Download Antibiotics: The difference between prokaryotic and eukaryotic cells

Antibiotics: The difference between prokaryotic and eukaryotic cells, Biology AA, Teacher
Leslie Hadaway, New lesson, Science
Antibiotics:
The difference between prokaryotic and eukaryotic cells
Author(s)
Colleen McGannon and Leslie Hadaway
Subjects
Biology AA
Grade level
10
Duration
1 54-minute class
Rationale (How this relates to engineering and the STEMcinnnati theme)
Students often have a difficult time remembering the differences between prokaryotic
(bacterial) and eukaryotic (human) cells after the class is over. Antibiotics have been
engineered to kill bacteria by targeting the features that are specific to the
prokaryotic cells. In designing their own antibiotics, students will understand how the
differences between the cells have played a role in their own health. In addition,
many drug stores in Cincinnati have recently started to offer free antibiotics to
patients. This fact allows for a closing discussion on antibiotic resistance and what
role the free antibiotics may play in their daily lives. This lesson pertains to my
research as I study the bacteria E. coli O157:H7, which produces a lethal toxin. As it
has been shown that certain antibiotics increase toxin production by this bacterium, I
am characterizing which antibiotics, if any, are safe for use.
Activity Summary
Students will be looking for information regarding free antibiotics at Cincinnati drug
stores. The lesson will begin with a short discussion on the information they found.
Students, as a class, will list the components of prokaryotic and
eukaryotic cells on the board. I will explain that the day’s activity involves the
creation of an antibiotic and go over the worksheet (see below). They will then be
divided up into small groups where they will identify which prokaryotic cell feature
would be a prime target for an antibiotic. The worksheet filled out will not be graded,
but used by the students as a study guide.
Activity
Time
Introduction: review of information
5 mins
found by students
Review: students list cell components
5 mins
on the board
Explanation of activity and the activity
20-30 mins
itself
Discussion of results: relate their
10 mins
mechanisms back to specific antibiotics
currently in use, talk about antibiotic
resistance and free antibiotics
Review of cell components and how the 4 mins
differences allowed for the creation of
antibiotics
Objectives
Upon completion of this lesson, students will be able to:
1. Distinguish between the differences of prokaryotic and eukaryotic cells
2. List one antibiotic and describe its mechanism of action
3. Define antibiotic resistance
4. Discuss both sides of the debate regarding the distribution of free antibiotics
by listing one pro and one con
Standards
Ohio Standard: Life Sciences
Benchmark A: Explain that cells are the basic unit of structure and function of living
organisms, that once life originated all cells come from pre-existing cells, and that
there are a variety of cell types.
Benchmark G: Describe how human activities can impact the status of natural
systems.
Benchmark H: Describe a foundation of biological evolution as the change in gene
frequency of a population over time. Explain the historical and current scientific
developments, mechanisms and processes of biological evolution.
Benchmark I: Explain how natural selection and other evolutionary mechanisms
account for the unity and diversity of past and present life forms.
Benchmark J: Summarize the historical development of scientific theories and
ideas, and describe emerging issues in the study of life sciences.
Ohio Standard: Science and Technology
Benchmark A: Explain the ways in which the processes of technological design
respond to the needs of society.
Benchmark B: Explain that science and technology are interdependent; each drives
the other.
Ohio Standard: Scientific Inquiry
Benchmark A: Participate in and apply the process of scientific investigation to
create models and to design, conduct, evaluate and communicate the results of
these investigations.
Ohio Standard: Scientific Ways of Knowing
Benchmark A: Explain that scientific knowledge must be based on evidence, be
predictive, logical, subject to modification and limited to the natural world.
Benchmark B: Explain how scientific inquiry is guided by knowledge, observations,
ideas and questions.
Benchmark D: Recognize that scientific literacy is part of being a knowledgeable
citizen.
Background knowledge
Students will have learned the components of prokaryotic and eukaryotic cells and will have
gathered information regarding the free distribution of antibiotics within Cincinnati.
Worksheet and the following websites:
Free antibiotics in Cincinnati:
Channel 5:
http://www.wlwt.com/health/13838441/detail.html
Channel 9:
http://www.wcpo.com/content/news/localshows/dontwasteyourmoney/story.aspx?co
ntent_id=DEBDF2D8-3ED5-417D-A8FC-44C7B38BDE21&gsa=true
http://www.wcpo.com/content/news/localshows/dontwasteyourmoney/story.aspx?co
ntent_id=0DE30584-8CCC-4BFD-A95E-7EA44359EBCC&gsa=true
Antibiotic resistance:
CDC web page:
http://www.cdc.gov/drugresistance/
FDA web page:
http://www.fda.gov/oc/opacom/hottopics/anti_resist.html
Article with diagrams:
http://www.scq.ubc.ca/?p=410