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Cell Unit
(see guidelines on page 27)
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Cell Unit Page
At the end of this unit, I will:
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Demonstrate basic microscopy skills.
Compare and contrast various types of cells.
Be able to identify all organelles within cells and describe their function.
Explain the difference between quantitative and qualitative data.
Roots, Prefixes and Suffixes I will understand are:
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Prefixes: Lyso-, chloro-, mito-, nucleo -, micro-,
Suffixes: -port, -some, -plast, -scope, -ose
The terms I can clearly define are:
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Basic Cell Structures: Cytoplasm, ribosome, plasma membrane, nucleolus, ribosome,
rough endoplasmic reticulum, Golgi apparatus, Vesicle, mitochondria, chloroplast,
cytoskeleton, centrioles, centrosome, cell wall, cilium, flagellum, vacuole, lysosome
Data: Quantitative data, qualitative data
Basic Cell Terms: Cell, organelle, prokaryotic cell, eukaryotic cell, plant cell, animal cell,
bacteria
The assignments I will have completed by the end of this unit are:
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Cell Structure and Function Notes
Labeling of Prokaryotic, Eukaryotic Plant and Eukaryotic Animal Cells
Prokaryotic Bacteria Lab
Eukaryotic Comparison Lab
Plant Cell: Marking of the Text and Coloring
Animal Cell: Marking of the Text and Coloring
Biochemistry in Perspective: Marking of the Text
Organelle of the Year Cover
When Good Organelles Go Bad Article
Cell City Analogy
Extra Credit: Cell City Analogy, Diagram, and 3-D Model
Cell Unit Study Guide
Cell Unit Concept Map
Cell Unit Parent Page
Cell Structure and Function
Take notes during class, and then use your textbook to draw the individual organelles. Use color
and be neat.
What is a cell?
What are organelles?
Cell Organelle
Drawing of
Organelle
Function/Information
Present in
Plant? Animal?
Prokaryotic
Cells?
Plasma
Membrane
Microvilli
Cell Wall
Cytoplasm
Cilia
Flagella
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Prokaryotic Cell:
Eukaryotic Cells:
Label and color the following image:
Type of Cell: _______________________________
1
10
2
23 (threadlike)
3
11
4
5
6
12
7
13
5
8
9
14
15
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Cell Structure and Function
Cell Organelle
Drawing of
Organelle
Function/Information
Present in
Plant? Animal?
Prokaryotic
Cells?
Nucleolus
Nucleus
Function:
Free Ribosomes:
Ribosomes
Attached Ribosomes:
Rough
Endoplasmic
Reticulum (RER)
Smooth
Endoplasmic
Reticulum (SER)
Vesicle
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Eukaryotic Cells:
Type of Cell: _____________________________________
16 (opening)
2
17
13
21
5
20
22
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Cell Structure and Function
Cell Organelle
Drawing of
Organelle
Function/Information
Present in
Plant? Animal?
Prokaryotic
Cells?
Golgi Apparatus
Mitochondria
Chloroplast
Vacuole
Cytoskeleton
Centrosome and
Centriole
Lysosome
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Prokaryotic (Bacteria) Lab – Computer Images
Name of Slide:
Magnification:
Name of Slide:
Magnification:
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Comparing Eukaryotic (Plant and Animal) Cells Lab
Data
Name of Slide:
Magnification:
Name of Slide:
Magnification:
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Comparing Eukaryotic (Plant and Animal) Cells Lab
Flowchart
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Comparing Eukaryotic (Plant and Animal) Cells Lab
Procedure
Objectives: In this lab you will observe cell structures, compare and contrast animal and plant cells
and relate the structure of a cell to its function.
Data: There are two types of data that can be gathered during a lab. Some data is objective,
measurable, and can be expressed in terms of numbers. This is defined as quantitative data.
However, some data is gathered by means of observation and uses language to describe what is
determined by your senses. This is called qualitative data. Qualitative data is more subjective in
nature, and the results can be interpreted differently, depending on the perspective of the observer.
You will be gathering qualitative data during this lab.
Materials: glass slides, coverslips, pipette, water, microscope, toothpick, Elodea plant in water,
methylene blue, paper towel
Procedure:
Part 1: Plant Cells
Elodea is a leafy flowering plant commonly found in aquariums. Its leaves are thin and transparent;
most of them are only 2 cell layers thick. New leaves are produced at the tip of the plant. You will
create a wet-mount slide of an elodea leaf.
A. Cut one leaf from an elodea stem.
B. Follow the directions for creating a “wet mount” slide on the previous page. (Steps 1-3)
C. Locate your sample on low power, then center and focus. Find it on medium and then on
high power.
D. Draw (in color) and name your sample on the following pages.
E. Label the following structures: cell wall, cytoplasm, and chloroplasts.
Part 2: Animal Cells
Inside the mouth, epithelial cells are joined together in a sheet. You will prepare a slide with cells
from your oral cavity, by the following procedure. Don't worry; these cells are constantly being
shed from your mouth so they will not be missed!
A. Take a flat toothpick (a NEW one) and using the large end gently scrape the inside of your
cheek 3 or 4 times.
B. Smear the cells on the toothpick onto a clean slide.
C. Follow the directions for staining your microscope slide on the previous page.
D. Locate your sample on low power, then center and focus. Find it on medium and then on
high power.
E. Draw (in color) and name your sample on the following pages.
F. Label the following structures: cell membrane, cytoplasm, and nucleus (maybe
nucleolus).
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Cell Comparison Lab Conclusion Questions
1. What observable characteristics can be used as evidence for classifying a specimen as a
plant? In other words, what structures or features do you see that tell you the specimen you
observed (elodea) was a plant?
2.
Are the chloroplasts you observed moving or stationary?
3. Inside the mouth, cheek cells are joined together in a sheet. Why are they scattered here?
4. How are the animal cells different from the plant cells you observed (list at least three
differences)?
5. What is the relationship between plant cell structure and the ability of plants to stand
upright?
6. Cheek cells do not move on their own, so you will not find two organelles that function for
cell movement. Name these organelles.
7. Were the animal and plant cells you observed eukaryotic or prokaryotic? How do you
know?
8. Is the nucleus always found in the center of the cell?
9. Why are stains such as methylene blue used when observing certain cells under the
microscope?
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10. The light microscope used in this lab is not powerful enough to view other organelles in the
cheek cells and elodea leaf cells. What parts of the cell were visible? What parts of the cell
were not? Fill in the table below.
Visible
Not visible
Elodea Leaf
Cheek Cell
11. How are these plant and animal cells different from the prokaryotic cells that you drew?
Consider all visible and non-visible structures from the lab.
12. What structures do plant cells and prokaryotic cells share that you directly observed?
13. What structures do all cells share, despite their diversity? Consider all visible and nonvisible structures.
14. Is the data that you gathered in this lab quantitative or qualitative?
Why?
15. Suggest one way that you can study cells in a quantitative way. Explain how your suggestion
would be considered quantitative.
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Instructions: First number your paragraphs. Then, as you read, circle organelles and underline or
highlight their functions.
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Instructions: First number your paragraphs. Then, as you read, circle organelles and underline or
highlight their functions.
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BIOCHEMISTRY IN PERSPECTIVE
Organelles and Human Disease
Directions: Read the article below. First, number the paragraphs. Then circle organelles, circle names
of diseases associated with organelles, and underline disease symptoms or complications that are
caused by the organelle’s dysfunction.
What is the role of biochemistry in modern medicine?
The scientific investigation of human disease is only two
hundred years old. During Europe’s Age of Enlightenment
(seventeenth and eighteenth centuries), as a result of various
political and social factors combined with the discoveries of
Galileo, Isaac Newton, Francis Bacon, René Descartes, and
other scientists, belief systems began to change. Health
concepts originating with Hippocrates (fifth century BCE) and
Galen (second century CE) had been unchallenged for over a
thousand years. Humoral medicine, in which health was
understood in terms of a balance of the “humors” of blood,
phlegm, yellow bile, and black bile, was universally accepted,
and later supplemented by medieval superstition (sickness
caused by divine intervention). Gradually, however, the
capacity of human reason to understand the human body
gained acceptance. By the end of the nineteenth century, previously unimaginable progress toward
disease diagnosis and treatment had been made because of discoveries in fields ranging from
anatomy, cellular pathology, and bacteriology to statistics. Today, human disease is investigated at
the cellular and molecular levels because of breakthrough work performed in the 1940s and 1950s.
Among the most important was the discovery of DNA as the genetic material and its subsequent
structure determination. The adaptation of the electron microscope by Keith Porter for use with
biological specimens, and the centrifugation techniques developed by George Palade, Albert Claude,
and Christian DeDuve made the identification of distinct organelles possible. More recent work
utilizing DNA technology has profoundly increased our understanding of the molecular basis of
disease and vastly improved diagnostic and treatment options.
Organelles can contribute to a disease state in several ways. First, the organelle itself may
be dysfunctional either because it contains one or more defective biomolecules that impair
function, or because it has been damaged by exposure to harmful substances such as chemicals,
heavy metals, or oxygen radicals. Second, an organelle can, through its normal function, exacerbate
damage occurring elsewhere in the cell. For example, as we have seen, misfolded proteins in the ER
can trigger apoptosis, even in circumstances in which it is counterproductive. The subsections that
follow describe diseases associated with the endomembrane system: the ER, Golgi apparatus,
vesicular organelles, the nuclear envelope, and the plasma membrane.
THE ENDOPLASMIC RETICULUM. The ER plays such a central role in the synthesis of
proteins and lipids that any disturbance in its function can have serious consequences. Misfolded
proteins coded for by mutated genes and ER stress cause a vast number of diseases. Cystic fibrosis
(CF) is a prominent example of a disease caused by misfolded proteins. CF is an ultimately fatal
inherited disorder in which the lack of a specific type of plasma membrane chloride channel, the
cystic fibrosis transmembrane regulator (CFTR), causes the accumulation of a thick mucus that
compromises several organs, most notably the lungs and pancreas. The misfolded CFTR protein
becomes trapped within the ER and is subsequently degraded. The structural and functional
properties of CFTR are described in Chapter 11. ER stress, induced by a variety of conditions such
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as protein aggregation, Ca2+ depletion, glucose deprivation, or fatty acid overload, can result in
severe cell dysfunction or death. It is an important feature of such neurodegenerative conditions as
Alzheimer’s, Huntington’s, and Parkinson’s diseases, as well as heart disease and diabetes.
GOLGI APPARATUS. The most commonly recognized Golgi-linked diseases are a group of
15 congenital disorders of glycosylation (CDG). (The term glycosylation is used to describe the
covalent linkage of carbohydrate groups to polypeptide or lipid molecules.) Caused by mutations in
genes that encode glycosylation enzymes or glycosylation-linked transport proteins, a CDG is
usually lethal by the age of 2. Symptoms include mental retardation, seizures, and liver disease.
NUCLEAR ENVELOPE. Many of the diseases attributed to defects in the nuclear envelope
occur in the genes that code for lamin, a cytoskeletal component of the nuclear lamina, and emerin,
an inner membrane protein. Examples include a variety of diseases of skeletal and cardiac muscle,
neurons, and tendons. Progeria, a fatal childhood disease characterized by premature aging of the
musculoskeletal and cardiovascular systems, has been linked to a specific mutation in the lamin A
gene. One form of a rare hereditary muscular disease called Emery-Dreifuss muscular dystrophy is
caused by the absence or mutation of the gene that codes for emerin. The cellular consequences of
nuclear envelope deficits include a fragile nuclear membrane, altered regulation of DNA replication
and transcription, and low tolerance to mechanical stress.
VESICULAR ORGANELLES. Diseases associated with vesicular organelles have been linked
to lysosomes and peroxisomes. The lysosomal storage diseases (LSD) are a group of disorders
caused by the absence of one or more lysosomal enzymes. The resulting accumulation of
undigested molecules causes irreversible cell damage. The lipid storage diseases Tay-Sachs and
Gaucher’s, as well as Pompe’s disease (glycogen storage disease type II), are caused by the absence
of a single enzyme. Death occurs in early childhood. In I-cell disease, the import of all lysosomal
enzymes into lysosomes in certain organs is defective. In affected cells, the enzymes are instead
secreted into the extracellular matrix. Symptoms include mental deterioration, heart disease, and
respiratory failure.
PLASMA MEMBRANE. The plasma membrane occupies a pivotal position in the
endomembrane system, as it is both the end point of the secretory pathway and the beginning of
the endocytic pathway. Consequently, the PM plays important roles in a wide diversity of diseases.
Diseases such as CF, diabetes, and familial hypercholesterolemia (inherited high blood cholesterol
levels) are directly caused by defective or missing membrane proteins. In a large number of
infectious diseases, microorganisms invade body cells in endocytic processes initiated by binding to
certain plasma membrane receptors. Examples of such organisms include bacteria such as Listeria
monocytogenes, Salmonella , and Shigella , and some viruses (e.g., HIV). For viruses like HIV, which
are covered in an “envelope” derived from host cell membrane, entry is gained when the virus
binds to one or more PM receptors. Following fusion of the host cell membrane, and the viral
envelope, the viral genome enters the host cell. Other diseases are caused when certain bacteria
release toxins that injure cells. Once the toxin has become bound to a specific PM receptor on a
target cell, either a pore is formed through which the toxic protein is transferred or endocytosis is
triggered. Examples include cholera, pertussis (whooping cough), and diphtheria toxins.
SUMMARY: Biochemical analysis of organelles has resulted in significant progress in our
understanding of the causes of many human diseases.
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Organelle of the Year
Use the following diagram to design an “Organelle of the Year” magazine cover modeled after TIME
magazine’s “Person of the Year” edition. BE CREATIVE! Your magazine cover should have a picture
of an animal cell organelle (in four or more colors), and the name of the organelle. In the lines
below, explain in at least 5 sentences why you have chosen this cell structure to be the “Organelle of
the Year” and explain the organelle’s function.
TIME
Organelle of the Year
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What Happens When Good Organelles Go Bad?
Write a three paragraph explanation of a specific disorder that occurs when your organelle (from
“Organelle of the Year!”) does not function properly.
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In the first paragraph, re-introduce your organelle. Name the key function(s) for which your
organelle is responsible. At the end of the first paragraph, you should introduce the disorder
associated with your organelle not functioning properly.
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In the second paragraph, you should give a detailed description of what happens to the cell due
to this disorder. Follow this up with a description of what happens to the tissue, organ, and/or
organism affected by this disorder.
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The third paragraph should explore treatment options for individuals with this disorder. If
there are currently no treatment options available, suggest something that you think may work
to treat individuals with the disorder.
Each paragraph must contain at least five to seven sentences. Each sentence must be
complete and contain relevant information, as per the instructions listed above.
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When Good Organelles Go Bad – Sample Rubric
Name of Student___________________________________
Criteria
5
Thorough
and
complete
COVER
 Name and picture of an animal
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4-3
2-1
0
Good, but
Does not
lacks depth or
meet
sophistication expectations
Missing
5
4-3
2-1
0
5
4-3
2-1
0
5
4-3
2-1
0
5
4-3
2-1
0
5
4-3
2-1
0
cell organelle with four or more
colors (3)
Explanation in at least 5
sentences why this cell structure
was chosen to be the “Organelle
of the Year” Explanation
includes organelle’s function. (2)
Introduces organelle (2)
Name the key function(s) of the
organelle (3)
Introduces the disorder
associated with organelle (2)
Detailed description of what
happens to the cell due to this
disorder. (3)
Describes what happens to the
tissue, organ, and or organism
due to the disorder (3)
Treatment options for
individuals with this disorder.
(2)
Follows conventions of English
 Grammar (2)
 Spelling and Punctuation (1)
 Sentence Structure (2)
Point Total
25 – 23 = A
22 – 20 = B
19 – 18 = C
17 – 15 = D
14 below = F
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Cell City Analogy
In a faraway city called Foothill City, the main export and production product is the steel
widget. Everyone in the town has something to do with steel widget making and the entire
town is designed to build and export widgets. The town hall has the instructions for widget
making. Widgets come in all shapes and sizes and any citizen of Foothill can get the
instructions and begin making their own widgets. Widgets are generally produced in small
shops around the city. These small shops can be built by the carpenter’s union (whose
headquarters are in town hall).
After the widget is constructed, they are placed on special carts which can deliver the
widget anywhere in the city. In order for a widget to be exported, the carts take the widget
to the post office, where the widgets are packaged and labeled for export. Sometimes
widgets don't turn out right, and the "rejects" are sent to the scrap yard where they are
broken down for parts or destroyed altogether. The town powers the widget shops and
carts from a hydraulic dam that is in the city. The entire city is enclosed by a large wooden
fence, only the postal trucks (and citizens with proper passports) are allowed outside the
city.
Match the parts of the city (underlined) with the parts of the cell.
1. Mitochondria
________________________________________
2. Ribosomes
________________________________________
3. Nucleus
________________________________________
4. Endoplasmic
Reticulum
________________________________________
5. Golgi Apparatus
________________________________________
6. Protein
________________________________________
7. Plasma
Membrane
________________________________________
8. Lysosomes
________________________________________
9. Nucleolus
________________________________________
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Cell City Analogy Extra Credit Project
Instructions:
Cells, the basic units of life, are often compared to a pizza parlor, a factory, or even an entire city. In
this project, you will need to make analogies to compare the function of the plant cell to the parts
and functions of an entire city. After determining the amount of extra credit you need, you can
complete one or more of the following tasks. You must complete the tasks in series. So, if you
choose, however, to complete task 3, you must also do tasks 1 and 2.
Task 1: Create analogies between the cell parts and a plant cell’s city parts by completing the
analogy worksheet on the following page. Use the “Foothill City” analogy as an example on how to
create this analogy.
A must! When making the analogies between your cell and your city, the functions of the
cell part must match the function of the city structure. Appearances do not have to match.
Extra Credit Points: 10
Task 2: Draw a detailed model of your cell city in color. This drawing must be neat and turned in
as final draft form on plain white paper! Use a ruler for your straight edges! You must label both
the part in the cell city and the cell part that’s represented with clear leader lines.
 Example ~ City Hall: Nucleus
Extra Credit Points: 10
Task 3: Build a three-dimensional model of your cell city, with material of your choosing. Your
model must not be bigger than the size of two regular sheets of blank white paper, laid side by side.
(17” x 22”) You must label both the city structure and the cell structure. Your model must match
the picture model in task 2:
Extra Credit Points: 20
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Cell City Analogy Extra Credit Project Task 1
Name of Student __________________________Period___________
Cell Part
Function of Cell Part
Part in City
Explain the analogy between the
cell part and city
Cell Wall
Plasma
Membrane
Ribosome
Rough
Endoplasmic
Reticulum
Smooth
Endoplasmic
Reticulum
Golgi Apparatus
Nucleus
Nuclear Pore
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Nucleolus
Mitochondria
Chloroplast
Vacuole
Cytoplasm
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Cell Biology Unit Study Guide
Part 1: Review
Complete each of the following tasks to help yourself prepare for the upcoming test.
 Go back to your Cornell notes for this unit. Cover the right side of the page and attempt to
answer the questions on the left side. Review any areas where you struggled or needed to
look at your notes for information.
 Study the concept cards you created this unit.
 Attempt to name the cell parts on the diagrams in your notes. Review the functions of all of
the organelles.
 Name all the ways that you can think of to distinguish a prokaryotic cell from a eukaryotic
cell. Now, study the similarities and differences between plant and animal cells.
Part 2: Practice
1. Write a paragraph comparing and contrasting plant from animal cells. Then, write a second
paragraph comparing prokaryotic cells from eukaryotic cells.
2. List organelles/cell parts that all cells contain.
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3. In the chart below are some commonly confused cell organelles. In the empty column,
explain the differences between the parts and their functions.
Organelles
Microvilli & Cilia
Differences
Mitochondria &
Chloroplasts
Nucleus &
Nucleolus
Rough ER &
Smooth ER
Cell wall & Plasma
membrane
Cytoskeleton,
Centrosome, &
Centriole
4. What is the difference between quantitative data and qualitative data.
5. Suggest an experiment that involves cells where the data that you gather can either be
quantitative or qualitative. Describe this experiment and explain what type of data you
would gather (quantitative or qualitative) and why.
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4. In the space provided, draw a prokaryotic cell, animal cell, and plant cell in color. Label the
organelles with leader lines. Highlight the names of organelles that they all have in common. You
will be assessed on the accuracy as well as neatness, and effort of your drawings.
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Cell Biology Unit Concept Map
(see directions on page 27)
Summary of Concept Map:
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Cell Unit Parent/ Significant Adult Review Page
Student Portion
Name
Period
Unit Summary (write a summary of the past unit using 5-7 sentences):
Explain your favorite assignment in this unit:
Adult Portion
Dear Parent/ Significant Adult:
This Interactive Notebook represents your student’s learning to date and should contain the work
your student has completed. Please take some time to look at the unit your student just completed,
read his/ her reflection and respond to the following
Ask your child to explain the differences between plant, animal, and prokaryotic cells:
Which activity did your student feel helped them prepare for the test? Please explain why. :
Parent/ Significant Adult Signature:
Comments? Questions? Concerns? Feel free to email.
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