Science Classroom Connection

Students are expected to read and complete the work on their handouts based on the visible light spectrum that is due tomorrow morning.

Students: See the attachment below for your NWEA spring schedule.

NWEA Spring 2018 Schedule

Students will be expected to sketch a diagram upon the following concepts and complete an assigned stem sentence for each:

Absorption; reflection; refraction;transmission; and scattering.

Students will have an opportunity to explore the behavior of light through four (4) different test (mini-experiments). Among the materials that will be utilized include:

1. 2 plastic cups per group along with
2. a measured amount of water,
3. a couple of pennies,
4. an arrow sheet and a stripped sheet, and
5. their pencils as well as part of this activity.

Student should be able to demonstrate and understand the processes of reflection, refraction, and diffraction.

Students will be evaluated upon their comprehension and mathematical skills of determining the three variables of light waves in terms of the velocity (v) of a wave, its frequency (f), and its wavelength (λ), also known as lambda. This quiz will be considered a summative evaluation, since we have spent three days on this topic.

Chapter 35 PPT link (Copy it and paste it in the google bar on Google’s website):

https://mymission.lamission.edu/userdata/brownst/docs/Bio7%20Chapter%2035%20lecture.pdf

Chapter 36 PPT link (Copy it and paste it in the google bar on Google’s website):

https://mymission.lamission.edu/userdata/brownst/docs/Bio7%20Chapter%2036%20lecture.pdf

Chapter 35: Key Terms

ABC hypothesis; apical bud; apical dominance; apical meristem; axillary bud; bark; blade; collenchyma cell; companion cell; cork cambium; cortex; dermal tissue system; determinate growth; development; endodermis; epidermis; fiber; ground tissue system; guard cells; indeterminate growth; internode; lateral meristem; lateral root; leaf primordium; lenticel; lignin; meristem; meristem identity gene; mesophyll; node; organ identity gene; parenchyma cell; pattern formation; pericycle; periderm; petiole; phase change; phloem; pith; polarity; primary growth; root; root cap; root hair; root system; sclereid; sclerenchyma cell; secondary growth; shoot system; sieve plate; sieve-tube element; stele; stem; stoma; taproot; tissue; tissue system; tracheid; vascular cambium; vascular tissue system; vessel; vessel element; xylem

Review Questions:

1.      How does the vascular tissue system enable leaves and roots to function together in       supporting growth and development of the whole plant?
2.      Elaborate upon whether primary and secondary growth can occur at the same time         in the same plant.
3.      Unlike leaves, roots and stems tend to grow indeterminately, explain how is this             beneficial to the plant?
4.      How does primary growth differ in roots and shoots?
5.      Since stomata and lenticels are involved in the gaseous exchange process, why does       the stomata, unlike the lenticels need to close at times?
6.      Since two cells in a plant have the same genetic material, how can these two cells             have different structures?
7.      State at least three variables between animal and plant development.
8.      Describe three specializations in plant organs and plant cells that are considered             adaptations to terrestrial life.
9.      Distinguish between primary and secondary growth.
10.      How does the branching process in roots vary as compared to that in stems?
11.      Since plants can undergrow secondary growth, what are some of the advantages of         such evolutionary process?
12.      Since plant cells do not expand in all directions, explain the method that allows               them to get longer along one axis?

Chapter 36: Key Terms

abscisic acid (ABA); aquaporin; bulk flow; canopy; Casparian strip; circadian rhythm; cohesion-tension hypothesis; flaccid; guttation; megapascal; mycorrhiza; osmosis

phloem; phloem sap; phyllotaxy; plasmolysis; pressure potential; protoplast; root pressure; solute potential; sugar sink; sugar source; 

symplast; translocation; transpiration; turgid; turgor pressure; water potential; wilting; xerophyte; xylem sap

Review Questions:

1.   What is the significance of long-distance transport for vascular plants?
2.   How do stem elongation, production of erect leaves, and reduced lateral branching        help plants to compete when certain plants realize a higher dosage of sunlight being      reflected from leaves of nearby plants?
3.   If a plant cell that is placed in pure water has a solute potential (ψs) of – 0.7 MPa            (megapascal) and water potential (ψ) of 0 MPa, Determine the cell’s pressure                  potential (ψp)? If you were to place it in an open beaker of solution that has a (ψ) of      -0.4 MPa, determine is (ψp) at equilibrium.
4.   If the number of aquaporin channels (water channels in membrane) were to be                reduced, how will this influence the ability of a plant cell to adapt to this new osmotic    condition?
5.   Explain how would the long-distance of water transportation be influenced if the            tracheids and vessel elements were to be alive at maturity?
6.   Explain the reason that when Zinnia flowers are cut early in the morning, a small            water droplet collects at the surface of the rooted stump, but if it were to be cut at            noon, no droplet is observed?
7.   Compare the Casparian strip with tight junctions that you may have learned in CH. 6.
8.   Identify the stimuli that are responsible for the behavior of the stomata.
9.   Explain a method that brings about the activation of the proton pumps in the cell            membrane of a plant cell that leads to severe wilting due to a toxin called fusicoccin,      which causes uncontrollable water loss.
10.   Distinguish among the forces that move the phloem sap and the xylem sap over long      distances.
11.   Distinguish between plant organs that are sugar sources compared to those that are        sugar sinks and those that are either.
12.   Explain the reason that xylem can carry its functions using dead cells while phloem        requires active ones.
13.   Contrast plasmodesmata with gap junctions.
14.   Why do you think that nerve-like signals in animals are much faster than their plant      counterparts?
15.   How did the changes over time in xylem and phloem of vascular plants lead to much      colonization of land?
16.   Water molecules form hydrogen bonds. Why is this important for xylem sap                      movement?
17.   Elaborate upon the ways that symplastic communication is regulated.

Chapter 39 Key Terms

(D)ay-neutral plant(s); action spectrum; auxin; blue-light

photoreceptor; brassinosteroid(s); circadian rhythm; communication; cytokinin;   

de-etiolation; 

E site; effector; ethylene; etiolation; expansin; florigen; gibberellin; gravitropism

heat-shock protein; hypersensitive response; jasmonate; long-day plant

pathogen-associated molecular patterns (PAMPs); photomorphogenesis; photoperiodism

phototropism; phytochrome; salicylic acid; second messenger; senescence; short-day plant

strigolactone; systemic acquired   resistance; thigmomorphogenesis; thigmotropism

triple response; tropism; vernalization

Review Questions:

1.      Morphologically speaking, contrast between dark- and light-grown plants, and                 elaborate upon how etiolation assist in the competition of a seedling.
2.      Since protein synthesis can be stopped by a chemical called cycloheximide, what             result can it have on de-etiolation?
3.      How may fusicoccin influence the growth of isolated stem sections?
4.      Assuming that an enzyme of soybean leaves tends to be very active at noon versus           midnight, is its activity under circadian regulation? Explain your response.
5.      Thermal imaging is used on plants to isolate mutants that produce abscisic acid               excessively. Why do you think these tend to be warmer than wild-type plants under       normal, non-stressful conditions?
6.      A certain type of plant tends to grow shorter near the aisles than in the middle.                 Explain this “edge effect”, which occurs often in the gardening process.
7.      Explain some of the disadvantages of spraying vegetation fields with insecticides.
8.      Since chewing insects mechanically can damage plants, lessen the surface area of             photosynthetic leaves, and make plants vulnerable to be attacked by disease-                   causing germs, suggest a reason for why this can take place.
9.      Many disease-causing fungal germs get their nutrition by causing plant cell to leak         out their nutrients into the intercellular spaces, would it be advantageous for the             fungus to kill its host so that all the nutrients will leak out? Explain your response.
10.      Identify two ways that signal transduction pathways help the activity of specific               enzymes.
11.      Explain the saying, “One rotten apple spoils the whole bunch.”
12.      Why did plant physiologists suggest the existence of a flowering hormone molecule         (florigen) that brings about such a flowering process?
13.      What is the reason that plants that are used to drought are often more resistant to           freezing conditions as well?
14.      Elaborate upon the fact of how insects can make plants more susceptible to                       pathogens.

Answer the following set of review questions based on your reading comprehension of the material.

1. Why does the number of loggerhead turtles change over time along the Florida coast?
2. What factors can affect the size of the population of loggerhead turtles?
3. Contrast biotic factors with abiotic factors? What variables do these factors affect?
4. How does natural selection affect the evolution of a population?
5. Answer the “three multiple choice questions to get ready for this chapter.”
6. Identify five (5) characteristics of a population.
7. How do scientists determine a population of a species?
8. Contrast a population density with its dispersion.
9. State an example of how scientists tend to determine a population size and its density?
10. Define “mark-recapture method”.
11. What variables are used to determine the “mark-recapture method” Give an example.
12. Identify the four (4) variables that affect the changing density of a species.
13. State and explain the three (3) patterns of species dispersion.
14. Give an example of antagonistic social interaction.
15. How would a uniform dispersion of a population of penguins appear from an airplane flying above them? What determines such a variability?
16. Identify the three characteristics of demography, and how is its information put to use?
17. Summarize the steps of a “life table”.
18. What key element do scientists focus upon their work with “life table”?
19. Be able to examine and analyze a life table such as Table 53.1, that is based upon the Female Belding’s Ground Squirrels.
20. Define survivorship curve.
21. Examine figure 53.5: Survivorship Curve for the Female Belding’s Ground Squirrels, and answer the following: What percentage of females survive to be three years old?
22. Explain the three (3) types of survivorship curves and provide an example of each.
23. Provide a reasonable analysis among the variation of the survivorship curves based on specific organisms.
24. When a species is not influenced by its kind that moves in or out of its area, what are the two key variables that affect the size of a population?
25. What is the significance of the ecological exponential model?
26. State the equation for the change in a population size verbally and mathematically.
27. Define: per capita change in population size. Rewrite the equation in question # 26.
28. Ecologists use the term “intrinsic rate of increase” identified by “r”. What does that mean? Describe the graphic shape of that exponential growth.
29. Examine figure 53.8: Population Growth Predicted by the Exponential Model, and answer the following: How many generations does it take these populations to reach the size of 1500 individuals?
30. What do you think can be the outcome of an exponential growth of a population over time?
31. How does a logistic model differ from an exponential model?
32. Define “carrying capacity”.
33. List the six (6) variables that can influence the carrying capacity.
34. If the population size approaches the carrying capacity, what can happen to the per capita population growth?
35. What happens when the population size (N) equals the carrying capacity (K)?
36. Describe the graphic shape of the logistic model. Again, what key factor influences it?
37. When (N) approaches (K), what factors are influencing them?
38. In reality, sometimes the carrying capacity is overcome temporarily . What variable causes such action?
39. What evolutionary outcomes of the life history traits of an organism are influenced by?
40. Contrast semelparity and iteroparity and provide two examples of organisms for each.
41. Give an example of a trade-offs among certain birds or mammals.
42. Read and examine figure 53.14: Inquiry, and answer “Interpreting the Data” question.
43. Distinguish between K-selection and r-selection.
44. Contrast density-dependent with density-independent.
45. When does population density equilibrium occur?
46. How does the principle of feedback regulation work. Give an example of it.
47. List six (6) mechanisms of density-dependent population.
48. What is the premise of population dynamics?
49. In figure 53.19, describe the relationship between the wolves and the moose.
50. Examine the figure 53.20, Population Cycles in the Snowshoe Hare and the Lynx, and answer the following: What do you observe about the relative timing of the peaks of lynx numbers and hare numbers? What may explain this observation?
51. Define metapopulation and explain an example of it. What contributes to a such formation?
52. Why has the human population growth slowed down in recent decades?
53. Define demographic transition. What is believed to be its contributing variables?
54. How does total reproductive rates compare in industrialized countries to those non-industrialized countries?
55. In general terms, how would you describe the age structure in Asia, North America, and Europe? Are there any variables that you would consider that would influence or change such an age structure in any of these continents?
56. If infant mortality is high in a region, what can be expected of parents in that region?
57. Define an ecological footprint. What is the benchmark for your ecological footprint? How does it compare to your actual ecological footprint in the U.S.? (Food for thought)
58. If everyone on Earth lives like we do in the U.S., how many people could Earth support?

****Concept Check 53.1, 53.2, 53.3, 53.4, 53.5, and 53.6 have a set of three (3) questions each; they’re oriented toward AP Style testing essays that involves your critical thinking skills. These questions are highly recommended if you are considering on taking the College AP Exam in the spring.****

“Attention: Families with Preschool age children who are 4 years of age by December 1, 2017.  There is an immediate possibility of free full day preschool beginning in January 2018 in the Dearborn Public Schools (next month).

The family must be eligible based on risk factors and not currently enrolled in a GSRP program.

If interested, families may pick up an application at the Cotter Early Childhood Center, 13020 Osborn or call Nadia Berry at 313-827-6150.

Please respond immediately as slots are limited.

Families must live in the city of Dearborn.”

The following is the Arabic translation for the above information:

انتباه : إلى من لديهم أطفال بسن مرحلة الحضانة / الروضة و سوف يبلغون من العمر أربع سنوات في الأول من كانون الأول ٢٠١٧ . هناك فرصة فورية للتسجيل في برنامج حضانة روضة بدوام يومي كامل مجاني مع بداية كانون الثاني ٢٠١٨   في مدارس ديربورن الرسمية ( الشهر القادم). سيتم قبول العائلات تبعاً لعوامل الخطورة و عدم كون الطفل طالباً في برنامج الاستعداد لبداية عظيمة. بإمكان العائلات المهتمة الحصول على طلب التسجيل من مركز كاتر للطفولة المبكرة ، الواقع على ١٣٠٢٠شارع أوزبورن. أو الاتصال بالسيدة نادية بيري على الهاتف رقم ٦١٥٠ – ٨٢٧- ٣١٣.

نرجو منكم الاتصال بنا بأسرع وقت ممكن فالاماكن محدودة .

نرجو منكم تمرير هذه الرسالة لجميع أولياء الأمور مع أطفال بعمر الرابعة.

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