to classify objects, you would probably group together those objects that havea certain characteristic in common. A scientist does the same thing when grouping or classifyingliving things. Living things are grouped according to certain likenesses or similar characteristics.Each group may then be divided into subgroups. Each group and subgroup is given a name tohelp simplify the scientist’s work.
StrategyYou will classify paper shapes.You will use the words kingdom, phylum, and class in your classifying system.You will determine what characteristics you are using to make your classification.
Materials paper (2 sheets)scissors
Procedure1. Cut out the 13 shapes shown in Figure 1.
WARNING: Always be careful when usingscissors.
2. Place shapes 3, 4, 6, 7, 9, 10 and 11 into onegroup. This will represent the first kingdom.Place these shapes on a separate piece ofnotebook paper.
3. Place shapes 1, 2, 5, 8, 12, and 13 into a second group, or second kingdom. Placethese shapes on a separate piece ofnotebook paper.
4. Keep the kingdom shapes on the samepaper. Further separate them into smallergroups. Place shapes 3, 4, 7 and 10 into onegroup. This will represent the first phylum.
5. Place shapes 6 and 9 into another group.This will be the second phylum.
6. Place shape 11 by itself for the third phylum.
7. The phyla may be further subdivided bywriting an identification letter on each one.Each subgroup will represent a class. Onshapes 3, 4, and 7 write the letter A.
8. On shape 10 write the letter B
Questions and Conclusions1. How do members of the first kingdom differ from the members of the second kingdom?
2. What two names would you suggest to describe the characteristics common to the two kingdoms?
1. All living things are made of ____________________.
2. The first word in an organism’s two-word name is its ____________________.
3. All living things use ____________________.
4. All living things maintain ____________________.
5. To ____________________, all living things need a place to live, a food source, andwater.
6. A dichotomous ____________________ is a detailed list of identifying characteris-tics that includes scientific names. It can be used to identify organisms.
7. Scientists use a two-name system, called binomial ____________________ to nameliving things.
1. Todos los seres vivos están formados por ____________________.
2. La primera palabra del nombre de dos términos de un organismo es el____________________.
3. Todos los seres vivos utlizan ____________________.
4. Todos los seres vivos mantienen la ____________________.
5. Para ____________________, todos los seres necesitan un lugar para vivir, unafuente de alimento y agua.
6. Una ____________________ dicotómica es una lista detallada de característicasdistintivas que incluye los nombres científicos. Se puede usar para identificarorganismos.
7. Los científicos utilizan un sistema de dos nombres, denominado____________________ binaria, para identificar a los seres vivos.
Sección 3 ■ La estructura celularSección 4 ■ Los virus
Instrucciones: Rotula el diagrama con los siguientes términos.
membrana celular citoplasma retículo endoplásmico
aparato de Golgi núcleo mitocondria ribosomas
Instrucciones: Completa las siguientes oraciones con los rótulos del diagrama
8. Los virus pueden adherirse a determinados lugares de la ____________________ dela célula huésped.
9. Las células elaboran sus propias proteínas en estructuras denominadas____________________.
10. Si en el cuerpo hay un virus latente, ese virus puede ser parte del materialhereditario que se encuentra en el ____________________ de alguna de las células.Cuando esas células se reproducen, el material hereditario del virus tambiénse copia.
Directions: Answer the following questions using information from the textbook.1. Why don’t scientists use common names to identify organisms?
2. Why are scientific names important? Give four functions for scientific names.
a.
b.
c.
d.
Directions: Use the key to species of birch trees below to answer the questions that follow.
3. Are the leaves of Betula populifolia hairy or smooth on the lower surface?
4. How many pairs of veins are on the leaves of Betula lenta?
5. What is a characteristic of the bark of Betula alleghaniensis?
6. When a twig of Betula nigra is broken, does it give off a wintergreen fragrance?
1. a. bark dark, reddish-brown, yellowish-brown to black, go to 2b. bark creamy white, pinkish, or gray, go to 6
2. a. bark and twigs with wintergreen fragrance when cut, go to 3b. bark and twigs without a fragrance when cut, go to 5
3. a. leaves with 8-12 pairs of veins, go to 4b. leaves with 4-6 pairs of veins, Betula uber
4. a. bark dark red to almost black; scales smooth, 6-12 mm long, Betula lentab. bark reddish brown, peeling in loose, ragged sheets, scales hairy, 5-7 mm, Betula alleghaniensis
5. a. branchlets covered near tip with many small glands, Rocky Mountains or Western Canada, Betula occidentalisb. branchlets smooth, shiny, no glands present, eastern U.S., Betula nigra
6. a. leaves hairy on lower surface, go to 7b. leaves smooth, hairless underside, go to 8
7. a. leaves 5-13 cm long, pointed tip, Betula papyriferb. leaves 3-7 cm long, pointed tip, winter buds shiny, Betula pendula
8. a. bark dull gray to grayish-white, smooth and not peeling, Betula populifoliab. bark white to pinkish-white, peeling, go to 9
9. a. leaves 6-10 cm, round base, Betula caeruleab. leaves 3-5 cm, squared base, Betula pubescens
1. Listed below are the steps by which an active virus multiplies and destroys a cell. Number thesteps in the correct order in the blanks provided at the left.
a. The cell bursts open and hundreds of new virus particles are released. These new virus particles go on to infect other cells.
b. A specific virus attaches to the surface of a specific host cell.
c. The viral hereditary material takes control of the host cell and the cell begins to make new virus particles.
d. The hereditary material of the virus entering the host cell.
Directions: Answer the following questions using complete sentences.2. Explain what a latent virus does when it enters a cell.
3. Discuss several ways to prevent viral infections.
As you now know, all living organisms share characteristics. Some of these characteristics are(1) being made up of cells, (2) having the ability to respond, (3) using energy, (4) growing anddeveloping, and (5) being able to reproduce.
Directions: Use a dictionary to define the following. Be sure to indicate whether the item is a living organism ora nonliving thing and which, if any, of the five characteristics it has.
Often we pick up an insect and casually refer to it as a bug or a beetle. Using scientific defini-tions, the insect may not belong to either of these orders of insects. Bugs belong to the orderHemiptera and beetles belong to the order Coleoptera. Look carefully at these two pictures anduse the key below to find out which order these insects belong to. The key is not complete for allorders of insects, but it should help you tell the difference between bugs and beetles. There are afew wingless bugs that are not covered by this key. Use other references if needed.
Meeting Individual Needs
Enrichment22
A.
Front wing
Head showing beak
B.
1. Wing type a. wings transparent, go to 2 b. front wings hard or leathery and covering hind wings, go to 2 2. Type of mouthparts a. mouthparts chewing, go to 3 b. no chewing mouthparts, go to 4 3. Wing venation a. front wings with veins, Orthoptera b. front wings without veins, Coleoptera 4. Front wing texture a. front wings nearly always thickened at the base; membranous at tip, beak comes from front or bottom of head;
antennae have 4 or 5 segments, Hemiptera b. front wings of uniform texture; beak comes from hind part of head, Homoptera
Key (partial) to Orders of Insects
1. Which insect is a true bug and which is a true beetle?
2. What are some of the distinguishing characteristics of the insects shown? List them below.
Enrichment33It’s hard to believe, but there was a time when we didn’t know anything about
cell structure. In fact, the word cell (from the Latin word for chamber, cello)wasn’t used as a biological term until 1665. That’s when Robert Hooke, anEnglish-born scientist, looked at a thin slice of cork bark under a compoundmicroscope he had built himself. Hooke noticed small holes surrounded by wallsand named these tiny pores cells. After that, scientists believed cells were foundonly in plants. But in 1839, Matthias Schleiden and Theodor Schwann, bothGerman scientists, shared their scientific findings with one another. Schleidenhad been studying plant cells and Schwann had been studying animal structures.Together, they compared plant and animal structures and found that the structures were very similar—too similar to be accidental. They concluded thatcells are the basic building blocks for both plants and animals and that all livingthings are made of one or more cells. In 1858, Rudolf Virchow stated that allcells come from other cells. Together, these three statements are known as thecell theory.
Throughout the mid-1800s and into the 1900s, scientists continued to discovermore and more about cells thanks in part to Gregor Mendel’s study of genetics,Friedrich Miescher’s discovery of nuclein (which later became known as DNA),and James Watson’s findings about DNA’s structure. Although many amazingdiscoveries have happened in recent years, including genetic engineering andgene therapy, all of it is because of the work of those early cell explorers.
1. How important was Hooke’s homemade microscope to the discovery of the plant cell? Explain.
2. Restate the cell theory in your own words.
3. Why do you think it took almost 200 years for scientists to formulate the cell theory?
Directions: Study the following diagram. It shows the sizes of viruses, bacteria, and blood cells. The largest is ared blood cell. Then answer the questions that follow.
1. How large is the smallest virus on the diagram that affects plants?
2. What is the smallest thing shown on the diagram?
3. The smallest virus on the diagram attacks what kinds of organisms?
4. How do the rabies virus and the polio virus compare in size?
5. How large is the Streptococcus bacteria?
Red blood cell molecules?
6. Generalizing from this diagram, infer which are larger, viruses or bacteria
Part B. Concept ReviewDirections: Answer the following questions on the lines provided.1. Study the diagram of two cells below. One is prokaryotic. The other is eukaryotic. Label each
cell in the spaces below the diagrams. Then write the name of each cell part in the blank withthe corresponding letter below.
a.
b.
c.
d.
e.
2. What do living things need to survive?
3. What is binomial nomenclature?
4. List four characteristics that all living things share.
Have you ever seen a house plant growing toward the window?Most plants grow toward the light. This bending is caused by a plant hormone that makes plant cells stretch and grow in the direction ofthe light source.
Most Enlightening
1. Why do plants need light?
2. What would happen if you gave the pot a half turn?
If this factory were a cell, it would run 24 hours a day and 7 days aweek. Just like a factory, cells use raw materials to produce what’sneeded. Like a factory, they have a control center, a source of power, anda way to move products and waste.
A Factory Analogy
Control center
Electricgenerator
Factory wall
Storage barrel
1. What part of the drawing directs the activities in the factory?
2. Identify the part of the drawing that provides energy to the factory.
Sneezing is an involuntary action that aids the body by clearing congestion within the nose. But sneezing also spreads germs,including cold and influenza viruses.
Thanks for Sharing!
1. What are your symptoms when you catch a cold?
2. What can you do to limit the spread of viruses?
Directions: Carefully review the diagram and answer the following questions.
Assessment TransparencyActivity
Virus
Interferon
Chromosome
Cell
Cell
VacuoleCytoplasm
Nucleus
Tran
spar
ency
Act
iviti
es
1. The chromosomes are located in the ___.A cytoplasmB vacuolesC nucleusD nucleolus
2. The scientist performing this experiment wants to study interferonbecause it may work as a powerful medicine. If the scientist wantedto learn how powerful interferon is, the experiment could berepeated ___.F at a higher temperature H with less interferonG at a lower altitude J with more labels
3. The cell on the far right of the picture will probably soon ___.A grow C moveB divide D die