* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Groupwork on Flow of Matter
Survey
Document related concepts
Cell membrane wikipedia , lookup
Cell nucleus wikipedia , lookup
Cell growth wikipedia , lookup
Tissue engineering wikipedia , lookup
Signal transduction wikipedia , lookup
Extracellular matrix wikipedia , lookup
Cytokinesis wikipedia , lookup
Cell encapsulation wikipedia , lookup
Cell culture wikipedia , lookup
Cellular differentiation wikipedia , lookup
Endomembrane system wikipedia , lookup
Transcript
Modeling the Flow of Matter from Food Cells to Our Cells Put yourself in the frame of mind to openly discuss ideas about science and what might be going on about things that we cannot see. •As a group you will work for the next two weeks to construct a model of your ideas on how matter flows from our food’s cells to our cells. At the end of this unit each of you will construct your own INDIVIDUAL models as the final product of this unit. • Remember to follow the rules of Deliberation: 1. Gather Knowledge to develop shared group knowledge toward solving a common problem. In this phase you’ll want to make sure you: A. Hear everyone’s ideas. B. Support each other to take risks in your thinking. C. Ask each other questions. D. Understand and offer different ideas. 2. Make a Decision on the course of action. In this phase not everyone has to agree on the ideas, but everyone needs to agree on which ideas to try out first. 3. Reflect on your course of action and Revise your ideas if necessary. ______________________________________________________________________________ Your group will need to work on the following ideas. Part 1 – The diversity of life in our foods! Research and decide on a meal (have fun!) that includes food items from or produced by: A. a plant B. an animal C. a bacterium, and D. either a fungus or a protist Example menu: a cheeseburger on a whole wheat bun whole wheat bun contains: • sugar and wheat from plants • milk and butter from an animal • yeast is a fungus burger contains: • muscle from an animal cheddar cheese contains: • milk from an animal product • bacteria ------------------------------------------------------------------------------------------------- Page 1 of 4 Part 2 – Cells and cellular structures make up our foods and ourselves! A. What scientific theory states that all organisms are made out of cells? B. Draw and label a representative cell and its organelles from each type of organism that produced your food. Only one plant cell, one animal cell, and one bacterial cell are required. If you have extra time, try drawing one fungal or protist cell (this is optional and extra credit!). Remember: humans are animals, so our generic animal cell is also the type of cell that our food is headed to in our bodies! Example: whole wheat bun: • sugar and wheat are products of plant cells • yeast fungal cells may be used to make the bread rise burger: • beef contains animal cells cheddar cheese: • milk is the product of animal cells • bacterial cells are used to ferment the milk into cheese Make sure to include and label (if present): • • • • • • cell wall extracellular matrix plasma membrane nucleus ribosomes rough and smooth endoplasmic reticulum • • • • • • Golgi body vacuoles lysosomes plastids (See Lab 02: chloroplasts, amyloplasts, chromoplasts) mitochondria cytoskeleton • • • • • cilia flagella nucleoid region capsule pili C. Specifically what evidence from our lab activities do you have that, at least, some of these structures are found in plant and animal cells? D. Research and photocopy or print out an electron micrograph of a specific type of cell that shows some cellular structures from an organism that your food came from. Example: whole wheat bun -> research a wheat plant cell, or whole wheat bun -> research a yeast fungal cell, or burger -> research a muscle cell, or cheddar cheese -> research lactococci or lactobacilli bacteria ------------------------------------------------------------------------------------------------- Page 2 of 4 Part 3 – Cellular structures are made of large biological molecules! On the cell drawings from Part 2, label at least one organelle or cellular structure in each cell type where you would find the following molecules. Be sure to include the following terms where appropriate: • • • • • protein cellulose (carbohydrate) starch (carbohydrate) glycogen1 (carbohydrate) phospholipids (lipid) • • • • triglyceride2 (lipid) cholesterol (lipid) DNA (nucleic acid) RNA (nucleic acid) Specifically, what evidence do you have from our lab activities that some of these molecules are found in these cellular structures? 1 – for cool picture of where glycogen is located in a cell see: http://bio1151b.nicerweb.net/Locked/media/ch05/05_06Polysacchar_Glycogen.jpg 2 – for cool picture of where triglycerides are located in a fat cell see: http://www.sp.uconn.edu/~terry/images/other/adipocyte.gif ------------------------------------------------------------------------------------------------Part 4 – Large biological molecules are made of smaller subunits! Let’s look at how we break down these large molecules into smaller subunits and how our bodies use these subunits to build the cellular structures in our own cells. __________________ A. First, let’s unravel, or denature, the secondary structure of our proteins in the acidic environment (low pH) of the stomach. Draw a diagram of how low pH works to denature a protein (see pg 48 in textbook). Include in your diagram the following terms: • Secondary structure • Low pH (acidic environment) • Hydrogen bonds • Denaturation • H+ (hydrogen ions) • Primary structure ___________________ B. Second, let’s chew up all of our large biological molecules into smaller subunits with water and enzymes in our small intestines. Draw a diagram of how each of the large biological molecules is broken down into smaller subunits. Use circles and lines to represent the subunits connected by covalent bonds. (Remember: polymer + water monomers; this chemical reaction is called “hydrolysis”). Be sure to include the following terms: • • • • • • • • polymers proteins carbohydrates lipids nucleic acids covalent bonds hydrolysis water • • • • • • • Page 3 of 4 enzymes monomers amino acids monosaccharides nucleotides glycerol fatty acids Which polymer(s) from Part 3 above could not be broken down and are eliminated as waste? ___________________ C. Third, after these smaller subunits have been absorbed by our small intestines and circulated by the blood to all of the cells in our body, let’s see how our own cells use these smaller subunits to make their own cellular structures. Draw a diagram of your ideas on how and where these smaller subunits are then reassembled inside of your cells (our generic human animal cell). (Remember: monomers polymer + water; this chemical reaction is called dehydration synthesis because we are taking water off of the monomers in order to link them together to form a polymer). Be sure to include the following terms: • • • • • • • • • monomers amino acids monosaccharides nucleotides glycerol fatty acids dehydration reaction water enzymes • • • • • • • • proteins carbohydrates nucleic acids lipids ribosomes cytoplasm nucleus smooth ER ___________________ D. In bullet points write down the whole process of this flow of matter in words, from the diversity of life in our foods to how our cells use the matter in our foods to build its own cellular structures. Include scientific theories and evidence from our lab activities to support your ideas. This outline will help you to write a full explanation for your model of how this biological phenomenon works. ------------------------------------------------------------------------------------------------Part 5 Assemble together all of your materials and make sure all group members have copies of the information. You will each now use this information to construct individual explanatory models as homework in order to answer the question, “Are we really what we eat?” **Important!!! See the checklist handout below to make sure that you include everything that you will need for your model. Page 4 of 4 Name: ___________________________________________ Date: _________________ Checklist for Explanatory Model of the Flow of Matter from Food Cells to Our Cells Scientists use explanatory models in order to be able to connect a series of ideas to explain how a natural phenomenon might work. Their explanation includes the available evidence and existing scientific knowledge up to that time. A model can then be tested and revised, if necessary, as new information is gained. In this model you will concentrate on telling a story of the flow of matter from our food cells to a typical human animal cell. A story flows from a beginning, a middle, and an end. This story will be mostly a picture book story supported by words to help explain your point. The objective of this exercise is to help you to learn the structure and composition of the many different types of cells found in living organisms and how they are all related through the types of building blocks that compose their cellular structures. In addition, this will help you to understand how your own cells (or any other organism that digests food for matter) use these important building blocks. This type of story is called an explanatory model, where you explain why you think a natural phenomenon works the way it does through an evidence-based explanation (or story). Your evidence, in this instance, is the information from your observations, measurements, and reliable resources from class, your labs and your text. OK, so let’s get started! Here is a checklist of the following terms and concepts that you should include in your story of how matter flows from our food cells to your own cells. From Your Food: Menu is provided (0.5 points) Menu item ingredients are categorized into plants, animals, bacteria, fungi, and/or protists (1 point) One drawing of a representative cell and its structures from a plant, animal, and bacterium (7.5 points) (Add in a correctly labeled fungal or protist cell for a bonus 2 points) o Each cell drawing and its structures are appropriately labeled o The following cellular structures include (if present): cell wall rough and smooth mitochondria extracellular endoplasmic reticulum cytoskeleton matrix Golgi body cilia plasma Vacuoles flagella membrane Lysosomes nucleoid region nucleus plastids (chloroplasts, capsule ribosomes amyloplasts, chromoplasts) pili o In each cell type, each of the following molecules is labeled where it can be found in at least one cellular structure. These include (if present): protein starch cholesterol cellulose glycogen DNA chitin phospholipids RNA (optional) triglycerides Bonus: One picture from your research that shows some cellular structures of a specific type of cell (1 point) See other side for “To Your Cells” checklist… To Your Cells: Arrows are used to show the direction of the flow of matter and the stages of food processing (1 point) o Ingestion o Digestion o Absorption and Circulation o Elimination Diagram and explanation of digestion includes the following terms where appropriate (5 points): o pH o covalent bonds o nucleotides o denaturation o protein o lipids o hydrogen bonds o amino acids o glycerol o water o carbohydrates o fatty acids o enzymes o monosaccharides o cellulose o hydrolysis o nucleic acids A drawing of a generic human animal cell is included (5 points) o Diagram shows cell taking in the small molecules from the circulation o Diagram explains how small subunits are reassembled by dehydration reactions to form biological molecules inside of your cells or are used by the cell to harvest energy. o Diagram includes labeled cellular structures where these reactions take place: nucleus mitochondria ribosomes smooth and rough endoplasmic reticulum cytoplasm Bonus: Diagrams of one plant AND one animal cell show how proteins made in the rough ER are transported to either the plasma membrane, a vacuole, or a lysosome. (2 points) At least one supporting paragraph that gives an evidence-based explanation in complete sentences of why we can say, “We are what we eat!” Level of Evidence-Based Explanation: Level 1 Level 2 Level 3 (1 point) (3 points) (5 points) Level of Evidence-Based Explanation rubric: Level 1 (1 point) Level 2 (3 points) o Student describes what happens o Student describes how or partial o o in each part of the model without linking them together to explain how or why we are what we eat. Student describes, summarizes, or restates each part of the checklist without making a connection to full causal story. No references to established theories or evidence from lab or the text are used. Score: Comments: /25 points Level 3 (5 points) o why we are what we eat. o Student links together some parts o of the model but not all. Student addresses theoretical components tangentially (nonspecifically) or does not reference evidence from lab and the text in their explanation. Bonus: /5 points o o Student explains why we are what we eat. Student can trace a full causal story for why a phenomenon occurred. This is well supported by diagrams in the model. Student uses powerful science ideas like the established cell theory, and references to evidence from lab and the text, to explain observable events.