AP Biology Summer Assignment 2021
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AP Biology Summer Assignment 2021
Text: AP Edition Biology, Eighth Edition. Campbell, Reece 2018
Happy summer and welcome to AP Biology! I am looking forward to meeting you all, and am
excited to journey through AP Bio with each of youJ
This summer assignment is meant to accomplish a few things. First, to give you a refresher on
biology concepts that you may have forgotten between now and freshman year. AP Biology
examines college-level content. We cannot efficiently learn these complex scientific principles if
you do not have the basic foundation to build upon. To make sure that each of you has this
foundation, Part 1 of the summer assignment is a worksheet for each of the 8 units that we will
be covering this year. Each worksheet reviews the basic concepts that you will build upon
throughout the year. To complete it, you will use your textbook, prior knowledge, and when
asked to research, the internet. The eight units are as follows:
Unit 1: The Chemistry of Life
Unit 2: Cell Structure and Function
Unit 3: Cell Energetics
Unit 4: Cell Communication and Cell Cycle
Unit 5: Heredity and Genetics
Unit 6: Gene Expression and Regulation
Unit 7: Natural Selection and Evolution
Unit 8: Ecology
As we begin to dive into the more complex topics, understanding vocabulary becomes
immensely important. One way to make the vocabulary easier to understand is by understanding
root words. Root words are prefixes or suffixes that have a certain meaning, and can help you
begin to theorize what a word may mean, before you even know the definition. For this reason,
part 2 of the summer assignment is a worksheet on root words. You are given the meaning of a
list of root words, and asked to determine the meaning of some terms without looking them up.
This worksheet will not take you long, however, I suggest making note cards as we will have a
quiz on these root words on Friday of the first full week of school.
Another integral skill for any scientist is experimentation, and analyzing the results.
Throughout this course, we will be completing several labs. In the scientific community,
experimental results are analyzed, and shared through publication. Without sharing our results,
no progress could ever be made. We will do the same, by writing lab reports for each lab we
complete. In the final part of the summer assignment, you are asked to review the requirements
for a lab report, and provided with a sample lab report and asked to grade it.
This assignment is not to be completed virtually. You must print out the document, and complete it in pen or pencil. A digital copy will not be accepted. The grading breakdown is as follows: Part 1: Unit Review Guides Unit 1: 10 points Unit 2: 10 points Unit 3: 10 points Unit 4: 10 points Unit 5: 10 Points Unit 6: 10 Points Unit 7: 10 Points Unit 8: 10 Points Total: 80 Points Part 2: Root Words 20 points Part 3: Lab Report Requirements: 20 Points Total for Summer Assignment: 120 Points The entire packet will be due on the first day of class. Every day that it is submitted late will result in a 12 point grade deduction(-10%). Please reach out to me if you have any questions! Again, I am so so so excited for this upcoming school year and to meet you allJ Happy Summer! Ms. Grob Email: agrob@oaklandcatholic.org
AP Biology Summer Assignment 2021 Grob
AP Biology Summer Assignment 2021
Name: ________________
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AP Biology Summer Assignment 2021 Grob
Part 1: Unit Review Guides
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Unit 1: Chemistry of Life
1. Determine what each label in the following picture is, and define the term.
A:
B:
C:
D:
2. Explain the relationship between the following terms: atom, bond, molecule.
3. Water is polar. Explain what this means, being sure to use the terms electronegative,
partially positive, and partially negative, hydrogen bonds.
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4. Draw a picture that represents each of the following properties of water, and give a brief
explanation of how it demonstrates this property:
5. What does the prefix macro mean?
6. Fill out the chart on the following page with the essential information about each of the
macromolecules (also called biomolecules). Your textbook will be extremely helpful, as
well as the following Amoeba Sisters Video:
https://www.youtube.com/watch?v=YO244P1e9QM
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Unit 2: Cell Structure and Function
1. Organelle review! Fill out the following chart with information on each organelle. In the
second column, list the type of cell that the organelle is found in (plant, animal, bacteria),
and in the third column explain the function of the organelle to the cell.
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2. Fill out the following diagram comparing and contrasting prokaryotic and eukaryotic
cells.
3. Look at the structure of the mitochondria and the chloroplast. Both have adaptations to
increase the surface area of their inner membranes. Explain why this adaptation is
important to the cells that they are found in. Be sure that your explanation includes the
function of each organelle.
4. An individual has a disease in which their inner mitochondrial membrane does not have
folds, resulting in a 50% decrease in overall surface area. Predict some symptoms that
this individual may experience.
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5. The following picture is a snapshot of the cell membrane. Label the picture using the
following terms: Hydrophobic and hydrophilic (you should use this term twice).
6. Why is this structure accurately named the “phospholipid bilayer”?
7. The phospholipid bilayer is selectively permeable. Explain what this means, and why it is
important to the cell.
8. Through passive transport, molecules move ________________ the use of energy, from
an area of _____________ concentration to an area of __________ concentration.
9. Through active transport, molecules move ________________ the use of energy, from
an area of ______________ concentration to an area of __________ concentration.
10. _______________ is the diffusion of water across a membrane.
11. The following pictures show two concentrations of a molecule separated by a
semipermeable membrane. Draw an arrow to predict the passive movement of this
molecule across the membrane.
12. Define the term diffusion.
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13. What macromolecule is responsible for helping molecules cross the membrane? Does this
assistance occur in passive movement, active movement, or both?
14. Explain the Endosymbiotic Theory.
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Unit 3: Cell Energetics
1. The following image is a representative of an enzyme:
a. Define enzyme:
b. What type of macromolecule is an enzyme?
c. Label the active site of the enzyme. Draw a substrate that would bind to this enzyme,
and one that would not.
d. If the enzyme pictured was not translated correctly, and the shape was altered, how
would this affect its ability to perform it’s function?
2. Define the term denaturation and some of the factors that can cause it.
3. Explain the difference between a competitive inhibitor and a noncompetitive
(allosteric) inhibitor.
4. What are the first and second laws of thermodynamics?
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5. Fill out the following chart with information on cellular respiration and photosynthesis.
(hint: for energy conversion, the types of energy are light energy and chemical energy)
6. Define the term free energy.
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Unit 4: Cell Communication and Cell Cycle
1. Research cell communication. Find one example of cells that communicate short
distances, and cells that communicate long distances. Describe each.
2. In the following drawing, label the steps of the signal transduction pathway: reception,
transduction, response.
3. Explain the effect on protein production of one part of the signal transduction pathway
malfunctioned.
4. Define the following terms:
a. Signaling cascade
b. Kinase
5. Although bacteria are single celled organisms, they can still exhibit cell-to-cell
communication through a process called ____________ sensing.
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6. What molecules are responsible for sending signals throughout our entire bodies? Give an
example, and the response that it causes.
7. Define homeostasis.
8. Compare and contrast positive and negative feedback loops.
9. a. Briefly explain what happens in each phase of the cell cycle in the table below.
b. Highlight the phase that the cell spends most of its life in.
c. What is the G0 phase? Why would a cell enter this phase?
10. Define mitosis.
11. Do bacteria go through mitosis? Explain.
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12. In the following table, draw a sketch of what is occurring during each phase of mitosis
and give a brief explanation.
13. Cells go through three checkpoints throughout the cell cycle, one during G1, one during
G2, and another during mitosis. Explain what the cell is checking for at each checkpoint:
G1:
G2:
Mitosis:
14. What happens if a cell finds something wrong during a checkpoint?
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Unit 5: Heredity and Genetics
1. What molecule stores genetic information?
2. Define chromosome.
3. Compare the terms haploid and diploid.
4. Complete the following diagram comparing mitosis and meiosis:
5. Meiosis I is considered a reduction division. Explain why.
6. The resulting cells in meiosis are genetically different than one another and the parent
cell. Explain the following processes, and how they lead to this result:
Random assortment of chromosomes:
Crossing over:
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7. Define each of the following terms:
Phenotype:
Genotype:
Allele:
Dominant:
Recessive:
Homozygous:
Heterozygous:
8. Complete the following Punnett square to predict the offspring fur color genotypes and
phenotypes when a heterozygous brown fur rabbit is crossed with a white fur rabbit.
Brown fur(B) is dominant over white fur(b).
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9. Pedigrees can be used to track the occurrence of a trait throughout a family.
a. In a pedigree, what shape represents females?
b. In a pedigree, what shape represents males?
c. When a shape is shaded in, what does this represent?
d. In the pedigree shown below, how are the individuals listed related to one another?
A to B?
C to B?
E to H?
G to H?
10. What does it mean for a trait to be sex linked? Research and give one example.
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Unit 6: Gene Expression and Regulation
1. Research each of the following individuals and describe their contributions to our current
knowledge of DNA
a. Francis Crick
b. James Watson
c. Rosalind Franklin
d. Maurice Wilkins
2. What are the four base pairs of DNA? Which base pairs are complementary?
3. What are the four base pairs of RNA? Which base pairs are complementary?
4. Which base pairs are purines and which base pairs are pyrimidines, and what is the
difference between the two groups? Draw a picture to support your answer.
5. DNA replication was determined by Meselson and Stahl to be semiconservative. What
does this mean?
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6. On the following diagram of DNA replication, draw the following enzymes where they
would be working: helicase, ligase(x2), DNA polymerase(x2), topoisomerase.
7. Explain why the replication arrows are working in two separate directions. Be sure to use
the word antiparallel in your explanation.
8. What is the “Central Dogma” of biology?
9. _____________ is the name for the process of making RNA from the code in DNA, and
_____________ is the name for the process of reading the RNA to assemble the protein.
10. Define the role of each type of RNA:
mRNA:
tRNA:
rRNA:
11. Determine the complementary DNA sequence to the one given below
ACTGGTACTAAGTAC
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12. Determine the complementary RNA sequence to the one given below
ATTGTCGGTATCTCTG
13. In the following chart, give a brief explanation of each step of translation, being sure to
include the type/role of each mRNA involved.
14. Gene expression plays a vital role in multicellular organisms. Why would gene regulation
be necessary? (hint: think about muscle cells vs skin cells)
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Unit 7: Natural Selection and Evolution
1. a. Every population has variations in phenotypes. These phenotypes can either give an
organism an advantage, disadvantage, or have a neutral effect, depending on the given
environment. Think about this: a population of rabbits is living in the snowy tundra. Part
of the population has white fur, and part of the population has brown fur. Which
phenotype would give the individual organisms a better chance of survival?
b. Now, consider the same population living in a dense forest. Which phenotype would
give the individual organisms a better chance of survival?
c. So, what determines if a phenotype is advantageous or disadvantageous for survival?
2. A term used often when discussing natural selection is “survival of the fittest”. In your
own terms, what makes an organism more fit than another?
3. Define the following terms:
a. Convergent evolution
b. Gene flow
c. Bottleneck effect
d. Founder effect
e. Homologous structures
f. Extinction
g. Sympatric speciation
h. Allopatric speciation
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4. Use the following images to answer the questions below. The first is an explanation of
how a phylogenetic tree is read, and the second is an example.
a. What species shares the most recent common ancestor with butterflies and moths?
b. What species shares the most distant common ancestor with flies?
5. What are the criteria for an organism to be considered a new species? Use these criteria to
explain why a mule is not considered a species?
6. On the graph’s below, draw lines that represent punctuated equilibrium and gradualism.
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Unit 8: Ecology
1. Define the terms endotherm and ectotherm. Give an example of each.
2. Use the Venn Diagram below to compare and contrast autotrophs and heterotrophs.
3. Look at the following food chain. As plants use the light energy from the sun to grow,
they accumulate energy stored as biomass. This biomass is then stored in the next
organism that consumes it. However, there is a slight loss in efficiency. With each
transfer of energy, only 10% of the biomass is passed on. Use the diagram, determine the
amount of biomass stored in the final two organisms and fill in the blanks.
4. Use what you learned in #3 to explain why most food webs never go beyond 4 or 5
levels.
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5. Provide a definition and example of each of the following types of relationships between
organisms:
Mutualism:
Commensalism:
Parasitism:
6. In the following image, circle examples of abiotic factors, and put a square around biotic
factors.
7. Research an example of a keystone species. Why is it called a keystone species, and what
would happen if this species were removed from an environment?
8. Research an example of an invasive species in Pennsylvania. How did it get here, and
what effect has it has on the ecosystem/native species?
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Part 2: Root Words
25AP Biology Summer Assignment 2021 Grob
Part 2: Root Words
The main reason students find it difficult to understand science is because of all the hard to write, spell and read
words. Actually, scientific vocabulary is a hodge podge of little words that are linked together to have different
meanings. If you learn the meanings of the little words, you'll find scientific vocabulary much easier to understand.
Word Meaning Word Meaning
a or an not or non hemo blood
meso middle hyper above
endo inner, inside hypo below
aero needing oxygen or air intra within, inside
anti against itis disease, inflammation
amphi both, doubly lateral side
aqua water logy study of
arthro joint lys break down
auto self meter measurement
bi two, twice, double mono one, single
bio life, living morph form
carne flesh micro small
cephal head macro large
chloro green multi many
chromo color pod foot
cide killer, kill, killing phage to eat
cyto cell phobia dislike, fear
derm skin philia like
di two, double plasm form
ecto (exo) outer, external proto first
endo internal photo light
epi above poly many
gastro stomach synthesis to make
genesis origin, beginning sub lesser, below
herba plants troph eat, consume
Hetero Different Therm Heat
Homo Alike,similar Vore Swallow, devour
Hydro Water Zoo, zoa animal
What do these words mean? = Use the words above to figure them out, don’t actually look them up.
1. Hydrology 11. Endocytosis
2. Cytology 12. Insecticide
3. Protozoa 13. Anaerobic
4. Epidermis 14. Bilateral
5. Spermatogenesis 15. Hypothermia
6. Cytoskeleton 16. Macrophage
7. Abiotic 17. Photosynthesis
8. Dermatitis 18. Heterotroph
9. Hemophilia 19. Herbivore
10. Carnivore 20. Homology
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Part 3: Lab Report Requirements
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Part 3: Lab Report Requirements
One important aspect of any science class is laboratory experiences and analyzing the
results. AP biology is no different. Throughout this course, we will be reenforcing the
concepts that we learn in class through experimentation. Once the experimentation is
completed, you will be expected to construct a lab report to analyze and share your results.
Below is listed the format for a good lab report. Read through, and record any questions that
you may have.
• Title (should be detailed enough to give an overview of the lab. “Enzyme Lab” is too
vague. “The Effect of Temperature, pH and Salinity on Enzyme Activity” is better.
• Background Any pertinent background information should be included as an
introduction to the lab report.
• Purpose/Objective
o Include variables (independent and dependent); state specifically what you
will be measuring.
• Examples:
• Good: “To measure the effect environmental variables such as
light intensity, humidity, and wind on the rate of transpiration
in plants”.
• Not so good “To look at the effect various conditions on water
loss in plants.”
§ Variables
• Independent—Include the variable(s) and the conditions.
• Dependent—State the variable(s) and discuss how it will be
measured.
• Identify the control group and the experimental group.
• Experimental Controls/Constants—experimental variables that
will be held constant; include at least two.
o Hypothesis will also be included in this section.
• Should be written as an “If….then” statement
• Use clear and precise words
• Explain what observations led you to come up with your
prediction..
• Procedure
o In paragraph form, describe what you did.
o Provide a thorough overview, and explain what you are doing.
o Do not copy the procedure word for word(if you had lab instructions).
o Should include enough detail that someone would be able to replicate your
experiment by reading your report.
• Data/Observations
o Include data tables and any charts and graphs. It is ok to copy/paste data tables
I post on my website (for group data).
o Charts and graphs should be computer generated.
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o All graphs should be based on class data unless otherwise indicated.
• Requirements for a good graph:
• Title
• Label axes with title and units
• Calibrate axes in regular increments
• Plot all points
• Add a line or curve of best fit— NOT a connect the dots graph
• Include a legend if more than one set of data is on the same
graph.
• Data section should also include a short paragraph describing
observations, or qualitative data.
• Conclusion
o What did you learn by doing this experiment? Explain your findings.
o Go back to your purpose and answer the question that was posed.
o Include specific numerical data in the discussion.
o Include background information on the topic to frame your discussion.
• Analysis
o Answer all analysis questions in the lab handout (or other questions I may
specify). For some labs, there may not be any questions.
o Analyze your data, explaining any possible sources of error, how the
investigation could be improved, and any new questions that arise.
On the following pages, you are given an example of a lab report, as well as a rubric that is
provided by the AP college board that states the requirements for a good lab report. Read
through the report, and act as the grader, determining what grade you would give the report. You
may highlight mistakes, write questions in the margins, and add suggestions for improvement.
When you are finished, complete the rubric and determine the score!
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Protozoan Culture Motion Pattern
Abstract
Protozoans are unicellular eukaryotes with either plant- or animal-like characteristics.
Through careful observation, we looked at various protozoan cultures in order to
identify characteristics associated with cell structure and movement of these one-
celled organisms. We found that Protists exhibit certain characteristics that allow them
to be categorized into different groups, mainly determined by their locomotion
patterns. Despite differences in locomotion and the varying plant-like and animal-like
organelles, all protists share some characteristics.
Introduction
Unicellular eukaryotes belong to the kingdom Protista, and are often referred to
as “protists” or “protozoans.” The name “protozoan” means “first animal,” but
eukaryotes may display either plant or animal-like characteristics, or a combination of
both. They are unicellular. Each small protist is a self-supporting unit, carrying out all
the processes for survival in just one cell. They thrive on moisture and can be found
on moist soil and in fresh and marine bodies of water. There are about 30,000 known
species of protozoans, commonly classified according to their movemnt patterns as
sarcodines—moving with false feet called pseudopodia or, flagellates—moving with
whip-like structures known as flagella, ciliates—moving with short hairs known as
cilia, and sporozoans—with no movement. They all have varying shapes, sizes, and
survival strategies. For example, some may “hunt” small particles of food such as
bacteria or algae; whereas others may be parasitic, inhabiting larger organisms.
Despite their differences, all protists have several characteristics in common. In
addition to a nucleus or nuclei to house their genetic material, most protists have
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mitochondria for certain functions, and vacuoles for digestion and excretion. With the
help of these and other cellular structure, protists may feed, grow, and reproduce.
In this lab we saw select examples of protists in order to identify their cellular
structures, and determine to which group of protista they belong based on their form
of movement. We also made made drawings of our observations using light and
dissection microscopes to practice some skills, including making wet-mount slides
and cell sizing. By observing, drawing, and classifying protista, we learned about the
cell structure and movement patterns of these one-celled organisms. We also learned
about the differences and similarities of various protist cells .
Since we will observe how protists move, it will be interesting to figure out
patterns of locomotion. For example, what happens when the protist encounters an
obstacle? Does motion change when the organism is feeding? How does motion relate
to where the organism lives? What characteristics do the protists exhibit: plant,
animal, or both? Do the plant/animal characteristics influence motion patterns?
Methods
Three protists were chosen for observation. See the list of protists below to
choose three samples. For each of the protists, a pipette was used to extract some
culture from the culture jar. The drops of culture were placed on a clean microscope
slide and covered with a slide cover slip. Using a light microscpe, each protist was
examined at different magnifications until the best field of view was found for
identifying cellular structures. The color, shape, and motion cellular structures was
noted. Each of the protists was drawn and the drawings were labeled. Field-of-view,
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magnification, and cell size was noted on the drawings, along with the organism’s
name and protist group.
Results
All protists that were selected had features in common, but they all moved
differently. The example protists were: Euglena, Paramecium, and Amoeba.
Euglena moved with a flagellum and so is classified as a flagellate (see Fig.
1). Paramecium moved with cilia and so is classified as a ciliate (see Fig. 2).
Finally, Amoeba moved with a pseudopod, and so is a sarcodine (see Fig. 3). All three
protists had a nucleus, as expected, but the Paramecium had two nuclei, a
micronucleus and a macronucleus. The Paramecium and Amoeba both had food and
contractile vacuoles, but these were lacking in the Euglena. All protists had animal-
like characteristics. Of the three, Euglena was the only one that had chloroplasts, an
organelle common in plants.
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Discussion
Protists seem to share certain characteristics even when they are classified into
different groups. Their organelles are a mixture of animal and plant structures, but
they all have nuclei, a feature which distinguishes Protists from other unicellular
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organisms. The protists’ motion was consistent with their locomotion organ: cilia,
flagella, or pseudopod. This motion was very clear under the light microscope, but
interactions of protists with others in the culture jar we’re better observed using the
dissection scope. The Amoeba moves by extending part of its cell. This extruding part
is the pseudopod, and allows the Amoeba to drag itself from one place to another (see
Fig. 3). Its movement is slow, and changing directions is just a matter of extending a
pseudopod in a new direction. Amoebas do not seem to have a particular shape, with
the exception of the pseudopodia that consistently protrude from the cell. This
shapeless but ever shifting quality of the Amoeba’s shape allows it to surround,
engulf, and ingest its food by a process called phagocytosis.
Paramecia are smaller than Amoebas. They move with the help of microscopic
hair-like structures called cilia, which act like oars to push them through the water.
They swim by rotating slowly and changing directions often. If
the Paramecium comes upon an obstacle, it stops, swims backwards, and then angles
itself forward on a slightly different course. Cilia help the Paramecium move as well
as feed. When the Paramecia feed, it does so by drawing its food into a funnel-shaped
opening called the oral groove that is lined with cilia (see Fig. 2). The oral groove is
like a mouth, taking food in with the help of cilia, which direct and move the food
inward.
The Euglena moves rapidly, using its flagellum to propel itself through the
water rather quickly, shifting directions with whip-like movements. Unlike
the Amoeba and the Paramecium, the Euglena has plant-like characteristics. It is
sometimes referred to as a “plant-like” protist. The organelle that gives it this plant-
like quality is the chloroplast (see Fig. 1), a green organelle responsible for carrying
out photosynthesis in plants. The Euglena senses light with a light-sensitive organelle
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called the “eyespot,” which directs the organism to a light source strong enough for
photosynthesis to occur. Since it can undergo photosynthesis, Euglena is able to make
its own food just like plants.
The three protists examined in this lab are examples of protists that use
specialized structures for locomotion. Although the Euglena has some “plant-like”
characteristics, all protists mentioned above, exhibit animal-like movements. These
protists exemplify the animal-like and motile types of protozoans. As compared to
other protists, the animal-like features of the protists we observed allow them to be
motile. Their motility comes in handy for moving about their environment and finding
food. They may be contrasted to another class of protist, the sporozoans. Sporozoans
have no form of locomotion and are primarily parasitic, ingesting their food by
absorption through their cell membranes. No matter what type of locomotion a protist
uses, all protists must be able to carry out the metabolic functions of multicellular
organisms. Based on the observations in this lab, protists are very small yet highly
complex. They have all the organelles necessary for a variety of functions such as
digestion, excretion, reproduction, respiration, and movement. Protists are self-
supporting “one cell factories” churning out all the processes that are usually carried
out by a highly-organized network of cells.
Conclusion
In this lab I learned about the structure and function of the smallest eukaryotic
organisms, the unicellular protists. Although very tiny, these organisms are very
complex, housing all the necessary life tools in one single cell. This shows that the
complexity of an organism is not necessarily related to its size. I also learned to
identify and classify different types of protists. I observed locomotion patterns as well
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as some other things. In doing so, I gained useful microscopy skills such as making
wet mount slides, finding the proper magnification for viewing, and drawing
microscope observations with all the proper labels.
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