Welcome to AP Biology 2011-12!

Friday, May 6th: Last Class before the AP Bio Test!

I am not just trying to flatter you by saying that I am confident you will do a great job on Monday.  You have learned an enormous amount of material in a very short time!  There are three things you should do to prepare for the AP exam: sleep, sleep and sleep.  Your brain needs to be fully functional to be able to figure out what the heck the questions are even asking :)  Your most important strategy is to stay calm and confident.  Read the questions carefully and make sure you know what they are asking.  

Some resources: (see yesterday for nervous system animations)

More about the science behind how certain drugs work: http://teens.drugabuse.gov/mom/index.php

Immune System:

Harvard animation of white blood cell: http://www.schooltube.com/video/298f6e0ddd0a626bc784/The-Inner-Life-of-a-Cell-Explained-HQ

http://highered.mcgraw-hill.com/sites/0072507470/student_view0/chapter22/animation__the_immune_response.html

http://bcs.whfreeman.com/thelifewire/content/chp18/1802004.html

http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter48/animations.html

http://www.sumanasinc.com/webcontent/animations/content/inflammatory.html

http://outreach.mcb.harvard.edu/animations/antibody.swf

http://www.niaid.nih.gov/topics/immunesystem/Pages/default.aspx

Thursday, May 5th

Here are the links to Neurons and Muscles.

Neuron Action

1. Resting Membrane potential: http://bcs.whfreeman.com/thelifewire/content/chp44/4401s.swf

2. What is an action potential? http://bcs.whfreeman.com/thelifewire/content/chp44/4402s.swf

3. Sodium Potassium Pump: http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter45/animations.html

4. Action Potential propagation in one direction: shows depolarization and refractory period http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter45/animations.html

5. Synapse: http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter45/animations.html

6. Neuromuscular Junction: http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter45/animations.html

(supplement) Neuron disruption due to drugs: http://www.thirteen.org/closetohome/science/html/animations.html

(supplement) Simplistic Neuron animations: http://www.garyfisk.com/anim/index.html

Muscle Contraction

7. Sliding Filament Theory: Role of Calcium

http://www.blackwellpublishing.com/matthews/myosin.html

8. Detailed explanation of how actin and myosin interact: select myosin II

http://multimedia.mcb.harvard.edu/anim_myosin.html

Tuesday, April 26th

1. Homework is to read all about the Endocrine System (hormones!) in your review book.  Focus particularly on glucose regulation and calcium regulation.

Today we took Vocab Quiz 5

I then began our lesson on Cellular Respiration.  You can review this information in your review book and in Chapter 9 of your text.  Can you tell I am late to pick up my son from daycare???  See you tomorrow!

Monday April 25th

1. Vocabulary Quiz 5 tomorrow!
2. Homework: Worksheet for Cell Respiration due on Block Day
3. Final Exam will be 5/2 and 5/3.  That is next Monday and Tuesday!

In 2nd and 3rd I started with a check of the weekend reading assignment on 10.4.  By afternoon word had gotten out, so I did not give the checkup to 5th and 6th. 

We went over C4 and CAM plants and emphasized how they have adapted their Carbon dioxide fixation for their hot, dry climates.  Information can be found in 10.4.  We then looked at last year's Photosynthesis Quiz to check our understanding of photosynthesis. 

I ended class by giving out a worksheet that asks questions about the main points of cellular respiration from Chapter 9.  This worksheet is due on the block day.

April 22nd: Eight class days before AP Bio Test!!

1. Homework is to read about adaptations for alternative carbon fixation on pp. 195-198.
2. Our Final Exam will take place in class on May 2nd and 3rd.  If you have a conflict with an AP test we will come up with a solution together. 
3. Review sessions are continuing!  There are still five more.  Sessions are held from 3:05 to 4:35 on the dates below.
     Today the topic is Classification and Diversity. 
     Tuesday 4/26 - Plants
     Friday 4/29 - Animal Systems
     Tuesday 5/3 - Ecology
     Thursday 5/5 - open forum

In class we went over the online photosynthesis lab that was assigned Tuesday.  We discussed the role of DPIP and why we expect to see certain trends in certain situations.  I then collected the assignment.  Next we finished our discussion of photosynthesis by focusing on the Calvin Cycle.  The key components to remember are: The 1-carbon CO2 is joined to a 5-carbon RuBP molecule by Rubisco (yay Rubisco!).  This unstable 6-carbon molecule immediately splits into 2 3-carbon molecules.  ATP and NADPH from the light dependent reactions are then used to create carbohydrate while regenerating RuBP to start the cycle again.  The cycle would need to run 6 times (using 6 CO2 molecules) to create 1 glucose.  Here is a link to an animation on the Calvin Cycle.  http://www.science.smith.edu/departments/Biology/Bio231/calvin.html

On Monday we will go over the alternate pathways for carbon fixation and begin cellular respiration.

Post 100!! Block Day: Photosynthesis

I started class with a survey of how many students will be gone each day for AP tests.  This information will be used to plan what we do each day in class during those weeks.

Next we discussed our Final Exam!  The class was surveyed to find out if they would prefer to take the Final during a single 90-minute period NEXT BLOCK DAY, or split the test into two 40-minute parts and take it on Monday and Tuesday (5/2 and 5/3).  I will let you know the outcome of the vote by Friday.

In 2nd period we concluded the light-dependent reactions of photosynthesis. Students were asked to write their own summaries of twospecific parts: 1. How does non-cyclic photophosphorylation work?  Include a discussion of the role of light, antenna molecules, electrons, electron transport chain, water, ATP and NADPH.  2. Explain how ATP is created.  Use the terms electron transport chain, hydrogen gradient, ATP synthase, ADP and ATP.

6th period did the above, but also completed the Calvin cycle.  They were asked to explain how glucose is made, using the terms: carbon dioxide, RuBP, rubisco, ATP, NADPH, and glucose.

There was no homework and I ran out of time for discussing last night's homework.

Tuesday, April 19th - Photosynthesis and homework

(summary of what we did in class today is below the homework)

HOMEWORK IS DUE ON BLOCK DAY:

Read the information about the photosynthesis lab at the link below then answer the 6 questions written below.

http://www.phschool.com/science/biology_place/labbench/lab4/concepts2.html

Explain each of these in your own words.  Do not copy responses directly from the simulation.

1. What is the function of DPIP in this experiment?

2. What does a spectrophotometer measure AND why do we use a spectrophotometer rather than just collecting this data visually?

3.  Predict what we will see happening to the % transmittance in each of the 4 tubes (increase in tranmittance, decrease in transmittance or transmittance will stay the same) and explain.
     Tube 1: No DPIP, unboiled chloroplasts
     Tube 2: DPIP, unboiled chloroplasts
     Tube 3: DPIP, unboiled chloroplasts, wrapped in foil
     Tube 4: DPIP, boiled chloroplasts

4. Analyze the data in the table below. 

 Transmittance (%)                                      Time (min.)

Cuvette	0	5	10	15
2 Unboiled/Dark	31	34	35	36
3 Unboiled/Light	33	47	58	60
4 Boiled/Light	32	33	32	32
5 No Chloroplasts	31	31	31	31

5. In the following sample data table explain what most likely went wrong to give us this data.  (only include explanation that would give THIS particular set of data)

A) Describe the trends seen and

B) Explain why we see these trends.

                        Transmittance (%)                            Time (min.)

Cuvette	0	5	10	15
2 Unboiled/Dark	31	34	35	36
3 Unboiled/Light	33	47	58	60
4 Boiled/Light	32	45	55	58
5 No Chloroplasts	31	31	31	31

6.  In the following sample data table explain what most likely went wrong to give us this data.  (only include explanation that would give THIS particular set of data)

Transmittance (%)                            Time (min.)

Cuvette	0	5	10	15
2 Unboiled/Dark	31	39	45	50
3 Unboiled/Light	33	47	58	60
4 Boiled/Light	32	33	32	32
5 No Chloroplasts	31	31	31	31

In class today we continued our conversation about photosynthesis.  This information can also be found in chapter 10 of your text.  We started with a big picture of how light is used to make sugar in the chloroplasts and then focused in on the light-dependent reactions.

Monday April 18th: Photosynthesis Intro

1.  Vocabulary Quiz 4 tomorrow!
2.  Review sessions every Tuesday, Thursday and Friday from 3:05 to 4:35.

Class began with a quiz on the Ch. 40-42 homework packet.
Next we moved on to either finishing up plant nutrition (two classes needed to discuss the workings of phloem and the role of symbiotic organisms) or began photosynthesis.
Information about photosynthesis can also be found in Chapter 10 of your textbook.k

For Procrastinators Who Also Check the Blog.

I have been informed that the Ch. 40-42 reading guides have different section titles and locations of information from your edition of the textbook.  I have gone through Ch. 40 and am supplying the correct page numbers for each question here:
CH. 40
1. 821-822
2. 831
3. 823
4. 823-825
5. 832
6. 833
7. 832
8. 832
9. 833
10. 833
11. 833
12. 835
13. 835, 837, 838 +825 (describes adipose tissue)
14. 836
15. 839
16. 828
17. 829
18. 830
19. 840

Friday, April 15th: Plant Nutrition Wrap Up

1.  Ch. 40-42 Reading Guide due Monday.
2.  There will be a quiz on the Ch. 40-42 Reading Guide on Monday.  15 questions.
3.  Vocab Quiz 4 on Tuesday.

We had our ASB election assembly today, so classes were only 40 minutes.

Students worked with table partners to compare answers to the Plant Essential Question 1: How do plants acquire and distribute nutrients and water?  And then we went over the information together.
Most of our focus today was on the xylem and phloem, both their composition and how they function.  We concluded with a quick overview of the symbiotic relationships that help plants acquire nutrients and water.  These included:

• fungal mycorhizzae that connect to plant roots to increase surface area for water absorption.
• nitrogen-fixing bacteria that may live in nodules at the plant root.
• insects that provide nitrogen to carnivorous plants.
• parasites that remove nutrients or water from their plant hosts (aphids, some types of ivy, etc.)

Wednesday, April 13th: Block Day

1.  Ch. 40-42 packet is due on Monday
2. There will be a quiz on this material on Monday (5 questions from each chapter).
3.  Vocab Quiz 4 on Tuesday!
4.  Homework is to complete Plant Essential Question #1: How do plants acquire and distribute nutrients and water?

Today we started by going over the Animal Kingdom free response question that was given out on Tuesday.  This assignment was collected. 
Next we finished the Phyla of the animal kingdom checklist.  We identified that all chordates have a notochord at some point during development and that reptiles, aves and mammals have an amnion.  We then finished by noting that all chordates have an endoskeleton, Phylum Arthropoda have an exoskeleton and everything from Phylum Cnideria to Phylum Annelida has a hydrostatic skeleton.

I gave students about 15 minutes to look at preserved specimens from each of the phyla.  And that concluded the Diversity Unit.

The Plant Unit:
We will be learning more about plants by investigating three essential questions:
1.  How do plants acquire and distribute nutrients and water?
2.  How do angiosperms reproduce?
3.  How is plant growth controlled?

We began by investigating the first essential question.  Completing this question only is your homework.  Answers do not need to be in essay form.

Tuesday, April 12th: Continuing Animal Kingdom

We had an odd schedule for the HSPE test today.  I saw 3rd, 5th and 6th periods for 40 minutes each and did not see 2nd period at all! 

Reminders:
1.  Test corrections are due today at 3:05.
2.  First review session will be today at 3:05.
3.  Homework for 3rd, 5th and 6th is the Animal Kingdom free response with the phylogenetic tree that I handed out in class.
4.  Ch. 40-\42 packet is due on Monday.

In class:
We began with Vocab Quiz 3. 
Next we continued the Phyla of the Animal Kingdom checklist that we began yesterday.  Our focus was on differentiating between the triploblasts by bringing in acoelomate vs. pseudocoelomate vs. coelomate.  Within the coelomates we further divided the phyla into protostome (1st mouth) vs. deuterostome (2nd mouth) and how their embryonic development differs. 

Monday April 11th: the Animal Kingdom

Reminders:
1. Vocabulary Quiz 3 is tomorrow!
2. Test corrections are due at 3:05 tomorrow.
3. If you missed the Take Home Diversity Quiz or the Ch. 40-42 packet see me as soon as possible.
4. I will begin offering review sessions on Tuesdays, Thursdays and Fridays from 3:05 to 4:35.  Tomorrow is the first session.

In Class:
We began the Animal Kingdom by introducing terms used to differentiate between phyla, such as: asymmetrical vs. radially symmetrical vs. bilaterally symmetrical, cephalization, and diploblastic vs. triploblastic.  We used these terms to begin filling in a Phyla of the Animal Kingdom checklist.  If you did not receive this checklist you must see me. 

Friday before break

We made it to break!  Today in class I collected the Diversity Take Home test.  Students then got the choice of either working on test corrections or the Ch. 40, 41, 42 Reading Guide. 

Test Corrections are due at 3:05 on the Tuesday after break.  The Reading Guides are due on Monday, April 18th.  Also on Monday the 18th there will be a quiz on chapters 40, 41 and 42. 

A note on the reading guide: this was created from the eighth edition of our textbook, but we have the seventh.  This means that some of the sections are switched around.  The information is still in the same chapters, but may be a little harder to find.  Sorry about that. 

I wish you all a relaxing, fun and safe break!

Wednesday: Plant Diversity and Fungi!

• Test Corrections are due Tuesday, April 12th.
• Diversity Take Home Test Questions #1-20 only are due on Friday!!  If you will be gone on Friday you need to somehow get me your answers before you leave to receive full credit!

1.  We finished going over the Reading Guide for Chapters 29 and 30 with a discussion of evolutionary adaptations between plant groups.  Each of the bullet points below lists an advancement over the group prior.

• Charophyceans have peroxisomes to reduce photorespiration (increase efficiency of photosynthesis) and have chlorophyll b, which is less susceptible to UV bleaching.
• Bryophytes have jacketed (protected) gametangia in the form of archegonia and antheridia to protect the gametes from UV damage.  They also have a cuticle and air spaces to protect from desiccation.
• Lycophytes have a vascular system that supports the plant and increases efficiency of water and nutrient transport.  They also have a dominant sporophyte stage which reduces the effect of UV mutations on gametes.
• Pterophytes have rhizomes, which are a subterranean horizontal stem with small "roots" and shoots.  They also have an increased photosynthetic surface.
• Gymnosperms have pollen, which removes the need for water to transport the sperm.  In addition they have a seed which is to prevent desiccation and protect the embryo until growing conditions are right and it provides nutrition for the early growth of the embryo.
• Angiosperms have a flower which serves to attract pollinators, thus increasing diversity and fertilization rate.  They also produce fruits, which aid in dispersal of seeds by attracting animals.

2.  I then shared the 2005 FRQ on this topic which reads:

Angiosperms (flowering plants) have wide distribution in the biosphere and the largest number of species in the plant kingdom.

a)      Discuss the function of FOUR structures for reproduction found in angiosperms and the adaptive (evolutionary) significance of each.

b)      Mosses (bryophytes) have not achieved the widespread terrestrial success of angiosperms.  Discuss how the anatomy and reproductive strategies of mosses limit their distribution.

c)       Explain alternation of generations in either angiosperms or mosses.

We went through the rubric together.

3.  The rest of the class time was dedicated to Kingdom Fungi.  The 3 most critical slides are below.

Tuesday: More Plants!

Test Corrections are due Tuesday, April 12th (right after break)

1. We took our second Vocabulary Quiz today.  If you missed this quiz you must make it up as soon as you return.
2. In pairs you completed the four plant life cycle diagrams which we then went through together in class.
3. We then turned our focus back to the Ch. 29 Reading Guide and the Plant Diversity table.  We recorded that

•  The bryophytes are the only plant group that has a dominant gametophyte stage; the others have a dominant sporophyte stage. 
• Sporophytes are dependent on the gametophyte only in the bryophyte group (although both Lycophytes and Pterophytes have dependent sporophytes at the earliest stages, they then become fully independent). 
• The sporophyte and gametophyte are independent structures in Lycophytes and Pterophytes.
• Gametophytes are dependent on the sporophyte (in fact they are fully internal to it!) in Gymnosperms and Angiosperms.

4.  At the very end of class we began discussing the evolutionary advancements made as we compared different groups of plants, moving from Charophyceans (protist ancestor) to Bryophytes, to Lycophytes, to Pterophytes, to Gymnosperms, to Angiosperms.  We will complete this conversation tomorrow.

Plants!

Test Corrections start today!  Come in during tutorial to do test corrections to the Evolution Test and earn back up to half your missed points.  Test Corrections will be due at 3:05 on the Monday after break.

Vocabulary Quiz 2 is tomorrow!

Today our focus was on plants.  We started by going through the top of the table on page 3 of the packet.  spent some time discussing the vascular system (xylem up, phloem down!), the limitations of flagellated sperm, and the advantages of pollen, seeds, flowers and fruits.  However, the bulk of the class time was spent on alternation of generations, which is one of the most important topics covered within this kingdom.  Here are some animations of alternation of generations: Life Cycles of Ferns and Flowering Plants, Life Cycle of a Gymnosperm,  Life Cycle of a Moss

To check your understanding of these concepts, try Activity 29.1, Activity 29.2, and Activity 30.1.

Tomorrow we will be taking the Vocab Quiz, finishing the diagrams of the various life cycles, going over the rest of the plant packet, looking at a past FRQ on this topic and introducing Kingdom Fungi!

Protists!

Assembly schedule so we had short classes today.

Our focus was on Kingdom Protista.  We discussed the common features of protists: eukaryotic and usually single-celled.  Otherwise, the takeaway of this kingdom is its incredible diversity!  Most likely this kingdom will be divided into at least three separate kingdoms in the near future.  We viewed videos showing real time images of diatoms, amoeba, ciliated protists, algae, and more.

HW: Chapter 29/30 reading guide packet is due on Monday (2nd period - due Tuesday)

Diversity Unit Day 2

ASSEMBLY SCHEDULE TOMORROW. 2ND PERIOD STARTS AT 8:15.

1. We began with a 2 point warm up question "List the categories that living things are divided into from most general to most specific." 
2. Next I gave a 2009 free response question on the topic of phylogeny.  We traded and graded these in class, using it as another opportunity to discuss strategies on the AP Bio exam.  Students kept their essays and they were not entered in the Gradebook.
3. We then completed our notes on prokaryotes.  If you were absent you should get these notes from a classmate.  While completing these notes we checked and corrected this section in the Diversity Unit packet, which was then returned to me.

Note: 2nd period did not do the FRQ or warmup.  Instead we finished prokaryotes and introduced Kingdom Protista.  Part of class was focused on the theory of endosymbiosis.

HW: DUE MONDAY - Reading guide and handout for Chapters 29 and 30 on Plants.

We will be focusing on Kingdom Protista tomorrow.

Diversity Unit Day 1

Class began with our first Vocabulary Quiz.  As a reminder, we will be having a vocabulary quiz every Tuesday for seven weeks.

I then introduced the Diversity Unit in a fairly standard lecture format.  We first reviewed phylogeny and how scientists use evidence from the fossil record, morphology and molecular data to deduce evolutionary relationships.  I emphasized that phylogenetic trees are merely hyopotheses based on the best data available.  We also learned the classification scheme.  YOU ARE RESPONSIBLE FOR KNOWING THIS IN ORDER:  Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species.  Students offered up mnemonic devices to help remember this system.

Next began our discussion of the prokaryotic domains: bacteria and archaea.  The information on these domains can be found in Chapter 27.  If you missed these notes I would like you to get them from a classmate.  We will continue this discussion on block day this week.

Messy Monday

First, the organized stuff:

• All classes have Vocabulary Quiz 1 tomorrow (20 questions matching scientific terms to their definitions)
• Friday there is an assembly schedule.  If you have 1st period open you need to be at school by 8:15!
• If you are interested in the Youth Ethics Summit on April 9th from 10-4 you need to register at http://nwabr.kintera.org/11yes by April 1st

Now the less organized stuff:
Almost every class did something different today.

• 2nd and 3rd period performed AP Lab 8: Population Genetics, which is more of an activity than and actual lab.  To review the main concepts from this lab go to http://www.phschool.com/science/biology_place/labbench/lab8/intro.html
• 5th period gathered data from the Fruit Fly crosses and used that data to determine which allele was dominant for each eye color gene.  You will receive further data at a future date.
• 6th period reviewed both the information from the Population Genetics Lab (see 2nd and 3rd period note) and the fly data collection (see p. 5 note).  We then attempted to view the Evolutionary Arms Race, but ran into technical difficulties.  The last 10 minutes were spent studying for tomorrow's vocabulary quiz.

Evolution Test Day

We started by addressing some mistakes in how people were thinking about isolating mechanisms between species.  A reminder that these are ways in which successful reproduction is PREVENTED between members of different species.

I then gave the Evolution Test.  It is 28 multiple-choice questions.  If you were absent you must see me to schedule to take this test as soon as you return to school!

I also distributed a list of vocabulary prefixes, suffixes and root words.  Each TUESDAY you will be given a quiz on scientific terms containing words from this list.  The quizzes are 20 matching questions.  The first quiz will be next Tuesday, March 22nd.  In case you have misplaced your list, I have included it below.

PREFIXES, SUFFIXES, AND STEMS

The following list gives the meaning of prefixes, suffixes, and stem that are commonly used to form scientific terms. Whenever you encounter a new term in your study of biology, break it apart and try to find the parts in this list. Such a habit will greatly simplify your mastery of biological vocabulary.

As an example, you might take the word nephrology. The stem nephro‑ is derived from the Greek word nephros, meaning kidney, while the stem log‑ is derived from the Greek word Logos, meaning thought or study of. You might later encounter the word nephrolith, and you would then only have to determine the meaning of the suffix ‑lith since you would already know the meaning of the first part of the word. Or when you ran across such words as bacteriology and zoology, you would probable have a good idea of what they mean. After some practice, you will be surprised how many new words you can define without looking them up.

It has often been necessary to add a vowel to combining forms for pleasing pronunciation. For example, bacteri‑ + ‑logy becomes bacteriology. For the same reason it has been necessary, at times, to drop or change a vowel in a prefix, suffix, or stem. For example, gastro‑ becomes gastric, the adjective pertaining to the stomach.

Most scientific terms are derived from either the ancient Greek or the Latin because neither of these languages is in used now so that they are unchanging, and also they are studied universally. As a result, you will find that Latin noun endings are often used in biology. As a help in determining the plural of words with Latin endings, you might memorize the following:

QUIZ 1
a‑, an‑	no; lacking; none
ab‑	away from; out from
ac‑	to; toward
‑aceus; ‑aceous	of or pertaining to
acou‑	hearing
acr‑; acro‑	extreme; peak
ad‑	to; toward
adeno‑	gland
agri‑	field, soil
‑al	having character of
alb‑	white
‑algia	pain
alto‑	high
ameb‑	change; alternation
amphibi‑	leading a double life
ampho‑; amb‑	both
an‑	not; without
ana‑	up
andro‑	masculine; man
anemo‑	wind
angio‑	vessel
ante‑	before; ahead of time
antero‑	front
antho‑	flower
anti‑	against
anthropo‑	man
ap‑	to; toward
aqu‑	water
archaeo‑	primitive; ancient
arthro‑	joint
aster‑; astr‑	stars
‑ate	used in forming verbs from nouns
‑ation	used in forming nouns from verbs
atom‑	vapor
audi‑	hear
auto‑	self
bactr‑	stick; club
barb‑	beard
baro‑	weight
bath‑	depth; height
bene‑	well; good
bi‑	two; twice; double
bio‑; bi‑	life; living
‑blast	sprout; germ
brachi‑	having arms
branchi‑	having fins
brev‑	short
bronch‑	windpipe
calor‑	heat
carb‑	coal; carbon
cardi‑	heart
carn‑	meat
carp‑	fruit
carpal‑	wrist
caud‑	tail
QUIZ 2
cell‑	storeroom; chamber
‑cene	new; recent
centi‑	hundredth
centr‑	center
cephal‑	head
cervic‑	neck
chem‑	referring to chemistry
chlor‑	green
chrom‑; ‑chrome	color
chym‑	juice
‑cide	killing
circum‑	around; about
cirru‑	hairlike curls
co‑	with; together
cocc‑	seed
coel‑	hollow
coll‑	glue
com‑	with; together
con‑	with; together
coni‑	cone
contra‑	against
corp‑	body
cosmo‑	world; order; form
cotyl‑	cup
counter‑	against
crypt‑	hidden; covered
‑cule; ‑culus	added to nouns to form diminutive
cumul‑	heaped
cuti‑	skin
cyan‑	dark blue
‑cycle; cyci‑	ring; circle
cyst‑	bladder; pouch
cyt‑; ‑cyte	cell; receptacle
dacty‑	finger
deca‑	ten
deci‑	tenth
deliquesc‑	become fluid
demi‑	half
dendr‑	tree
dent‑	tooth
derm‑	skin
di‑	two; double
dia‑	through; across
digit	finger; toe
din‑	terrible
dis‑	apart; out
dorm‑	sleep
dors‑	back
du‑; duo	two
‑duct	lead
dynam‑	power
dys‑	ill; bad
ec‑	out of; outside
echin‑	spiny; prickly
eco‑	house
QUIZ 3
ect‑	outside; without
electro‑	electric; electricity
en‑	in; into
‑en	made of
encephal‑	brain
end‑; ent‑	within; in
enter‑	intestines
‑eous	nature of; like
epi‑	on; above
‑err	wander; go astray
erythro‑	red
ethno‑	race; people
eu‑	well; good
extra‑	beyond; outside of
ex‑	out of
‑fer	bear; carry; produce
ferro‑	iron
fibr‑	fiber; thread
‑fid; fis‑	divided into; split
‑flect; ‑flex	bend
flor‑	flower
fluor‑	fluorine
foli‑	leaf
fract‑	break
galact‑; galax‑	milk; milky fluid
gastro‑	stomach
geo‑	land; earth
‑gen; ‑gine	producer; former
‑gene; gene‑	origin
‑gest	carry; produce
glob‑	ball; round
glottis	mouth of windpipe
‑gon	angle; corner
‑gony	offspring; generation; coming into being
‑grade	step; division
‑gram	writing; record
‑graphy; ‑graph	writing; record
grav‑	heavy
gross	thick
gymno‑	naked
gyn‑	female
gyr‑	ring; circle; spiral
haem‑; hem‑	blood
hepat‑	liver
herb‑	grass
hetero‑	different; other
hex‑	six
hibern‑	winter
QUIZ 4
hipp‑	horse
hist‑	tissue
holo‑	entire; whole
homo‑	man
homo‑	same; alike
hort‑	garden
hybrid	mongrel
hydr‑	water
hygr‑	wet; moist
hypo‑	beneath; under; less
hyper‑	above; beyond; over
hypho‑	weaving
hypno‑	sleep
‑ic	added to nouns to form adjectives
ichthy‑	fish
ign‑	fire
im‑	not
in‑	to; toward; into
in‑	not
‑ine	of or pertaining to
infro‑	below, beneath
inter‑	between
intra‑	within; inside
‑ion	go; come
‑ism	a state or condition
iso‑	equal; same
‑itis	inflammation; disease
kilo‑	thousand
lachry‑	tear
lact‑	milk
lat‑	side; flank
‑less	without
leuc‑	white; bright; light
lign‑	wood
lin‑	line
lingu‑	tongue
liqu‑	become fluid, liquid
lip‑	fat
lith‑; ‑lite	stone; petrifying
loc‑	place
‑logy	study
‑lysis; ‑lyte; ‑lyst	dissolve; decompose
macr‑	large
mal‑	bad; evil
malle‑	hammer
mamm‑	breast
marg‑	border; edge
mast‑	breast
med‑	middle
meg‑	great; million
mela‑; melan‑	black; dark
mes‑	middle; half; intermediate
met‑; meta‑	between; along; after
meteor‑	lofty, high, in air
‑meter; ‑metry	way of measuring, instrument for measuring
metro‑	uterus
QUIZ 5
micro‑	small
milli‑	thousandth
mis‑	wrong; incorrect
mito‑	thread; filament
mole‑	mass
mono‑	one; single
mont‑	mountain
mort‑	death
mov‑; ‑mot	move
morph‑	shape; form
multi‑	many
mycel‑	threadlike
mycet‑	fungus
myria‑	many
moll‑	soft
nas‑	nose
nemat‑	thread
neo‑	new; recent
nephro‑	kidney
‑ner‑	moist; liquid
neur‑; nerv‑	nerve; tendon
noct‑; nox‑	night
‑node	knot
‑nomy; ‑nome	distribute; arrange; law
non‑	not
not‑	back
nuc‑	center
ob‑	against
ocul‑	eye
oct‑	eight
odont‑	tooth
‑oid	like in form or shape
olf‑	smell
omni‑	all
oo‑	egg
opthal‑	eye
opt‑; opsy	eye; vision
orb‑	circle; round; ring
orth‑	straight; correct; right
oscu‑	mouth
oste‑	bone
‑ous	full of; abounding in
ov‑	egg
oxy‑	sharp; acid; oxygen
pachy‑	thick
paleo‑	old; ancient
palm‑	broad; flat
pan‑	all
par‑	beside; near; equal; bring forth
path‑; ‑pathy	disease; suffering
‑ped	foot
pent‑	five
QUIZ 6
per‑	through
permea‑	pass; go
phag‑	eat
pheno‑	show
phil‑	living; fond of
phon‑;‑phone	sound
‑phore	bearer
photo‑	light
phyc‑	seaweed; algae
‑phyll	leaf
physi‑	nature; natural qualities
‑phte; phyt‑	plant
plan‑	roaming; wandering
plasm‑; ‑plast	form; formed into
pleur‑	rib; lung
pneumo‑	lungs; air
‑pod	foot
poly‑	many; several
por‑	opening
port‑	carry
post‑	after; behind
pom‑	fruit
pre‑	before; ahead of time
pro‑	forward; favoring
procto‑	rectum; anus
proto‑	first; primary
pseud‑	false; deceptive
pter‑	having wings or fins
pulmo‑	lung
puls‑	drive; push
pyr‑	heat; fire
quadr‑	four; four‑fold
quin‑	five
radi‑	ray; spoke of a wheel; energy in rays
re‑	again; back
rect‑	correct; right
ren‑	kidney
ret‑	net; made like a net
rhin‑	nose
rhiz‑	root
rubr‑	red
saccharo‑	sugar
sapr‑	rotten
saur‑	lizard
scler‑	hard
sci-	know
scope	look; observe
‑scribe; script	write
semi‑	half; partly
QUIZ 7
sept‑	partition; seven
septic	putrefaction; infection
sex‑	six
‑sis	condition; state
sol‑	sun
solv‑	loosen; free
somn‑	sleep
son‑	sound
spec‑; spic‑	look at
sperm‑	seed
spher‑	ball
‑spire	breathe
spore	seed
stat‑	standing; placed
stell‑	stars
stern‑	breast; chest
stom‑; ‑stome	mouth
strat‑	layer
stereo‑	solid; three dimensions
strict‑	drawn tight
styl‑	pillar
sub‑	under; below
super‑	over; above; on top
sur‑	over; above; on top
sym‑; syn‑	together
tachy‑	quick; swift
tarso‑	ankle
tax‑	arrangement
tele‑	far off; at a distance
terr‑	earth
tetr‑	four
thall	young shoot
therm‑	heat
‑tom	cut; slice
toxico‑	poison
top‑	place
trans‑	across
tri‑	three
trich‑	hair
troph‑	one who feeds; well fed
trop‑	turning; changing
‑ule	diminutive
ultra‑	beyond
ur‑	urine
vas‑	vessel
vect‑	carry
ven‑; vent‑	come
ventr‑	belly
vice‑	in place of
vig‑	strong
vit‑; viv‑	life
volv‑	roll; wander
vor‑	devour; eat
xanthin‑	yellow
zo‑; ‑zoa	animal
zyg‑	yolk
zym‑	yeast