Part #2: Cellular Biology Techniques Research Presentation
Part #3: Genetics Debate
You are to pick a 'hot topic' in the field of genetics research/technology/ethics/etc and complete the graphic organizer provided in class. You must include at least three points for each side of the argument.
Part #4: Gattaca Movie Questions
FROM THE
MOVIE: (answer 20)
- What deception is Vincent (main character) trying to hard to
maintain?
- Describe four ways that Vincent maintains his genetic identity.
- What does the term “Valid” mean in Vincent’s society?
- Where are the space missions taking supplies and people?
- When Vincent was born, what did the nurse immediately do, and
why?
- How are humans “expected” to reproduce?
- What motivates people to use genetic screening?
- What is the fundamental difference between Vincent and his
brother Anton?
- What in Vincent’s career dream?
- What physical ailment (99% probability) prevents Vincent from
ever “legally” attaining his dream?
- What does Vincent mean when he says, “my real resume was in my
cells”?
- GATTACA society is divided.
What determines your social position?
- What is Jerome’s (middle name in Eugene) problem, even though
he is one of the genetic elite?
- Why does Vincent need Jerome?
- What does Vincent have to do to his legs?
- Why is Jerome’s urine sometime rejected by the machine?
- Describe Vincent’s “interview” at the space company.
- Why does Vincent have to scrub his body so carefully?
- Why is Vincent, as a masquerading valid, called a “borrowed
ladder”?
- What are the women doing with saliva and hair samples?
- What does Irene read on the printout?
- What DNA source incriminates Vincent?
- Who does the crime investigator turn out to be?
- How is Vincent finally exposed at the GATTACA spaceport?
- Does the doctor let him through? Why?
CONNECTIONS-SCIENCE
FICTION TO FACT: (answer all)
- There are many hidden meaning in the words used in this film.
List one and explain why.
- How about the name Eugene? (Hint: what other biology words
start with “eu?”)
- After watching this film, how do you think genetic screening
today might affect a person’s ability to get a job, or get health
insurance? Explain.
- What tests already exist that make it almost impossible for a
person to hide their true identity or health condition? Give examples.
Part #5: Good Bug, Bad Bug
Your mission is to create a profile of a
microorganism. You may be as creative as you like, as long as you include the
required information. Consider turning it into a Wanted poster, Facebook
profile, resumé, scrapbook page, magazine ad, job application, or anything
else. If you are lacking any of the required information, your grade for this
assignment will reflect that. Refer to the rubric on the back of
this page to see how you will be graded. The rubric must be turned in with
your project.
Required information:
name of microorganism (common (if there is
one) and scientific)
description of microorganism (shape, size,
physical appearance, special features)
when first identified or isolated
normal host (human, animal, plant, etc)
any illness caused (name and description),
or benefit offered
action of
organism (how does it do what it does?)
where encountered (region of the world,
environment, or part of the body)
frequency of occurrence (how often does it
turn up? Common? Rare?)
does it need to be controlled? If so, how?
Some microorganisms to research (note: correct notation italicizes the genus and species; here they
are not italicized for ease of reading)
Escherichia coli Salmonella typhi Vibrio parahaemolyticus
Saccharomyces cerevisiae Penicillium Aspergillus niger
Vibrio fischeri Vibrio cholerae Mycobacterium tuberculosis
Varicella Plasmodium Borrelia
Ebola Marburg Streptococcus
pneumoniae
Norwalk Influenza Bacillus
anthracis
Rhizobium Bacterioides
plebeius Clostridia botulinum
Salmonella typhinurium Shigella dysenteriae Lactobacillus acidophilus
Rickettsia rickettsii Hemophilus influenzae Yersinia pestis
Bifidobacterium Enterococcus Thiobacillus
Geobacter Halobacterium Legionella pneumophila
Methylobacterium Nitrosomonas europaea Nitrobacter
Desulfovibrio Methanobrevibacter Lactococcus lactis
Rubric: Good Bug, Bad Bug
Novice
bare minimum of information to answer questions;
innaccuracies
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Student
reflects some research, but does not
completely answer the
requirement
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Hobbyist
reflects excellent research, clear and solid statements of
fact
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Researcher
reflects extensive research, with no
inaccuracies
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Expert
Above and beyond expectations, no innaccurate
statements, includes applications
beyond classroom
|
|
Included
name and description of microorganism with physical characteristics
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1
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2
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3
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4
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5
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Illustration
of microorganism, complete, legible, labeled
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1
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2
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3
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4
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5
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Date of
first identification or isolation
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1
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2
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3
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4
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5
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Normal host
or niche
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1
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2
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3
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4
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5
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Illness or
benefit
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1
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2
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3
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4
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5
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Action
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1
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2
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3
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4
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5
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Where
encountered
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1
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2
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3
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4
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5
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Frequency of
occurrence
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1
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2
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3
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4
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5
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Need for
control?
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1
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2
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3
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4
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5
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Grammatically
correct, complete sentences (GCCS)
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1
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2
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3
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4
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5
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Turned in
rubric with completed project
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5
extra
points
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Grade: _______/50 points
Part #6: Summary of Respiratory Disorders
For Section 3.15 'The Respiratory System' chose 5 of the 7 identified disorders and summarize:
- Define the disorder
- Explain how it affects the Respiratory System
- List possible treatment methods
Part #7:
| Select a 'diet' (ie. Paleo, Atkin's, soup, Subway, etc) | ||||
| State the guidelines of that diet | ||||
| Who would the diet appeal to? | ||||
| State at least 2 pros and 2 cons of living on that diet | ||||
| Student Name: ________________________________________ | ||||
| CATEGORY | 4 | 3 | 2 | 1 |
| Title | Title can be read from 6 ft. away and is quite creative. | Title can be read from 6 ft. away and describes content well. | Title can be read from 4 ft. away and describes the content well. | The title is too small and/or does not describe the content of the poster well. |
| Labels | All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. | Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. | Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. | Labels are too small to view OR no important items were labeled. |
| Campaign/Product | Students create an original, accurate and interesting product that adequately addresses the issue. | Students create an accurate product that adequately addresses the issue. | Students create an accurate product but it does not adequately address the issue. | The product is not accurate. |
| Content - Accuracy | At least 7 accurate facts are displayed on the poster. | 5-6 accurate facts are displayed on the poster. | 3-4 accurate facts are displayed on the poster. | Less than 3 accurate facts are displayed on the poster. |
| Graphics - Relevance | All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. | All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. | All graphics relate to the topic. Most borrowed graphics have a source citation. | Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. |
| Research/Statistical Data | Students include 4 or more high-quality examples or pieces of data to support their campaign. | Students include at least 3 high-quality examples or pieces of data to support their campaign. | Students include at least 2 high-quality examples or pieces of data to support their campaign. | Students include fewer than 2 high-quality examples or pieces of data to support their campaign. |
| Attractiveness | The poster is exceptionally attractive in terms of design, layout, and neatness. | The poster is attractive in terms of design, layout and neatness. | The poster is acceptably attractive though it may be a bit messy. | The poster is distractingly messy or very poorly designed. It is not attractive. |
| Sources-Citation | Information in all source citations is correct and in the format assigned. | Information in all source citations is correct but there are minor errors in formatting. | Information in almost all source citations is correct AND there are minor errors in formatting. | The information is often incorrect OR there are major errors in formatting. |
With a partner, or one your own, chose one of the brainstormed excretory disorders and research the following:
State the disorder
What are the symptoms/side effects?
How is the excretory system affected?
Available treatments
Provide a website for further information on the disorder
Part #9: Anatomy Metaphor
Using your knowledge of anatomy or any of your previous learning from this course, create a metaphor/simile poster.
Part #10: Exploring Ontario's Diversity
1. Go to the Species at Risk page of the web site for the Centre for Biodiversity and Conservation Biology http://www.rom.on.ca/ontario/risk.php
2. Review the regional checklists of species at risk in Ontario.
a) Create a map of the regions show on the web site. Label the total number of species and the number of plant species that are at risk in each region of your map.
b) How many plant species are listed in Ontario's deciduous forests? How many of these are endangered?
c) Compare the number of species at risk in southern deciduous forests with the numbers in other regions of Ontario.
d) Describe the trend in species at risk as one moves north in the province. Suggest reasons for this trend.
e) Prepare a detailed report about two plants of your choice. If possible, include a plant that is endangered in your area.
i) Describe each plant and draw a map of its distribution.
ii) Outline the main factors threatening the survival of each plant.
Part #11: Leaf Anatomy
The leaf is the primary
photosynthetic organ of the plant. It consists of a flattened portion, called
the blade, that is attached to the plant by a structure called the petiole.
Sometimes leaves are divided into two or more sections called leaflets. Leaves
with a single undivided blade are called simple, those with two or more
leaflets are called compound.
The outer surface of the leaf has a
thin waxy covering called the cuticle (A), this layer's primary function
is to prevent water loss within the leaf. (Plants that leave entirely within
water do not have a cuticle). Directly underneath the cuticle is a layer of
cells called the epidermis (B). The vascular tissue, xylem and phloem
are found within the veins of the leaf. Veins are actually extensions that run
from to tips of the roots all the way up to the edges of the leaves. The outer
layer of the vein is made of cells called bundle sheath cells (E), and
they create a circle around the xylem and the phloem. On the picture, xylem
is the upper layer of cells (G) and is shaded a little lighter than the lower
layer of cells - phloem (H). Recall that xylem transports water and
phloem transports sugar (food).
Within the leaf, there is a layer of
cells called the mesophyll. The word mesophyll is greek and means
"middle" (meso) "leaf" (phyllon). Mesophyll can then be
divided into two layers, the palisade layer (D) and the spongy layer (F).
Palisade cells are more column-like, and lie just under the epidermis, the
spongy cells are more loosely packed and lie between the palisade layer and the
lower epidermis. The air spaces between the spongy cells allow for gas
exchange. Mesophyll cells (both palisade and spongy) are packed with
chloroplasts, and this is where photosynthesis actually occurs.
Epidermis also lines the lower area
of the leaf (as does the cuticle). The leaf also has tiny holes within the
epidermis called stomata. Specialized cells, called guard cells
(C) surround the stomata and are shaped like two cupped hands. Changes within
water pressure cause the stoma (singular of stomata) to open or close. If the
guard cells are full of water, they swell up and bend away from each other
which opens the stoma. During dry times, the guard cells close.
Color the structures underlined above. Make sure that the entire picture is colored and that the color matches the words. For simplicity only part of the picture is labeled.
Color the structures underlined above. Make sure that the entire picture is colored and that the color matches the words. For simplicity only part of the picture is labeled.
Part #12: Help Wanted! (plant functions)
Advertising Executive
Colorful personality needed to
advertise availability of pollen and nectar. Must have experience working
with bees.
|
Door Attendant
Full-time positions available at
entrance to stomates
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Waiters/Waitresses
Deliver food to hungry plant
cells. Work in busy roots, stems and leaves.
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Anchorperson
Interested in holding a plant in
place? If you have experience digging deep in search of water, we're looking
for you. No branching necessary.
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Egg Farmer
Female needed to manage egg
production and receive pollen
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Chemist
Person needed who can convert
carbon dioxide and water into glucose. Must wear a green uniform to work and
enjoy working in the sun.
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Bodyguard
Help needed to protect buds. Apply
before spring
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Hardhats
Construction workers. Drill for
water. Protect other members of water-search team will drilling. Apply at
root tip
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Pollen Production Assistant
Help needed to produce pollen.
Seasonal work only in the spring.
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Conductor
Individual needed to carry water.
Rapid advancement. Start at the roots and work up to the top!
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Outdoor Work
Protect and cover upper and lower
leaf surfaces. Must be able to prevent water loss and seepage. Apply at the
leaf.
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Plumber
Vascular specialist needed to lay
new plumbing each growing season. Experience making new xylem and phloem
necessary. Potential for growth
|
Write the name of the plant
structure next to the job for which it is best qualified
cambium
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guard
cells
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phloem
|
root
cap
|
sepals
|
cuticle
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petals
|
stamen
|
pistil
|
chloroplasts
|
taproot
|
xylem
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Advertising Executive
|
_______________________
|
Anchorperson
|
_______________________
|
Egg Farmer
|
_______________________
|
Chemist
|
_______________________
|
Bodyguard
|
_______________________
|
Hardhats
|
_______________________
|
Pollen Production Assistant
|
_______________________
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Conductor
|
_______________________
|
Outdoor Work
|
_______________________
|
Plumber
|
_______________________
|
Door Attendant
|
________________________
|
Waiter/Waitress
|
________________________
|
Part #13: Comparing Monocots & Dicots
Both monocot and dicot seeds develop in similar ways and
have the same parts. There are a few minor differences: monocots start out with
one seed leaf, while dicots have two. The technical word for seed leaf is
cotyledon: you can find it on the coloring sheet; it is the first leaf to
emerge from a developing seed. Color all the cotyledons (A) on the seeds
dark green. As a seed, both monocots and dicots are covered by a seed coat.
Color the seed coat (B) yellow.
The seed consists of the outside seed coat and a large area
called the endosperm which functions as a source of reserve materials and food
for the developing embryo. As germination occurs, the endosperm will be broken
down and used by the plant. Color the endosperm blue (C).
Germination occurs when the seed begins to sprout, usually
in the spring and under appropriate conditions the radicle, the part of the
seed that will become the root, begins to elongate and grow downward. Color
the root brown (D). Meanwhile, the coleoptile begins to grow upward. The
coleoptile is a sheath that encloses the shoot of the embryo. The primary
function of the coleoptile is to provide protection to the developing shoot as
it is passing through the soil. Color the coleoptile orange (E).
Extending out from the coleoptile is the shoot. Color the shoot purple (F).
Eventually adult leaves grow on the plant. Color these
leaves light green. (G)
Adult Monocots and Dicots
Angiosperms are divided into two classes, the monocots and
the dicots. The majority of flowering plants are dicots. Dicots include maples,
oaks, and magnolias. Monocots are grasses, wheat, corn, and rice. Most of our
food supply comes from monocots. The diagram compares the differences between
the two.
First of all look at the roots. The root of a monocot is
called a fibrous root and the root of a dicot is a taproot. Notice how taproots
have one main part - called the primary root. In a taproot the primary root
grows very large and small roots spread out from it. Fibrous roots, on the
other hand, do not have very large primary roots, and many small roots develop
and remain near the surface. Color the taproot dark brown and the fibrous
root light brown.
Monocots and dicots also differ in their leaf structure.
Adult monocots usually have parallel venation, whereas dicots have net-like
venation. For monocots and dicots, color the leaves green and outline the
veins in a darker green. The flowers of monocots and dicots differ in the
number of petals they have. Monocots tend to have flower parts that occur in
3's ( 3, 6, 9, 12…). Dicot flowers usually have 4 to 5 petals. Color the
monocot flower purple, and the dicot flower pink (make sure all petals are
colored). Stems hold the flowers up and attach the leaves, color the stems
blue.
Monocot and dicots also differ in the way their vascular
systems are arranged. In monocots, the vascular bundles are scattered
throughout the stem. In dicots, the vascular bundles are arranged in a ring. Color
the vascular bundles in both types of plants purple (V), color the stems blue.
Questions:
1. Give two examples of plants that are monocots.
_____________________________________________
2. Give two examples of plants that are dicots. _________________________________________________
3. What is a cotyledon? _______________________________________________________________________
4. What is the radicle? ________________________________________________________________
5. What is the coleoptile? ______________________________________________________________
6. What is the function of the endosperm? _____________________________________________________
2. Give two examples of plants that are dicots. _________________________________________________
3. What is a cotyledon? _______________________________________________________________________
4. What is the radicle? ________________________________________________________________
5. What is the coleoptile? ______________________________________________________________
6. What is the function of the endosperm? _____________________________________________________
7. Fill out the table below.
Number of Seed Leaves
|
Type of Leaf Venation
|
Number of Flower Parts
|
Type of Roots
|
Example
|
|
Monocot
|
|||||
Dicot
|
8. An unknown plant is brought to you and your job is to
determine whether it is a monocot or a dicot. You observe that the plant has 6
petals and its leaves have parallel veins. Is it a monocot or a dicot?
