Download 2.02, 2.03, and 2.05 Notes FINAL

Day 1 Topic: Cells & Organelles
Place an X next to the things you think are made of cells:
___ flowers
___ skin
___ proteins
___ rocks
___ milk
___ bone
___ lungs
___ hamburger
___ DNA
___ calcium
___ apples
___ sand
___ worms
___ bacteria
___ leaf
___ seeds
___ water
___ sugar
___ blood
___ saliva
___ mushroom
Describe the “rule” you used to determine if
something was made of cells or not:
What is a cell?
-
Cells are the smallest _______________ things
Cell hierarchy: Cell  ______________  _______________  _________________  Organism
Cell’s job is to make ________________: which control ______________________ the organism does!
Two main types of cells:
Size
Evolutionary Age
Nucleus?
Organelles?
PROKARYOTIC
[means “before _______________”]
________________ and simple
Older
EUKARYOTIC
Large and _______________
Younger
ONLY ________________, cell membrane,
___________________
DNA?
Examples
In _____________________
in nucleus
____________, ______________,
fungi (Everything else!)
Plant versus Animal Cell Structures:
Directions: Use your books (pages 174-181) to fill out the table below.
ORGANELLE
FUNCTION
CELL WALL
CELL MEMBRANE
NUCLEUS
RIBOSOMES
MITOCHONDRIA
CHLOROPLAST
VACUOLE
GOLGI APPARATUS
ENDOPLASMIC RETICULUM
LYSOSOME
PLANTS
ANIMALS
Day 3 Topic: Cell Specialization & Communication
Cell Specialization: Each cell in an organism has a special job
 How do we make them?
o All cells start out the same way (called _________ __________). The ___________ tells it what
to become, and it makes special proteins to do the job it is told to do
Specialized
Explanation
Picture
Cell
Are shaped like a bowl to carry ______________
Red Blood
molecules; have no nucleus! Remember: the protein
Cells
____________ is what binds to the oxygen molecules!
Muscle Cells
Have more ____________________ than others to
make more _______________!
Xylem cells
Transport _________ from the _______ to the leaves.
Phloem cells
Transport ___________ throughout the plant (from
the ______________).
Guard cells/
Stomata
Act like mouths to _______ and ________, letting
_______ in and out of the leaves { _____ in, ____out]
Tiny, ________________ projections that protrude
from the inner lining of the ____________ wall.
Intestinal Villi
___________ the ____________ area of the intestinal
wall, resulting in better ______________ of nutrients!
Cell Communication: All cells have to communicate to help an organism survive! Two ways:
1. Hormones
-
________________, so shape matters!
Only work for cells with the right
______________________ proteins
Travel ______________
In _________ AND _______________
2. Neurons
-
In the _______________ system
Send out molecules called neurotransmitters
Travel _______________
In _________________ only
Day 4 Topic: The Cell Membrane
Homeostasis: Maintaining a constant internal _______________.
Plants and animals regulate things like: ______, water, ______________, glucose, __________, etc.
- Cell _______________ controls what goes _____ and ________ = maintains homeostasis!
Cell Membrane
-
Phospholipid bilayer: two layers of ____________ that make a flexible barrier
Also _________________ found in the membrane
_________________-permeable: only lets ___________ things move through
Can Cross
Can’t Cross
Concentration Gradient
Particles move in response to a concentration gradient:
Passive versus Active Transport
TYPE
PASSIVE
ACTIVE
-
Diffusion
Osmosis
Facilitated
Diffusion
Active Transport
MOVES?
DIRECTION?
USES
ENERGY?
_______ to Low
Particles
USES A
PROTEIN?
NO
NO
High to ______
Particles
Passive transport will continue until ________________________ is reached: in other words, when
there is the _____________ number of molecules on ____________ sides
How does this affect cells?
Water ___________the Cell
______________
Water ___________ the cell
Day 1 Activity
Cell Practice!
Label the plant and animal cells below:
Compare/Contrast Prokaryotes and Eukaryotes:
Making Predictions!
If this happened…
Then this would happen…
Justification: WHY???
All of the ribosomes disappeared
The cell membrane broke down
The nucleus was destroyed
A virus attacks and destroys all of
the mitochondria
Chloroplasts in a plant cell stopped
absorbing sunlight
TRAVEL BROCHURE: Make a brochure that highlights the trip you could take inside either a plant or animal
cell. Be creative, colorful, and descriptive! Be sure to include 6 organelles (and their pictures and functions)!
Day 2 Activity -- Microscope
Lab
Purpose: To observe different types of cells under the microscope and visualize
differences between plants, animals, and prokaryotes.
Pre Lab:
There are three “objective” lenses on the microscope. To calculate the
TOTAL magnification, multiply the magnification on the objective by the
magnification of the eyepiece. Calculate the following magnifications below:
RED: 4X x 10X (eyepiece) = ___________ X
YELLOW: 10X x 10X (eyepiece) = ___________X
BLUE: 40X x 10X (eyepiece) = ___________ X
Part 1 - Cheek Cells
Background info: I used a toothpick to scrape cheek cells off the inside of my mouth. Then I stained the
cells with iodine so that we can see them under the microscope (otherwise, they would be transparent).
1. Observe the cheek cells slide under low power (4x)(red). Draw what you see in Figure 1 (below, left).
2. View the cheek cell on high power (40x)(blue). Draw 2 or 3 cells in Figure 2 (below, right).
3. Label the nucleus, cell membrane, and cytoplasm.
Figure 1: Drawing of the cheek cell in low power (4x)(red)
Figure 2: Drawing of the cheek cells in high power (40x)(blue)
Label the nucleus, cell membrane, and cytoplasm.
Analysis:
1. Why did we add iodine to our cheek cells (see background info)? ___________________________________
2. What structure in the cheek cell was stained the darkest? ________________________________________
3. Is your cheek cell an animal or plant cell? ____________ 4. Which color lens magnified the most? ________
5. What is the total magnification of the (40X)(blue) objective?
Hint: multiply the eyepiece and objective together (see prelab)._____________________________
Part 2 - The Elodea leaf (from Mr. Naeger’s tank!)
1. Observe the Elodea leaf under low power first (4x)(red), then under high power (40x)(blue).
2. Draw what you see under 40X magnification in Figure 3 (below).
3. Label the following organelles: cell wall and chloroplasts.
Figure 3: Drawing of the Elodea cell in high power (40x)(blue)
Label the cell wall and chloroplasts.
1. Why is the chloroplast green? What pigment does it have?
___________________________________________________
2. What structure is the outer most layer of the plant cell?
__________________________________________________
Part 3 - The Onion Root Cell
1. Observe under low power first (4x), then under high power (40x)(blue).
2. Draw the high-power image in Figure 4 (below) and label the following organelles: cell wall, cell
membrane, cytoplasm, and nucleus.
Figure 4: Drawing of the Onion Root cell in high power (40x)(blue)
Label the cell wall, cell membrane, cytoplasm, and nucleus.
Analysis:
1. What structures are found in plant cells, but not animal cells?
________________________________________________________________
2. Onion cells are plant cells. Confirm this statement by
using evidence from your drawing (what plant cell structures are present?).
________________________________________________________________________
3. What green structures did you see in the Elodea cells, but not onion cells? ___________________________
4. Why do you think you don’t find these structures in the onion root cells (hint: onions grow in the ground)?
______________________________________________________________________________________
______________________________________________________________________________________
Part 4 – ALGAE
1. Observe the algae on the slide under low
power (4x)(red).
2. Draw what you see in Figure 5 (below).
Part 5 – The Orientation of the letter “e”
1. Observe the “e” on the slide under low
power (4x)(red).
2. Draw what you see in Figure 6 (below).
Figure 5: Drawing
of algae tank water
under high power
(40x)(blue)
Figure 6: Drawing
of the “e” under low
power (4x)(red)
1. Describe the color, and structure of the algae
cells. _______________________________
______________________________________
2. Skill: Calculate the total magnification
when using the following objective lenses
(see prelab question).
Analysis:
1. Describe the orientation of the e (e.g., is it
backwards, right-side-up, etc?).
___________________________________
2. What does this tell you about everything you
view through a microscope?
___________________________________
3.
Red: ________ Blue: ___________
Draw what the letter “b” should look like
under the microscope. Under microscope:
Day 3 Activity
What Makes Us Special??
Specialized Cell
Sketch
Why is it special?
Who has them?
R.A.F.T Writing Assignment
Choose 1 of the following writing assignments and complete the task! Your response should be at least ¾ page.
Write on a separate piece of paper. Be sure to include SUPPORT and ELABORATION for your position!
ROLE
AUDIENCE
Your idol (ex. Brain cell,
liver cell, skin cell, etc.
etc. etc.)
FORMAT
Guard Cell
Plant
Ransom Note
Muscle Cell
Athlete
Rap/ Song
Mitochondrion
Red Blood Cells
Thank you letter
Neuron
Hormones
Newspaper Editorial
Stem Cell
Letter
TOPIC
Why you want to be like
the cell when you
differentiate (grow up)
You refuse to open the
stomata until the plant
recognizes you as the
most important cell.
Making energy ain’t
easy
The role red blood cells
play in bringing oxygen
to the mitochondria
Why you are a superior
way of communication
Day 4 Activity --
Diffusion Lab
Introduction: In this lab you will observe the diffusion of a substance across a semi permeable membrane.
Iodine is a known indicator for starch. An indicator is a substance that chances color in the presence of the
substance it indicates. You have already used iodine as an indicator for starch in previous experiments.
Pre-Lab Observations: Describe what happens when iodine comes into contact with starch.
_______________________________________________________________________________________
Procedure:
1. Fill a plastic baggie with about ½ cup of starch mixture provided by your teacher.
2. Fill a beaker halfway with water and add 1 ½ mL of iodine (use the 1 ½ line on the dropper).
3. Place the baggie in the cup so that the cornstarch mixture is submerged in the iodine water mixture.
4. Wait about 45 minutes, and then record your observations in the data table
5. While you are waiting, answer the questions below.
Questions:
Define diffusion.
_______________________________________________________________________________________
Define osmosis.
_______________________________________________________________________________________
What is the main difference between osmosis and diffusion?
_______________________________________________________________________________________
Why is iodine called an indicator?
_______________________________________________________________________________________
Molecules tend to move from areas of ____________ concentration to areas of___________ concentration.
What is in the Bag?
_______________________________________________________________________________________
Let’s concentrate on concentrations! Which substances are more or less concentrated depends on which one
has the most stuff in it.
1. Is the baggie or beaker more concentrated in starch? ____________________
2. Is the baggie or beaker more concentrated in iodine? ____________________
Make Some Predictions
1. If the baggie was permeable to starch, which way would the starch move,
__________________
into the bag or out of the bag?
2. If the baggie was permeable to iodine, which way would the iodine move,
__________________
into or out of the bag?
3. If the baggie was only permeable to iodine, what color would you expect the solution in the baggie to
turn? ________________
What about the solution in the beaker? ________________
4. If the baggie was only permeable to starch, what color would you expect the solution in the baggie to
turn? ________________
What about the solution in the beaker? ________________
5. Write a hypothesis about what you think will happen (if…then…): _____________________________
_________________________________________________________________________________________
Data Table
Starting Color
Color after 45 minutes
Solution in Beaker
Solution in Bag
Post Lab Analysis
1. Based on your observations, which substance moved, the iodine or the starch? ____________________
2. How did you determine this? ____________________________________________________________
______________________________________________________________________________________
3. The plastic baggie was permeable to which substance? ____________________
4. Is the plastic baggie selectively permeable? ____________________
5. In the space below, LABEL what was where before and after the experiment, and use arrows to illustrate how
diffusion occurred in this lab (hint: what was moving in, and what was moving out of the bag?).
Before
After 45 min.
6. What would happen if you did an experiment in which the iodine solution was placed in the baggie, and
the starch solution was in the beaker? Be detailed in your description.
______________________________________________________________________________________
______________________________________________________________________________________
7. Based on your experimental results, why would it not be a good idea to store iodine in a plastic bag? EXPLAIN!
______________________________________________________________________________________
______________________________________________________________________________________