Grade 11 Biology PDF

Unit 1: Diversity of Living Things  Introduction to Biodiversity Learning Targets We are learning to understand: the idea of biodiversity and its importance to ecosystems all over the world. how species interact in order to predict what can happen to the...

Unit 1: Diversity of Living Things  Introduction to Biodiversity Learning Targets We are learning to understand: the idea of biodiversity and its importance to ecosystems all over the world. how species interact in order to predict what can happen to the biodiversity as a whole when a species is at risk or extinct. Success Criteria I know I am successful when I can: _____________________________________________________________________ _____________________________________________________________________ Minds On Activity: What does the term Diversity mean? ______________________________________________ What does Biodiversity mean? ___________________________________________________ Biodiversity is..... The _____________________________________________ on Earth The essential interdependence of __________________________________ Scientists have identified more than 2 million species. However, tens of millions -- ___________________________ The tremendous variety of life on Earth is made possible by complex interactions among all living things including microscopic species like algae and mites. The 3 Components of Biodiversity 1. Diversity of ___________________ Examples: Genetic diversity is important because ________________________________________________________________ Advantages: Resistance to _________________, _______________, and ___________________ For example: If all the corn in a cornfield had the _______________, a pathogen would be able to wipe out the entire population. 2. Diversity of ____________________ Examples Species diversity allows ______________________________________________ such as droughts, plagues, or ___________________________. Each species has a certain set of conditions in which it can survive. 3. Diversity of ____________________ Examples Ecosystem diversity ______________________________________________________________. What do we get from Biodiversity? ___________________________________________________________________________________ Keystone Species Keystone Species are species that _______________________________________________. What would happen if we used broad-spectrum pesticides on our crops? We would get rid of the pests but also wipe out the other organisms that live in that ecosystem. Impacts of Environment and Economy As the honeybee population disappeared, humans took over the task of __________________________________________. Problem: Pollination by hand takes __________________________________________________ _________________________________________________________________________. If that happened in Canada, it would cost us ___________________________, and only some would be successfully pollinated! Examine Both Sides Recently the Province of Ontario banned the use of ‘weed killer’ in controlling the dandelion population which has had both positive and negative impacts. Humans Environment Positive: Positive: Negative: Negative: Species Interactions The interdependence of one species on another goes far beyond simple food chains. Species support each other, and they also contribute to the stability and productivity of our ecosystems. Examples of species interactions (see table 1 on p.11) Interaction Examples Predict what could happen to the organisms related to the extinction of the species. Food Supply: complex Boneworms feed exclusively on relationships exist the bones of dead whales that between species and sink to the bottom of the ocean their food Protection: Transportation: Reproduction: Hygiene: Digestion:  Introduction to Taxonomy We are learning about Taxonomy in order to understand how a new species has been discovered I know I am successful when:  I can define ____________________  I know the two terms of the ___________________  I can list the ____________ of taxonomy  I can define a _____________________  I can list ____________ of life and the 3 Domains Warm up Activity:  What are the 3 levels of Biodiversity? _________________________________ _________________________________ _________________________________  Give Examples of each _________________________________ _________________________________ _________________________________ Classification There are 1.6 million types of plants and animals and 3-10 million organisms not identified Need to organize information Taxonomy – Taxonomy  Science of classifying organisms  Has two main purposes:  _______________________________________  _______________________________________  People who study ‘taxonomy’ are called  ________________________   Taxonomists use a system of classification for different organisms Classifying Organisms  Our present biological system of classification was developed by _______________________ (1707-1778)  Swedish botanist  Was the first to use binomial nomenclature Binomial Nomenclature  Binomial nomenclature involves organizing an organism's scientific name into a combination of two terms:  These terms are the ________________ and the ______________.  Both of these terms are _______________ and the genus name is also ______________________. Taxonomic Levels (8 Taxa) Phylogenetic Tree  The history of the evolution of organisms is called ________________  Relationships are often shown in a type of diagram called a ___________________________  The tree shows the _____________ relationships among various biological _______________________  It is based on _______________ and ______________ in their _____________ and/or _______________________. Value of Phylogeny  Phylogenetic trees can be used to solve scientific and practical problems  Honeybees and pesticide resistance  Development of drugs – related species to extract  Saving endangered species The Six Kingdoms of Life Organisms in each kingdom are similar in their cellular structure, methods of obtaining nutrients, and metabolism. The Three Domains Domain Archaea Includes newly discovered cell types Contains 1 kingdom __________________________ Domain Bacteria Includes other members of old kingdom Monera Has 1 kingdom _____________________ Domain Eukarya Includes all kingdoms composed of organisms made up of eukaryotic cells ____________________________ ____________________________ ____________________________ ____________________________  Dichotomous Key We are learning to ________________________________ ________________________________________________ I know I am successful when: ________________________________________________ Warm up Activity: 1. a)How many taxa of classification are there? b) List them 2. a) What is a phylogenetic tree? b) what value do these phylogenetic trees serve? Dichotomous Key  A device used to identify an _____________ organism.  It means, "divided into ____________“ (Greek).  A dichotomous key consists of a series of ______________________ that describe the _________________________________.  At each step of a dichotomous key the user is presented with ______ _______.  As the user makes a choice about a particular characteristic of an organism they are led to a new ________________. Eventually the user will be led to the name of the organism that they are trying to identify. Helpful Hints  Use _____________________ rather than variable ones.  Use __________________ rather than terms like "large" and "small".  Use characteristics that are generally available to the user of the key rather than seasonal characteristics or those seen only in the field.  Make the choice a ___________ one - something "is" instead of "is not".  Viruses We are learning about Structure and Function of Viruses in order to understand how they live and reproduce I know I am successful when:  I can define Viruses  I can describe the structure of viruses  I know the difference between lytic and lysogenic viral reproduction  I can name and classify viruses  I understand the treatment and prevention of viral infection  Homework: Read Pg 54-59 Do Questions on Pg. 59 # 1,2,6,8 Warm-up Activity: Do a dichotomous key on the following flowering plants: Dandelion, Orchid, Rose, Sunflower Viruses -The Boundary of Life  These are ________________ responsible for causing many diseases in living things (_____________ and ______________ in humans, for example).  Viruses are found everywhere.  Viruses consist of a core of , either or , and a of __________molecules and sometimes.   In isolation, viruses and bacteriophages show none of the expected signs of life.  They do not respond to stimuli, they do not grow, they do not do any of the things we normally associate with life.  Strictly speaking, they should not be considered ________________________ at all.  However, they show one of the most important signs of life: the ability to _______________________________________________________________________  Bacteriophages attack bacteria (___________________________)  viruses attack ____________________________.  Viruses and bacteriophages invade cells and use the host cell's machinery to synthesize more of their own macromolecules.  Once inside the host the bacteriophage or virus will either go into a _____________________ - destroying the host cell during reproduction or  It will go into a _______________________- a parasitic type of partnership with the cell The Viral Genome:  The genome of a virus consists of either DNA or RNA not contained in a nucleus  Can be ___________________________________________  Can be ________________________________  Very small = codes only for a few proteins Viral Reproduction Lytic cycle: (immediate disease symptoms) 1. ____________________________ 2. ____________________________ 3. ____________________________ 4. ____________________________ 5. ____________________________ Viral Reproduction Lysogenic cycle:  Reproduction of the viral genome without ____________________________  After DNA injection into the host cell, the ________________________________ _ ________________________________ _ _________________________________  A prophage, or provirus  This reproduces along with the bacterium  _________________________ factors can trigger a lytic cycle Review on Viruses  Non cellular particle made of protein _________________________ __________________________ that can invade living cells  Do not _____________________________- NOT living  ____________________- MUST have a HOST  Enter host cell and take over by altering host’s _________________  Bacteriophage- _______________________________________  Each virus can only infect certain cell types. Transmission of Viruses  Respiratory transmission caused by: _________________________________________  Fecal-oral transmission caused by: __________________________________________  Blood-borne transmission caused by: ________________________________________  Sexual Transmission caused by: _____________________________________________  Animal or insect vectors caused by: __________________________________________ Viruses and Human Tumors  Epstein Barry Virus causing: ______________________________________  Human papillomavirus causing: ___________________________________  Human T-cell Leukaemia Virus causing: _____________________________ Treatment of Viral Infections Viral infection can only be treated with antiviral medications  _________________________________________________  _________________________________________________  _________________________________________________  _________________________________________________  Viral infections can be prevented with vaccinations  Antibiotics do not work against viral infections Prevention of Viral Infections 3 Types of Vaccines:  Live (infectious) attenuated agents - ___________________________________________________________________  Inactivated (non-infectious) whole agents - modified viruses so that they ___________________________________________  Subunit preparations - only part of the agent is used to provoke an immune response (protein of the virus or sugar coating of the virus) How Vaccinations Work   To prepare your immune system so that it is ready (make enough antibodies) to fight when the virus invade the body  It helps your white blood cells to “remember” the virus  Once the virus enters the body, your immune systems recognizes it and get rid of it before you get become ill Virus Videos: https://www.youtube.com/watch?v=7KXHwhTghWI  Eubacteria & Archaebacteria We are learning about Bacteria and it’s:  physical and structural properties I know I am successful when:  I can understand the unique characteristics of eubacteria and archaebacteria  I can name the arrangement of bacteria Warm Up: 1) What are the 5 different ways in which viruses can be transmitted? 2) Why are viruses are considered non-living particles? Overview Bacteria are prokaryotes living things without a nucleus but they do have a __________ Eukaryotic cells have a true _______________ and ________________________________. Bacteria are: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Bacteria were once classified as ______________…scientists have now separated them into two distinct kingdoms: ________________________________________ ________________________________________ Kingdom Archaebacteria “Extremophiles” – live in extreme environments Major Groups __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Kingdom Eubacteria Organisms we commonly refer to as “bacteria” or “true bacteria” These need oxygen They are classified by: Shape: Cell wall: Energy Source: Examples of Eubacteria: ______________________ A group of bacteria including some that are single cells and some that are chains of cells. You may have seen them as "green slime" in your aquarium or in a pond. Bacterial Shape Shape Name Drawing Cause (Singular/Plural) Reproduction  Bacteria are unique in many ways. One is that they have the ability to reproduce both sexually and asexually!  Sexual Production:  Asexual Production:  Sexual Reproduction:  Kingdom Protista We are learning about ______________________________ I know I am successful when:  I can _________________________________________ _______________________________________________ Case Study: Current Health of Patient Future Health of Patient Overview  Made up of _____________________, _________________, _______________  __________________________________ and do not really fit into other kingdoms  They are eukaryotes and obtain energy in a variety of ways  Most are __________________  Various _________________________________ Examples Over ____________________________ species identified Most famous- _____________________________________________ Protozoans -Some resemble __________________________  Ingestion of other organisms or ___________________________________________  Others are ____________________________  No _________________________________  modes of locomotion (_________________, ________________, _______________)  Some of the ______________________________________ Algae -Some resemble __________________________  presence of _______________________  no ___________, _______________, _____________________  mainly unicellular  the source of biological energy - aquatic food webs  Biologist believe that _______________________________________________ Slime Moulds Some resemble _______________________  complex life cycle  absorbing nutrients from the environment  __________________________  Reproduce both _____________ and _____________ (spores, hyphae) Question: Kingdom Protista is known as the “kingdom of misfits.” Why do you suppose its been labeled this way? Extension Questions: ◦ Summarize the similarities and differences between protists and bacteria. (Create a Venn diagram) ◦ What is the general class of drugs to treat protist infection? ◦ Research 5 deadly protist infections (Topic list provided below). Describe their symptoms, modes of transmission, treatments, and location of which they exist. 1. Malaria 2. African Sleeping Sickness 3. Giardia 4. Ameobic Dystentery 5. Chagas Disease 6. Trichomonas Vaginalis ◦ (Symptoms, Mode of Trasmission, Treatment, Prevention, Geographic Location of Infection) Homework: Pg. 62 # 2,7  Prokaryotes vs. Eukaryotes We are learning about Prokaryotes and Eukaryotes as well as the Endosymbiotic Hypothesis I know I am successful when:  I can explain the difference between prokaryotic and eukaryotic cells  I can define the Endosymbiotic theory Prokaryote Cells Pro: _______________; karyote: __________________ First cells to evolve Do not contain a _________________________ Do not contain organelles smaller than a ___________ Bacteria DNA is single, circular strand Cell wall used as a target for _______________ Eukaryote Cells Eu: __________________; karyote: ___________ More complex internal structure and includes a nucleus. Include _____________________________________ Early prokaryotes were engulfed by other prokaryotes and remained within This formed a __________________________ Created a eukaryotic cell__________________________________________ Plant Cell and Animal Cells are _________________________ The Beginning It is thought that the first organisms on earth were bacteria (cyanobacteria) that produced all of the oxygen in the primitive atmosphere. How were the first eukaryotes formed? _____________________________________________ Endosymbiotic Theory Idea that larger prokaryotic (______________) cells engulfed other smaller prokaryotic cells. The smaller prokaryotic cells became the _______________ (like ________________ and ____________________) that helped the cells function and evolve into ______________ and _____________ cells. A. B. C. D.  Fungi We are learning to.... Identify fungi based on Anatomy, Growth and Nutrition, Reproduction, Absorption of Nutrients, Importance I know I am successful if I can..  Explain how Fungi are different from plants in terms of: _________________, _________________, _____________. Compare the two techniques of reproduction  Explain ____________________________________________________________.  Explain how ________________________________________________________. What are Fungi? Eukaryotic organisms that include microorganisms such as: _____________________, ______________________,______________________,______________________, Kingdom Fungi Characteristics of Fungi: Fungi are _________________________________: depend on other organisms for nutrients. They are ____________________________. All Fungi are multicellular except _____________________________ Cellular Structure: Fungi are made up of _____________________________ i.e, they contain numerous _____________________ Their cells do not contain __________________ and cannot carry out the process of _______________________ They are surrounded by a cell wall that is made up of ______________________________ Chitin is a hard material found in the external skeleton of invertebrate animals like insects 1. Fungal Anatomy (label diagram) 2. Growth and Nutrition Cells grow at the ________________________ only All are _______________________________ They obtain nutrients by means of _______________, not ____________________. 3. Reproduction: Life Cycle of Fungi Life cycle development from single cell to reproductive age Spores are haploid in number and are produced in sporangia Dispersed by air currents and help fungi disperse to new locations Spores produced by: _____________________________________________________________________________ Fungi are classified based on their reproductive cycles Simplest asexual method: Fragmentation:_____________________________________________________ Example: gardener breaks up mycelium under soil surface by digging 4. Absorption of nutrients Digestion is extracellular Release ______________________________ into surroundings and absorb digested nutrients into cells  Break down ___________________________ and help with the recycling of nutrients Nutrient absorption takes place in: ______________________: mesh of microscopic filaments called ______________ that are found below the soil Absorption of nutrients Fungi are classified according to the way in which they obtain nutrients. 1. ____________________________, 2. ______________________________, 3.___________________________ 1. Saprophytes Saprophytes are fungi that feed on __________________________________. Saprophytes are important __________________________ because they break down large, complex organic molecules into smaller ones. In doing so they release ________________________________________ into the soil. 2. Parasites 3. Symbionts Fungi that feed on ________________________________. Fungi that live in close association with another organism. It harms the _____________________________________. Both benefit from the relationship Fungus Symbionts 1. Mycorrhizae  Myco= _______________, rhiza =__________________  __________________ grow from fungus around plant roots and enter root cells  Plants: Hyphae help plant absorb nutrients  Fungi: Plants obtain __________________________ (product of photosynthesis) 2. Lichens  Combination of ___________________________________ and fungus growing together  Fungal mycelium provides ___________ and ____________ and provides structural support  Green algae or cyanobacteria provide fungi with carbohydrates (from photosynthesis)  Good indicators of ________________________________________________________ 5. Importance of Fungi  Fungi important for organisms and for ecosystem because they are decomposers  Food (ie. Mushroom)  Yeast used to ____________________________________  Penicillium produces an antibiotic  ____________________________________ Truffles Fungi have been used in Europe as delicacies, as aphrodisiacs, and as medicines. They are among the most expensive of the world's natural foods, and cost $250 to $450 per pound.  Exploring Plant Diversity We are learning about ______________________________ __________________________________________________ I know I am successful when:  I can _____________________________________________________ ___________________________________________________________ __________________________________________________________ Big Picture What are Plants used for? Key Characteristics  Plants are __________________________________  Plants have cell walls that contain ___________________  Plants carry out photosynthesis, using chlorophyll to convert sunlight into chemical energy Evolution of Plants  Evidence shows ancestors of plants today were ___________________ similar to __________.  Plants have adapted to grow on land:  Reduce ________________________by growing ______________________________________ _____________________________________________________________________________ __  Disperse seeds without _______________________________ - development of ____________  _________________________ (pollinator) and ______________________________ (wind)  _______________________ structure like _________________ and _______________________ structure like _____________ to allow plant to grow tall to get sunlight  Tissues to transport ___________________, __________________, and __________________ 5 Major Groups of Plants Green Algae  Found in shallow fresh water around the edges of _________________________ (______________________________________________)  Is the basic development of an ecosystem – dead ___________________________________ ____________________________ when there are plants, animals will be attracted to them Mosses – Seedless Non-vascular Plants  Grow close to the ground in _______________________________  Do not have ______________________________  Lack rigid support structure, therefore they cannot grow tall ___________________ Ferns – Seedless Vascular Plants  Ferns are vascularized because they _____________________________________________________ _ _______________________________________________________ Seed Plants – Gymnosperms  _______________________________________________________ Flowering Plants - _____________________________________  Closed _________________________________________  Last to evolve because they have structures that prevent ______________________________________________________  Animal Kingdom We are learning to classify the animal kingdom based on its unique features. I know I am successful when:  I can compare how animal is different from organisms in other kingdoms  I can tell which animal species is more advance/ complex than another animal species General Information Of all the kingdoms of organisms, the animal kingdom is the most diverse in appearance. Animals carry out the following essential functions: ____________________________, ____________________________, ____________________________, ____________________________, ____________________________, ____________________________, Vertebrates (presence of a backbone) make up one subphylum within the _________________________ and make up less than ________ of all animal species. __________ of all animal species are ___________________ and do not have a backbone. What is an Animal? 1. Animals are: _________________________, ___________________________, _______________________. 2. Animals typically store their ________________________ reserves as _________________________ 3. Animal cells lack ___________________ 4. Reproduce ______________________________ (most) 5. Two types of tissues responsible for impulse conduction and movement: ________________, ___________ Complexity and Advancement Animals are classified based on: _________________ and ________________ Body ___________________ Germ ___________________ Body Symmetry With the __________________, every kind of animal exhibits some type of body symmetry in its anatomy.  Many simple animals have body parts that __________________________ of the body. These animals exhibit ________________________. (Ex. Sea Anemone, Cnidarians) In animals with _____________________________, such as _________________, only a single imaginary plane can divide the body into two equal halves. Summary of Body Symmetry Cephalization Cephalization is the concentration of ______________________ and ____________________ at the front end (anterior) of the body. Animals with bilateral symmetry usually display _____________________. These animals sense and respond to the environment more quickly. Body Cavity Formation Most animals have a body cavity, or ____________, which is a fluid filled space that lies between the ___________________ and the _______________. Simple organisms – ________________________ (no coelom) Medium complexity – ______________________ (“half coelom”) Complex organisms – _____________________________ In some animals, the coelom contains fluids that are involved in circulation, feeding and excretion. Germ Layers All cells of the adult organism can be traced to one of the three germ layers. Some simple animals have only the ____________________________________ but _______________________________________as well. (1) ____________________ - the outer layer gives rise to the outer covering of the animal (skin, hair, nails, feathers, scales) and the nervous system. (2) _____________________ - gives rise to muscles, skeleton, circulatory system, kidney, reproductive system (3) _____________________ – the inner layer gives rise to digestive tract and associated organs Order the organism from the most simple to most advanced. Answer: ___________________________ Invertebrates Make up the majority of animals – lack a _________________, Most are ______________________________ Can reproduce ______________________ and some can reproduce ______________________  Threats to Biodiversity We are learning about ______________________________ __________________________________________________ I know I am successful when:  I can _________________________________________ _______________________________________________ _______________________________________________ Population Growth and Environmental Impact  Human population growth pressures physical environment, _________________________ __________________________________________________________________________  People in ________________________________ have a greater demand for raw materials and generally more wasteful _________________________________________ 1. Climate Change Example: ________________________ Use of machinery by humans seems to be increasing atmospheric CO2 levels. _________________________________________ prevents heat energy from escaping, causes _________________________________________________ _______________________________________________________ Global Warming - In many reptile species, the _________________________ at which the eggs are incubated determines the sex of the offspring. - Increase in temperature leads to too few females and too many males - Studies indicate that a species is not likely to survive if ___________________________________________________________________________ _____________ 2. Habitat Loss Example: ________________________  Caused by demand for _____________________________, need for space, farmland, housing, roads  Deforestation causes ______________________________  _____________________________________________________ _______________________________________________________ 3.Pollution  _____________________________ and animal waste get into streams and cause___________________________________  Detergents, heavy metals, and industrial chemicals in runoff ___________________________________________________________________________ __  __________________________________________ trap dolphins, whales, fish, sea turtles  Use of pesticides such as DDT – __________________________________ 4. Overexploitation  Humans harvest many natural resources and organisms faster than the _________________________________________________________. The Rosy Periwinkle of Madagascar ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 5. Invasive Species  Typically introduced by people ___________________ ______________________________________________  Can cause ____________________________________ _______________________________________________  Islands and other confined ecosystems are at risk Cane toad was introduced to Australia to control cane beetles, pest insects that destroy sugar cane crops _____________________________________________________________________________ ____ _____________________________________________________________________________ ______ Exotic Pet Trade  ____________________________________________ from exotic locations  Wealthy buyers and collectors ___________________________ _____________________________________________________  Animals removed from their habitat causes an _______________________________________________________