Download Notes on cell biology

Cell Biology
Structure of plant cells:
Structure of Animal Cells:
LO: Describe the structure of plant and animal cells.
SLE: Meet NGSS
Checkpoint Quiz on Cell Structure:
1. Draw an animal cell, label the parts
(organelles), and describe what the parts do.
LO: Describe process of diffusion in cells
SLE: Work collaboratively.
Problem: How does temperature
affect the diffusion rate of food
coloring in water?
Hypothesis:
Independent variable:
Dependent variable:
3 Controls:
Procedure:
1. Put cold water in a beaker, add
2-3 drops of food coloring.
2. Time how long it takes the food
coloring to reach the edges of
the beaker.
3. Repeat with hot water.
4. Compare diffusion rates.
Data:
Water Temp. (C)
Cold 1
Cold 2
Cold avg.
Hot 1
Hot2
Hot avg.
Conclusion:
Diffusion Rate
(sec)
Movement of Nutrients Within and
Between Cells:
Within cells, most particles
move randomly through the
process of diffusion:
movement of particles from
areas of high concentration
to areas of low
concentration. When water
diffusion occurs through a
cell or nuclear membrane,
it’s called osmosis.
Diffusion and osmosis are
forms of passive
transport: no energy is
used to move nutrients
around.
If energy is used to move
nutrients (via proteins in
the cell membrane or by
Golgi bodies), it’s called
active transport.
In both plant and animal cells, nutrients are
usually brought into the cells, and waste
removed from cells, through active and passive
transport. (In animals, this is the only way that
cells get nutrients.)
LO: Describe nutrient transport in cells
SLE: Meet or exceed NGSS
Homework:
1. Read p. 34-37, take additional notes where
needed;
2. Review questions p. 37
LO: Describe the process of osmosis
SLE: Work collaboratively
Problem: How does the salt
concentration in water affect osmosis
through egg yolk membranes?
Hypothesis:
Independent variable:
Dependent variable:
3 Controls:
Procedure:
1. Fill two beakers with water
2. Put 2 Tsp of salt in one beaker
3. Gently place an egg yolk in each
beaker
4. Measure the diameter of each yolk
5. Wait 24 hours.
6. Measure the diameter of the egg
yolk again and compare.
Data:
Initial diameter of
yolks (cm)
Diameter after 24
hours (cm)
Fresh water:
Salt water:
Conclusion:
LO: Describe the process of osmosis
SLE: Work collaboratively
Problem: During osmosis, how do
substances move through a membrane?
Hypothesis:
Data: Record your
observations here
(qualitative): (Diagram OK)
Procedure:
1. Into the plastic composting bag add about 3
level teaspoons cornstarch. Add 75ml of
water, hold the bag shut and shake gently to
mix. Finally, use the twist tie to seal the bag so
none of the
cornstarch mixture can leak out.
2. Into the clear plastic cup, add 100ml of
water and 15 drops of iodine liquid.
3. Put the plastic bag containing the
cornstarch solution into the iodine solution so
the part filled with the cornstarch solution is
submerged inthe iodine solution.
4. Wait about 15 minutes.
5. Observe what happens and record
observations.
Conclusion:
LO: Describe nutrient movement within cells
SLE: Meet or exceed NGSS
Checkpoint Quiz on Nutrient Movement:
1. Describe how diffusion works.
2. How does temperature affect diffusion?
3. What is osmosis?
4. Describe the difference between passive and
active transport.
5. What part of the cell controls what exits and
enters the cell?
LO: Describe effects of salt on osmosis.
SLE: Work collaboratively.
Osmosis Activity #3:
1. Prepare slides from a slice of air-dried onion skin
and onion skin that has been soaked in salt
water.
2. Make microscope drawings of both samples.
3. What is the difference between the two
samples?
4. Why is there a difference (or not a difference)?
Photosynthesis: How plant cells get energy.
6H2O + 6CO2  C6H12O6 + 6O2
Respiration: How cells use stored energy:
C6H12O6 + 6O2  6H2O + 6CO2
Homework:
LO: Describe how cells get and use nutrients and
energy.
SLE: Meet or exceed NGSS
1. Read p. 38-41
2. Respond to questions p. 41
3. Read and respond to questions in
photosynthesis/respiration packet
LO: Describe the effects of salt concentration on
cellular osmosis.
SLE: Work collaboratively.
Problem: How does the salt content of water
affect the rate of water absorption in plant
cells?
Hypothesis:
Independent variable:
Dependent variable:
3 Controls:
Procedure:
1. Get two potato slices
2. Measure the mass of each potato slice.
3. Place one half of the potato in a beaker of
salt water, and the other in a beaker of fresh
water.
4. Wait two days.
5. Find the mass of each potato half again.
6. Make qualitative observations.
Data:
Mass of
slice (g)
Before:
After:
In Fresh
water
In salt water
Qualitative observations:
Conclusion:
LO: Describe the process of photosynthesis
SLE: Work collaboratively
Photosynthesis experiment:
Problem: How does the intensity of light affect the
rate of photosynthesis?
Independent variable:
Dependent variable:
3 Controls:
Follow the directions in the experiment packet, and
respond to the prompts (including the graph).
LO: Describe the process of cellular respiration
SLE: Work collaboratively
Problem: How does using more energy
affect respiration?
Hypothesis:
Independent variable:
Dependent variable:
3 Controls:
Procedure:
1. Find your resting pulse.
2. Do jumping jacks for 30 seconds.
3. Find your pulse again.
4. Wait one minute, and take your
pulse again.
5. Repeat steps 1-4 with your
breathing rate (# of breaths in 60
seconds)
Data:
Pulse:
Breaths:
Resting:
After
exercise:
Recovering
Conclusion: (Mention
What’s happening in your
Cells.)
LO: Identify inputs and outputs of cellular respiration
SLE: Work collaboratively
Problem: How does salt affect the
process of respiration in yeast cells?
Hypothesis:
Independent variable:
Dependent variable:
3 controls:
Procedure:
1. Place yeast and sugar into two glass
bottles.
2. Fill each bottle 2/3 full of warm
water
3. Add salt to one of the bottles
4. Place a deflated balloon over the
mouth of each bottle.
5. Wait 10-15 minutes
6. Make qualitative observations
Data: Draw a picture of each
bottle.
Conclusion:
The Cell Cycle:
The Inheritance of Traits:
Mendel’s Experiments:
Gregor Mendel (18221884) was an Austrian
monk who, through
experimenting with pea
plants, started the
modern science of
heredity.
Mendel Chose pea plants
because they self-pollinate
(which makes it easy to cross
plants for specific traits, and
because the offpring will have
all the traits of the parents)
and because the traits are
simple and easy to observe:
• Pea color
• Wrinkly-ness of peas
• Height of plants
• Flower color
• Pod color
What Mendel discovered:
1. In the first generation of
offspring (f-1), some
traits were passed on,
while others appeared
to disappear entirely
2. In the second generation
(f-2), the “disappearing”
traits re-appeared to a
limited extent
3. The ratio of more
common traits to less
common traits was
always around 3:1.
Types of Traits (According to Mendel):
Dominant trait: The trait
that is most likely to
appear in the next
generation
Recessive trait: The trait
that is less likely to
appear, or “recede.”
Inheritance Basics:
New Words You Must Know:
Gene: A segment of the DNA
molecule that controls the
emergence and function of a
particular trait
Allele: The form of a gene or
set of genes that controls an
observable trait (like eye color)
(older term)
Genotype: The combination of
genes that control for a given
trait (newer term)
Phenotype: An organism’s
observable trait or set of traits
Where genes come from:
A DNA molecule contains
all the instructions for the
creation of all traits. The
combination of all the
hydrogen bases (A, T, G C),
small segments,
determines what traits an
organism will have. The
entire string of ATGC
combinations is called a
genome.
How the emergence of a phenotype can be
predicted:
The probability that a
given genotype will
emerge as an observable
trait can be calculated
using a Punnet square (if
you know which
genotypes are dominant
and which are recessive):
Homework:
LO: Describe how traits are inherited
SLE: Meet or exceed NGSS
1. Read/take notes on p. 56-67
2. Review questions p. 67