Answer Key: Form and Function in Biology - Home -...

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Answer Key: Form and Function in

Biology

Biology B Unit 3

Name _________________________________________ Date ____________________________ Objective In this activity, you will evaluate data and justify how in biology, form follows function. Links Wacky Whiskers Quiz http://www.nationalgeographic.com/ngkids/9706/wackyq.htmlFish Form and Function http://www.pet-yard.com/fishes-form-and-function.phpBouncy Blubber http://www.sciencenetlinks.com/sci_update.cfm?DocID=10The Virtual Body http://www.medtropolis.com/VBody.aspPlant Adaptations http://www.nps.gov/grba/botany.htm Activities In the natural world, the parts of organisms all serve different functions. The function of tree roots is to collect water and to anchor the plant. The function of a bird's wing is to help the bird to fly. The function of a tear duct in a human is to help keep the surface of the eye moist. Scientists understand that in all of nature, form follows function. This means that when a particular function is necessary for survival of an organism, the form (or structure) develops to help meet this need. Think of the bird example again. In a bird, the structure or form of the wing is specifically designed to help the bird fly. However, since humans do not fly, the form of their limbs is very different. 1. Take the Wacky Whiskers Quiz in the preceding link to gain more of an understanding about the

relationship between form and function. As you take the quiz, think about how different the forms of whiskers assist with their functions.

2. Then, read through the preceding Fish Form and Function plan to learn about how the form of a

fish follows the function as well.

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3. Listen to, or read, the transcript from the preceding Bouncy Blubber audio file. Then, describe how the dolphin's blubber provides an excellent example of form following function.

Answer should include: Because the dolphin needs to have great speed, with minimal effort, when

swimming, their bodies developed an interesting connective tissue structure embedded with their

blubber.

http://www.nationalgeographic.com/ngkids/9706/wackyq.html

http://student.biology.arizona.edu/sciconn/formfish/form_fish.html

http://www.sciencenetlinks.com/sci_update.cfm?DocID=10

http://www.medtropolis.com/VBody.asp

http://www.biology-online.org/tutorials/11_plant_biology.htm

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4. Explore the preceding The Virtual Body site to find examples of how form follows function in humans. List three examples of how this is true.

Answers will vary, but student responses should show an understanding of specific body parts,

their function, and how the structure of those parts assists with its function.

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5. View the preceding Plant Adaptations Tutorial and then answer the question that follows about the relationship between form and function. In temperate deserts, many plants, such as sagebrush, have small woody stems and very small leaves. Explain why this might be. How does it serve as an example of form following function?

Answers should include: Small leaves and woody stems help prevent water loss from the

plant. Given that rainfall amounts in temperate deserts are quite low, it makes sense that the

form of a plant would help it to conserve water by limiting water loss. The small surface area of

the leaves means that they do not lose as much water as larger leaves. Woody stems also

help prevent water loss.

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6. Using your biology textbook and other resources, find at least 3 examples of plant structures or adaptations that support the idea that form follows function in biology. Write a brief essay that describes your examples and explains how they function as examples of the connection between form and function.

Answers will vary depending on the examples chosen. All answers should clearly describe at

least 3 examples and explain how these examples show that form follows function.



Answer Key: Liver Function

Biology B Unit 3

Name _________________________________________ Date____________________________ Objective In this activity, you will explain the function of the liver in maintaining the body’s internal homeostasis. Links Architecture of the Liver http://biology.about.com/library/organs/bldigestliver.htmMetabolic Functions of the Liver http://biology.about.com/library/organs/bldigestliver5.htm The Liver in Health http://www.hepnet.com/liver/functions.html Activities The liver is one of the hardest working and most vital organs in the body. In fact, it performs so many important functions that disease of the liver can actually cause disease in other organs. Though it does perform a large number of functions, they can be described in three primary categories: • storage of important nutrients, such as glycogen, vitamins, and minerals • purification, transformation, and clearance of toxins, drugs, and some of the body’s waste

materials • synthesis, secretion, and regulation of a number of substances required to maintain the body’s

normal state The body needs to maintain internal conditions within a stable range. The process by which this occurs is called homeostasis. Homeostasis is achieved and maintained by a number of internal mechanisms that make constant adjustments to keep conditions within the desirable range. One of the organs involved in the maintenance of this homeostasis is the liver. Among the many conditions regulated by the liver, two of the most important are the levels in the bloodstream of glucose and cholesterol. Cholesterol. Though dietary cholesterol—and its association with heart disease—is best known, most cholesterol is actually synthesized by the body. It is important for a variety of biochemical functions, and it must be continually produced and maintained at the correct levels. The liver is responsible for 20%–25% of the daily production of cholesterol. The liver uses a substance called lipoproteins to package and distribute cholesterol to the parts of the body that need it. Excess cholesterol that is not needed by the body is secreted, in the form of bile, into the intestines for eventual removal from the body. In this way, the liver helps regulate the cholesterol levels in the body to keep them within the acceptable range.

http://biology.about.com/library/organs/bldigestliver.htm

http://biology.about.com/library/organs/bldigestliver5.htm

http://www.hepnet.com/liver/functions.html

Glucose. Glucose is a vital form of fuel for the body, However, it is important for animals to keep the levels of glucose in the bloodstream within a specific range. The liver helps with this process in three primary ways: • Excess glucose (usually after a meal) is held by the liver in the form of a polymer called glycogen

(glycogenesis). • When glucose levels drop, glycogen is depolymerized and released by the liver back into the

bloodstream (glycogenolysis).

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• If glycogen reserves are depleted, the liver can synthesize glucose out of amino acids and nonhexose carbohydrates (gluconeogenesis).

View the preceding Metabolic Functions of the Liver link on liver function and then answer the questions that follow. 1. Given what you know about the liver's role in glucose regulation, predict what would happen in

the short term to an organism whose liver could no longer properly process glucose.

The liver stores excess glucose in the bloodstream as glycogen and converts glycogen back to

glucose in response to the organism's metabolic demands for fuel. If the liver were no longer

able to process glucose in this fashion, energy levels in the organism would be strictly

dependent upon the availability of food sources because no stored energy reserves would be

available. Energy levels in the organism would quickly decline.

2. Using your biology textbook or other sources, research the role of the liver in bile production and explain in one or two paragraphs the function and importance of bile in digestion.

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Bile is actually a mixture of substances, including cholesterol, phospholipids, electrolytes,

water, and many other organic molecules. Bile is important for two main reasons: It allows the

removal of many substances, such as cholesterol, from the body, and it also plays a crucial

role in the breakdown and absorption of fats. Bile is formed in the liver initially and undergoes

additional modification as it travels through the bile ducts to the gallbladder, where it is stored

and concentrated. From the gallbladder, bile is secreted into the intestines where it plays a

crucial role in the breakdown of fats. Structurally, bile molecules contain both hydrophobic and

hydrophilic regions, allowing them to break down fatty substances into smaller units and allow

them to be carried through the aqueous environment of the digestive system.

3. Predict what might happen to cholesterol levels in a carnivore with a damaged liver.

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Cholesterol levels would probably increase because bile production in the liver is one primary

way in which cholesterol is removed from the body. Because meat contains cholesterol,

cholesterol levels in a carnivore would increase through the accumulation of dietary cholesterol.


4. Explain in a paragraph how the blood supply of the liver relates to its function as an organ.

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One main function of the liver is the removal of toxins from the bloodstream. Nearly 75% of

the liver's blood supply comes in the form of venous blood returned from the small intestine,

stomach, and pancreas. Through the hepatic portal vein with its many branches, this blood is

directed from these different sources through the liver where toxins are removed and nutrients

are processed. Without the hepatic portal vein, the liver would not be able to carry out its

function.



Answer Key: Neuron Types and

Functions

Biology B Unit 3

Name _________________________________________ Date ____________________________

Objective In this activity students will: • identify the functions of the nervous system and the role of neurons in transmitting electrochemical

impulses • describe the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and

response Links Adventures in Neuroanatomy: Parts of the Nervous System http://faculty.washington.edu/chudler/nsdivide.htmlTypes of Neurons (Nerve Cells) http://faculty.washington.edu/chudler/cells.html Activities The human body is composed of many different systems, each of which serves a different function. One system is called the nervous system. This system collects information from the body, stores it and controls the functions of the body. The main parts of the nervous system are the brain and the spinal cord.

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1. Read about the function of the nervous system in the preceding Adventures in Neuroanatomy: Parts of the Nervous System link. Then, describe the function of the central nervous system in the human body.

The nervous system is the main communication system between the brain, the rest of the

body, and the external environment. This system collections information from inside and

outside of the body, stores it and controls the functions of the body.

2. The nervous system uses a complex pathway of nerve cells, or neurons, to send electrochemical

messages from the various parts of the body to the brain and then back again. Look at the preceding Types of Neurons (Nerve Cells) web pages to learn more about neurons their functions. Describe sensory neurons, motor neurons, and interneurons.

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Sensory neurons are those that send information from the sensory receptors (i.e., nose, tongue,

skin, eyes, and ears) to the nervous system. Motor neurons are those that send information from

the nervous system to the muscles of the body. Interneurons are those that send information

between the sensory neurons and the motor neurons.

http://faculty.washington.edu/chudler/nsdivide.html

http://faculty.washington.edu/chudler/cells.html

3. Complete this table describing the characteristics and functions of the various nerve types.

Nerve Type Sensory Neuron Motor Neuron Interneuron

location of cell body

in a ganglia outside and beside the spinal cord

in the central nervous system

in the central nervous system

direction of impulses

from the sensory receptors to the central nervous system

from the central nervous system to the muscles of the body

from the sensory neuron to the motor neurons



Answer Key: Digestive Enzymes

Biology B Unit 3

Name _________________________________________ Date ____________________________

Objective In this activity, you will learn about the process of digestion and about the enzymes produced and used by the body to assist with that process. Links Your Digestive System and How It Works http://digestive.niddk.nih.gov/ddiseases/pubs/yrdd/How Cells Work: Enzymeshttp://science.howstuffworks.com/cell2.htmHumans as Organisms: Digestive enzymes http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev5.shtmlHow Cells Work: Enzymes at Workhttp://science.howstuffworks.com/cell4.htmHumans as Organisms: Hydrochloric Acidhttp://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev7.shtml Activities Digestion is a key function in organisms. When food and drink are digested, they are broken down by enzymes in the digestive system into their smallest parts so that the body can use them to build and nourish cells and to provide energy. Digestive System. As food and drink pass through the digestive system, the cells in the body produce substances called enzymes that help the body break down the nutrients. At the preceding Your Digestive System and How It Works link, read the article that explains the process of digestion. On a sheet of drawing paper, recreate the diagram of the digestive system and mark with an E each place in the system where enzymes are produced. You will use this chart in a later activity to further your understanding. Enzymes. Enzymes are the proteins in cells that are responsible for all the chemical process that take place. Enzymes' sole function in cells is to break apart molecules or put them together.

http://digestive.niddk.nih.gov/ddiseases/pubs/yrdd/

http://science.howstuffworks.com/cell2.htm

http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev5.shtml

http://science.howstuffworks.com/cell4.htm

http://www.bbc.co.uk/schools/gcsebitesize/biology/humansasorganisms/0nutritiondigestionrev7.shtml

1. The information contained in the preceding links will help you learn more about the function of enzymes. As you read, complete this chart or create one on a separate sheet of paper to help you learn about the enzymes that are specific to digestion.

Digestive Enzyme Where Produced Function

maltase glandular cells lining the duodenum (small intestine

breaks maltose molecules into separate glucose molecules so that glucose can be absorbed and used by cells

amylase

pancreas and salivary glands

break down starch to maltose (and some glucose)

lipase

pancreas break down lipids to its submolecules (glycerol and fatty acids)

protease

pancreas break down proteins to small peptide chains

When you have completed the chart, revisit your diagram of the digestive tract and add information to each E label, explaining what enzyme is produced there and what its function is.

Other Substances. Enzymes are not the only substances that aid in digestion. What other substances help? How do they work? Revisit the preceding Humans as Organisms: Hydrochloric Acid page to learn more about these substances. Take notes on your chart page to help you with the questions that follow. 2. You and your friends go out for pizza after playing soccer at the park. Describe the different

enzymes and other substances that act on the pizza as it makes its way through your digestive system. Sequence the substances in the order that they act on the pizza, beginning with what happens when you bite off a piece of pizza. Be sure to discuss the following enzymes and substances: amylase, nuclease, protease, bile, and stomach acid. Describe where these substances are produced and how they aid digestion.

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Answers will vary, but should include direct reference to the enzymes that food will encounter as

it passes through the digestive system.


3. What is lactose intolerance? How is it treated?

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It is a lack of the enzyme lactase, which makes it hard for the body to digest lactose, found in

milk and other dairy products. It can be treated with the aid of a lactase supplement, taken orally

when consuming lactose-laden food sources.

4. Bile and stomach acid are not enzymes. How are they related to enzymes and the digestive

process?

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Both are substances that assist in the breakdown of foods. Bile emulsifies lipids so that the

enzyme lipase can digest them (creates tiny droplets of lipid that tremendously increase the

surface area for the enzymes to act upon). Stomach acids are necessary to activate an enzyme

in the stomach called pepsin that only works in an acidic environment.



Answer Key: Muscle Contraction

Biology B Unit 3

Name _________________________________________ Date____________________________ Objective In this activity, you will describe the cellular and molecular basis of muscle contraction, including the roles of actin, myosin, Ca+2, and ATP. Links How Muscles Workhttp://science.howstuffworks.com/muscle1.htmMuscle Structure and Contraction http://entochem.tamu.edu/MuscleStrucContractswf/index.htmlActin Myosin Crossbridge 3D Animation http://www.sci.sdsu.edu/movies/actin_myosin.htmlA Schematic of Skeletal Muscle http://www.uoguelph.ca/zoology/devobio/210labs/sketchmuscle1.html Activities Muscles are the mechanism by which the body moves itself or moves things within it. Nearly everything involving motion—from running to pumping blood—requires action by one or more muscles. Muscles create this motion through the process of contraction. Some contractions are voluntary (your brain sends a signal to your arm and hand to wave hello to a friend). Some contractions are involuntary (your heart continues to beat without your having to think about it). In either case, contractions are the means by which muscles create motion. There are three types of muscles: skeletal, cardiac (heart), and smooth. Most of the muscles in the body are skeletal. Visit the preceding links to learn more about muscle function. Compare what you learn with the following information: The cellular structure of skeletal or cardiac muscle is specialized for the purpose of creating these contractions. Muscles are made up of long, cylindrical cells called fibers. The basic components of skeletal or cardiac muscle cells are as follows: • Myofibrils. These are the cylinders of muscle proteins that allow the muscle to contract. The

muscle cell is made up of many myofibrils. • Filaments. Myofibrils contain two types of filaments: thick filaments and thin filaments. Six thin

filaments surround each thick filament in a hexagonal pattern. Thick filaments are made up of a protein called myosin. Thin filaments are made up of a protein called actin.

• Z-line. The Z-line is a structure, running perpendicular to the long axis of the muscle cell that contains the T-tubule.

• T-tubule. An extension of the cell membrane itself, the T-tubule is a small tube that runs vertically. • Sarcoplasmic reticulum. This structure contains (and releases) the calcium ions that create the

contractions. These run along the long axis of the muscle, from T-tubule to T-tubule. • Sarcomere. The myofibril from one Z-line to another Z-line is the sarcomere. The contractions of

the muscle overall are created by the aggregate effect of the contractions of each sarcomere.

http://science.howstuffworks.com/muscle1.htm

http://www.msjensen.gen.umn.edu/webanatomy/wa_muscle/muscle_phys_movie_1.htm

http://www.sci.sdsu.edu/movies/actin_myosin.html

http://www.uoguelph.ca/zoology/devobio/210labs/sketchmuscle1.html

The process of contraction involves the actions of several chemicals. The thin filaments and thick filaments are composed of two different proteins: actin and myosin. When the contraction impulse reaches the sarcomere, a calcium ion is released which, together with energy from ATP, causes these two proteins to attract, pulling towards each other, and forming a temporary chemical bond. This attraction shortens the length of the sarcomere which, as there are many sarcomeres simultaneously doing this, cause the muscle fiber to shorten and the muscle to contract. This process is repeated continually, which creates muscular contractions. The process itself is initiated by means of signals sent from the nervous system in the form of electrical impulses.

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1. Your friend thinks that if muscles contained only myosin instead of actin and myosin, they would function more effectively because myosin makes up the thick myofilaments. What do you tell him? Both actin and myosin are necessary for the muscle to function. Without actin, a muscle could not

contract properly because myosin can only bind to actin, not another myosin. The thickness of the

filament does not relate to its efficiency.

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2. Explain the role of ATP in muscle contraction.

ATP binds to the myosin, which causes it to release actin. The ATP then breaks down into ADP

and Pi, which causes the myosin head to reset and prepare for another contraction. ATP

represents the energy the muscle cell must use to contract and cause movement.

3. What would you expect to happen to a muscle's ability to contract if calcium levels within the

muscle were low? Explain your answer.

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The thick filaments would not have access to the thin filaments, which would interrupt the

contraction cycle.

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4. Describe the basic structures of a muscle from largest to smallest.

The largest part of the muscle is the muscle fiber. Contained within a muscle are also myofibrils,

which contain two types of filaments. The thick filaments are made of myosin. The thin filaments

are made of actin.



Answer Key: Learned Behavior vs. Adaptive Response

Biology B Unit 3

Name _________________________________________ Date ____________________________ Objective In this activity, you will identify and distinguish between learned behaviors and adaptive responses. Links Lecture Notes: Instinct vs. Learning www.anselm.edu/homepage/chieber/itopic17.htmlSome Simple Forms of Learned Behavior http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/L/LearnedBehavior.htmlInnate Behavior http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/I/InnateBehavior.htmlInstinct and Learning in the White Shark www.elasmo-research.org/education/white_shark/instinct.htm Exploring the Equine Mind: Researchers Study Cognitive Abilities of Horseswww.vetcentric.com/magazine/magazineArticle.cfm?ARTICLEID=879 Activities To survive, an organism must be properly adapted to its environment. Some adaptations have a genetic basis and are shared by all members of a species. For example, all bats have wings that allow them to fly to obtain food. This is a genetic adaptation shared by all bats. Bats do not have to learn how to fly; the instructions for flying are contained in their genes. These adaptive responses are also known as innate behaviors. Another example of an adaptive response is a salmon’s ability to swim. Salmon are born knowing how to swim; they do not have to be taught how to do it. The information for swimming is contained within the genes of a salmon. However, not all adaptations are genetic. Sometimes an individual organism adapts to its environment through learned behavior. For instance, a bat may become sick after eating a certain type of poisonous insect. The bat learns to avoid this type of insect in the future. This adaptation only affects the individual bat. It is not passed on to the bat's offspring through genes (though some species are able to teach certain behaviors to other members of the species). Another example of a learned behavior is riding a bicycle. While the balance and coordination necessary for riding a bicycle are coded in the genes, the actual mechanics of steering and pedaling must be learned. Learned Behavior. This is the adaptive behavior of an individual organism to its environment as a result of experience. • Learned behavior takes place within the experience of an individual organism. • Learned behavior occurs as the result of an organism’s response to external stimuli. Adaptive Response. This is the gradual adaptation of a lineage of organisms through genetic change. • Adaptive responses exist as a part of the genetic makeup of all members of a species. • Adaptive responses allow members of a species to engage in particular behaviors

instinctively, i.e., without prior learning experiences.

http://www.anselm.edu/homepage/chieber/itopic17.html

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/L/LearnedBehavior.html

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/I/InnateBehavior.html

http://www.elasmo-research.org/education/white_shark/instinct.htm

http://www.vetcentric.com/magazine/magazineArticle.cfm?ARTICLEID=879

Use the information provided above and in the preceding links to answer the questions that follow.

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1. Read one of the articles in the preceding Instinct and Learning in the White Shark or the Exploring the Equine Mind: Researchers Study Cognitive Abilities of Horses links and list at least 3 adaptive responses (innate) and 2 learned behaviors included in the article. Categorize each by the type of innate or learned behavior. Include explanations in your response.

Sharks Innate: eyes rolling toward tail when something touches the head; curiosity toward inanimate

objects in the water; touched; body language

Learned: target practice; catching birds at the surface of the water

Horses

Innate: running when frightened; response to hierarchy (herd behavior)

Learned: selecting geometric shapes; adapting to environment; riding commands

2. Determine whether each of these examples shows a genetic adaptation shared by a species or an adaptation learned by an individual organism. Briefly explain your answer.

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A. A bear hibernates during the winter months.

This is a genetic adaptation. Bears do not need to learn to hibernate; it is an adaptation to

their environment.

B. A woman uses a stove to heat water for tea.

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This is a learned response. We do not know how to work a stove when we are born; we are

taught how.

C. A cat is chased by a large dog and runs up a tree to escape.

This is a genetic adaptation. Dogs have chased cats for millions of years; mother cats do not

teach their young to escape by running up a tree.

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D. A squirrel figures out how to get seeds out of a bird feeder.

This is a learned response. Bird feeders were not part of the environment that squirrels

evolved in; squirrels had to learn how to get into them.


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E. A child pulls his hand away after touching a hot stove. In the future, the child avoids touching hot stoves.

One of these responses is genetic, and one is learned. Pulling the hand from the hot stove is a

genetic adaptation—a reflex that requires neither conscious thought nor reason. Avoiding

touching hot stoves is a learned response based on the child’s prior experience.

3. Visit the preceding Lecture Notes: Instinct vs. Learning resource. In item IIIB, there are 5 types of

learned behaviors listed. Provide at least 1 example of each.

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Answers will vary but should include demonstration of understanding that certain behaviors

are learned during the lifetime of the organism while others are innate behaviors of the

organism. Habituation: becoming accustomed to the smell of cooking onions in the house.

Conditioning: dogs come to expect to be fed around the same time every day. Trial and

Error Learning: learning to ride a bike. Insight or Reasoning: solving a puzzle correctly the

first time. Imprinting: Conrad Lorentz’s geese who imprinted upon him as their mother at

hatching.


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