10-3 & 10-4: Meiosis Reduces the # of Chromosomes sets from Diploid to Haploid, and Genetic Variation Produced in Sexual Life Cycles Contributes to Evolution

10-3 & 10-4: Meiosis Reduces the # of Chromosomes sets from Diploid to Haploid, and Genetic Variation Produced in Sexual Life Cycles Contributes to Evolution

Key Terms: Meiosis I, Meiosis II, Crossing Over, Chiasmata, Synapsis, Recombinant Chromosomes, 

BELLWORK: Watch and take your own notes on the Meiosis Amoeba Sisters video.

IN CLASS READING of Concept 10.3 and 10.4: Pages 205-212 in your text.

From page 205:

1. Explain one way that Meiosis is like Mitosis.
2. State the number of cell divisions that take place in Meiosis.
3. State the # of daughter cells produced by Meiosis.
4. State the number of chromosomes present in a cell produced by Meiosis (in relation to the parent cell).

From page 206:
5. State the phase of Meiosis I in which crossing over occurs.
6. Explain the result, genetically speaking, of crossing over.
7. Decide whether a cell goes from diploid to haploid during Meiosis I or Meiosis II.
8. Explain what chiasmata are.

From page 208:
9. Paraphrase the summary of crossing over and synapsis seen in figure 10.9. Include simple drawings, too.
10. List and summarize 3 events that are unique to Meiosis.

From page 209:
11. Create a table or chart that compares and contrasts Mitosis with Meiosis (see lower part of fig. 10.10)

From page 211:
12. Summarize how crossing over increases genetic diversity.
13. Summarize how the independent assortment of chromosomes increases genetic diversity.

From page 212:
14. Summarize how random fertilization increases genetic diversity.
15. State the original source of variation among alleles.
16. Explain the connection between sexual reproduction, genetic variation, and natural selection.

10-1 & 10-2: Offspring Acquire Genes from Parents by Inheriting Chromosomes, and Fertilization and Meiosis Alternate in Sexual Life Cycles

10-1 & 10-2: Offspring Acquire Genes from Parents by Inheriting Chromosomes, and Fertilization and Meiosis Alternate in Sexual Life Cycles

Key Terms: Heredity, Variation, Genetics, Genes, Gametes, Somatic Cells, Locus, Asexual Reproduction, Sexual Reproduction, Life Cycle, Karyotype, Homologous Chromosomes (Homologous Pair), Sex Chromosomes, Autosomes, Diploid Cell, Haploid Cells, Fertilization, Zygote, Meiosis

BELLWORK: Watch and take your own notes on the Chromosomes and Karyotypes Amoeba Sisters video.

IN CLASS READING of Concept 10.1 &10.2: Pages 200-205 in your text.

From page 201:

1. Explain the importance of genes to heredity.
2. State the biological polymer in which the genetic program is written.
3. Describe what most genes program a cell to do.
4. State the vehicles that transmit genes from one generation to the next (in animals and plants)
5. State how many chromosomes humans have in their somatic cells.
6. Draw an pair of a homologous duplicated chromosomes and label the sister chromatids and the centromere. (see part of figure 10.3, on page 202)
7. To your drawing, label a locus of a gene (infer this from your understanding of a locus)
8. Categorize the following statements as pertaining to Asexual Reproduction or Sexual Reproduction: single parent, gives rise to a clone, 2 parents, offspring arise by mitosis, offspring arise by fertilization, results in greater genetic variation, genome of offspring is virtually identical to genome of parent, genetic differences may arise as a result of mutations in DNA
9. Research 1 multicellular, eukaryotic organism not mentioned in your book that can reproduce asexually. Briefly describe it.

From page 202:
10. Describe what a life cycle is.
11. Briefly describe how a karyotype is made.
12. Decide whether homologous chromosomes are similar or identical.
13. Explain why homologs show a similar staining pattern in a karyotype.

From page 203:
14. Compare and contrast sex chromosomes with autosomes.
15. List the sex chromosomes of a female and those of a male.
16. Describe how the 46 chromosomes found in a human cell are actually 2 sets.
17. Categorize the following statements as pertaining to Diploid or Haploid: 1) Somatic cells.  2) Gametes.  3) n.  4) 2n.  5) 2 copies of each chromosome.  6) 1 copy of each chromosome. 7) Created by mitosis. 8) created by meiosis
18. Draw the human life cycle including the following terms in their appropriate position: Meiosis, Fertilization, Ovary, Testis, Sperm, Egg, Haploid Gametes, Diploid Zygote, Mitosis and Development, n, 2n, multicellular diploid adults.
19. Predict the number of chromosomes in a somatic cell of a pea plant if its sperm has 7 chromosomes.
20. Predict the number of chromosomes in a gorilla sperm cell if the diploid number is 48.
21. Predict the sex of the organism with the karyotype found HERE.
22. Go HERE to see if you can match homologous chromosomes to make a karyotype.

Unit 4 Topic 5: Feedback

Go HERE for the Bozeman video

Please complete the worksheet as you watch.

Unit 4: Topic 1 Cell Communication and Topic 2 Introduction to Signal Transduction

ENDURING UNDERSTANDING:

Cells communicate by generating, transmitting, receiving, and responding to chemical signals.

Bellwork: 1 minute essay about cell communication

Go HERE to watch the Amoeba sisters intro to cell signaling.

1. Describe the ways that cells can communicate with one another.
2. Explain how cells communicate with one another over short and long distances.
3. Describe the components of a signal transduction pathway.
4. Describe the role of components of a signal transduction pathway in producing a cellular response.

Watch the Bozeman video on Signal Transduction HERE.

Fill out the worksheet as you watch 

Photosynthesis Lab

1. Go HERE for the Bozeman walkthrough video that explains the procedure.

2. Go HERE for the Lab Handout

8.3: The Calvin Cycle Uses the Chemical Energy of ATP and NADPH to Reduce CO2 to Sugar

8.3: The Calvin Cycle Uses the Chemical Energy of ATP and NADPH to Reduce CO₂ to Sugar

Key Terms: Glyceraldehyde 3-phosphate (G3P), Rubisco, C₃ Plants, Photorespiration, C₄ Plants, Crassulacean Acid Metabolism (CAM), CAM Plants

BELLWORK: Watch and take your own notes on the Photosynthesis: Calvin Cycle Khan Academy video 

IN CLASS READING of Concept 8.3: Pages 173-177 in your text.

From page 173:

1. Explain how the Calvin cycle is similar to the citric acid cycle.
2. Describe how the Calvin cycle is different from the citric acid cycle.
3. State how carbon enters and leaves the Calvin cycle.
4. List the 2 energy molecules consumed during the Calvin cycle.
5. State the name of the carbohydrate produced directly from the Calvin cycle (hint: it's not glucose)
6. State how many times the Calvin cycle must take place for the synthesis of one of these molecules.

From page 174
7. Explain how CO₂ gets incorporated in the Calvin cycle.
8. State the name of the enzyme that catalyzes the first step in the Calvin cycle.
9. Hypothesize as to why this enzyme is thought to be the most abundant on Earth.
10. List how many ATPs and NADPHs are consumed by the Calvin cycle to produce 1 G3P molecule, and state where this ATP and NADPH come from.
11. Explain what happens to the G3P created by the Calvin cycle.
12. Determine if the light reactions alone or the Calvin cycle alone can make sugar from CO₂.

From page 175
13. Describe how plants must balance photosynthesis (and the need for CO₂) with the prevention of excessive water loss. Be sure to mention stomata in your answer.
14. Explain why C₃ plants are aptly named.
15. List 3 important agricultural C₃ plants.
16. Explain 2 things that cause C₃ plants to produce less sugar,
17. List 2 alternate modes of carbon fixation that have evolved to minimize photorespiration and optimize the Calvin cycle -- even in hot, arid climates.
18. Explain why C₄ plants are aptly named.
19. Explain how a C₄ plant continues to make sugar even when it closes its stomata in order to conserve water.
20. List 2 agriculturally important C₄ plants.
21. Explain why C₄ plants can be said to have a "spatial separation of steps" when it comes to carbon fixation and the Calvin cycle (see Fig 8.18).
22. List 3 CAM plants.


From page 176
23. State when CAM plants open and close their stomata.
24. Explain why CAM plants can be said to have a "temporal separation of steps" when it comes to carbon fixation and the Calvin cycle (see Fig 8.18 on page 175).
25. State how CAM, C₄, and C₃ plants all make sugar from CO₂, even though they have different adaptations to deal with evaporative water loss.
26. Explain how a poison that inhibits an enzyme of the Calvin cycle will also inhibit the light reactions.
27. Describe how photorespiration lowers photosynthetic output.

From page 177
28. State the percentage of organic material made from photosynthesis that is used as fuel for cellular respiration in the plant cell mitochondria.
29. State the polysaccharide (the most abundant organic molecule on the planet!) that plants create from glucose.

8.2: The Light Reactions Convert Solar Energy to the Chemical Energy of ATP and NADPH

8.2: The Light Reactions Convert Solar Energy to the Chemical Energy of ATP and NADPH

Key Terms: Wavelength, Electromagnetic Spectrum, Visible Light, Photons, Spectrophotometer, Absorption Spectrum, Chlorophyll A, Chlorophyll B, Action Spectrum, Carotenoids, Photosystem, Reaction-Center Complex, Light-Harvestin Complex, Primary Electron Acceptor, Photosystem II, Photosystem I, Linear Electron Flow, 

BELLWORK: Watch and take your own notes on the Conceptual Overview of Light Dependent Reactions Khan Academy video 

IN CLASS READING of Concept 8.2: Pages 165-172 in your text.

From page 166:

1. Compare the amount of energy in violet light to red light.
2. List 3 things that can happen to light when it meets matter.
3. State whether pigments absorb, reflect, or transmit light.
4. Explain why we see green when we look at a leaf.
5. Draw the Absorption spectra of Chlorophyll a, Chlorophyll b, and Carotenoids (see fig 8.9 on page 167)
6. Explain what the absorption spectrum of chlorophyll a suggests about which color light works best for photosynthesis.
7. Explain how the action spectrum for photosynthesis confirms what you explained in objective 6.
8. Predict what color of light would be least effective for driving photosynthesis.

From page 167 and 168
9. Explain why the action spectrum for photosynthesis is broader than the absorption spectrum of chlorophyll a by itself.

From page 168
10. Describe another role for carotenoids in both plants and humans.
11. Using the terms 'ground state' and 'excited state', explain what happens when a molecule absorbs a photon of light.
12. Explain why electrons can't stay in the excited state.

From page 169
13. Describe what some pigments, including chlorophyll, do after absorbing photons.
14. Create a flow chart that summarizes how a photosystem harvests light. (see fig 8.12a)
15. Compare what happens to the potential energy represented by an excited electron when a primary electron acceptor is present to what happens in isolated chlorophyll when a primary electron acceptor is not present.

From page 170
16. List the 2 photosystems found in the thylakoid membrane, circling the one that functions first in the light reactions.

From page 171
17. Draw an analogy for linear electron flow during the light reactions. (see fig 8.14)
18. Restate the "big picture" purpose of the light reactions.
19. State what chloroplasts and mitochondria have in common when it comes to ATP production.
20. Compare the source of high energy electrons in chloroplasts to the source of high energy electrons in mitochondria.

From page 172
21. Summarize how mitochondria and chloroplasts use chemiosmosis differently.
22. Explain how simply measuring the pH in the thylakoid space and the stroma when lights are on or off provides strong evidence in support of chemiosmosis.
23. Summarize the light reactions.
24. State the initial electron donor in the light reactions, and state the location of those electrons at the end of the light reactions.
25.  In an experiment, isolated chloroplasts placed in an illuminated solution with the appropriate chemicals can carry out ATP synthesis. Predict what would happen to the rate of synthesis if a compound is added to the solution that makes membranes freely permeable to hydrogen ions.