Under the Microscope Lesson 2 Quiz

Which of the following slides show NON-LIVING organisms? (Select 3)

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How do living things compare to nonliving things at a microscopic scale?

• Claim A: On a microscopic scale, living things and nonliving things are made up of cells.
• Claim B: On a microscopic scale, nonliving things are more complex than living things. However, living things can grow and nonliving things cannot.
• Claim C: On a microscopic scale, only living things are made up of cells, but both living and nonliving things have structures that can only be seen with a microscope.

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NGSS.MS-LS1-1

How do human organs compare to each other at a microscopic scale?

• Claim A: On a microscopic scale, the cells of human organs have different shapes and sizes and have different specialist roles.
• Claim B: On a microscopic scale, the cells of human organs have different sizes, but are all the same shape.
• Claim C: On a microscopic scale, the cells of human organs are all the same size, but have different shapes.

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NGSS.MS-LS1-3

How do humans compare to plants at a microscopic scale?

• Claim A: On a microscopic scale, human and plant cells are identical to each other.
• Claim B: On a microscopic scale, human and plant cells are different shapes and sizes.
• Claim C: On a microscopic scale, the cells of plants are all identical, and human cells have different shapes and sizes.

How do microorganisms compare to human samples?

• Claim A: On a microscopic scale, microorganisms are made of one giant cell, and humans are made of many tiny cells. They are both made of cells.
• Claim B: On a microscopic scale, the cells of microorganisms cannot carry out processes, but human cells can. They are both made of cells.
• Claim C: On a microscopic scale, microorganisms and humans are both made of cells. However, humans are made of many different types of cells.

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NGSS.MS-LS1-1

Renee is designing an investigation using a microscope to COMPARE cells in different living things.What should be her MAIN consideration when designing the investigation?

• a. The number of cells collected within each sample, so that the student can record the total cells
• b. The variety of living things selected, so the student can examine the cells of many living things
• c. The temperature of the lab during the investigation, so the student can control how the environment affects the cells
• d. The style of the microscope to examine the cells, so the student can take pictures of the slides

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NGSS.MS-LS4-2

What evidence do you have to support the claim that the body is a grouping of systems working together?

• The body is made of different systems like the respiratory, digestive, and nervous system. These systems work together because a problem with one system affects others. For example, breaking a bone in your skeletal system also means the muscles around it can‘t effectively do their job of moving .
• The body is made of different systems like the respiratory, digestive, and nervous system. However, these systems are completely isolated meaning they do not work together. There is no evidence to support their interaction.
• The body is made up of only one complete system- the body system. There are lots of tiny incomplete systems like cellulose and protein that work together so the body can move. However, all other systems work independently and do not need to work together for you to survive.

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NGSS.MS-LS1-3

Students in three Grade 6 classes are currently experiencing similar symptoms. The data shows how many students are sick in each class. The school is trying to figure out if students are experiencing seasonal allergies, or if bacteria are spreading. What evidence from cells or body systems would you collect to determine the cause of the illness?

• I would collect tissue samples from their lungs to see if they have a foreign body stuck inside like a pea.
• I would collect cheek swabs from their mouth and look for the presence of bacteria or a virus that may be making them sick.
• I would collect historical data from the area to see what illnesses had been spread to their ancestors.

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NGSS.MS-LS1-3

Which of the following slides show evidence of UNICELLULAR organisms? (Select 2)

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NGSS.MS-LS1-1

Finish the sentences using the answer choices: Living things 1:[have / do not have] cells. Nonliving things 2:[have / do not have] cells.

• 1 have; 2 have
• 1 have; 2 do not have
• 1 do not have; 2 do not have
• 1 do not have; 2 have

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NGSS.MS-LS1-1