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IISME Education Transfer Plan
Cells—the Building Blocks Of Life
Warad Ibkheitan
Summer 2008
1
Table Of Contents
Table of Contents
Page
Abstract/ETP Objectives
3
Standards
4
Summer Experience
5
Reorganizing a Unit
6
and Creating an Efficient Lesson Plan
Creating planning calendar
7-9
Calendar For Unit
Lesson Plan--Including Lecture Notes
10-18
Assessment/Evaluation
19
The 5 E’s Of Inquiry
20-21
Resources/Materials
22
Classroom accommodations
23
Student Handouts--
24-28
Venn Diagram Prokaryotes vs. Eukaryotes
Animal Cell Worksheet
Chapter Test
Keys to handouts
29-30
2
ETP Title: Cells—the Building Blocks of Life
Fellow Name: Warad Ibkheitan
Fellow e-mail: [email protected]
Sponsor Company: Intel
Mentor Name: Ryan Senior
Abstract:
The purpose of this ETP is to reorganize my cell unit to more efficiently
introduce students to cells, so that they may understand the composition of a cell and how
the cells work which is fundamental to all of the biological processes of life. My goal is
to create an organized lesson using some of the newly learned skills and tools that I have
gained during my summer experience and reorganize the overall unit using a calendar.
1) My ETP will consist of a lesson plan created for teaching a lesson on cells
within the cell unit.
2) Plus, I will also describe teaching methods I will incorporate in the teaching of
this lesson.
3) In addition, I will provide a newly created planning calendar for
implementation of the overall unit.
ETP Objectives:
Through a more organized cell unit, students will:
1. Be able to identify and describe the structure and function of the cell.
2. Be able to distinguish a Prokaryotic Cell from a Eukaryotic Cell, and also
identify the similarities among their structure.
3. Be able to describe the functions of the cells organelles.
4. Become proficient with the process of cell division, and reproduction.
5. Understand the similarities and differences between a cell wall and a
cytoskeleton
3
Biology/Life Sciences - Grades Nine through Twelve
Science Content Standards.
Cell Biology
1. The fundamental life processes of plants and animals depend on a variety of
chemical reactions that occur in specialized areas of the organism's cells. As a basis
for understanding this concept:
Alignment with standards covered by this unit:
a. Students know cells are enclosed within semi permeable membranes that
regulate their interaction with their surroundings.
(During lecture –presentation model/slide show presentation –Cell
Morphology Appearance)
b. Students know how prokaryotic cells, eukaryotic cells (including those
from plants and animals), and viruses differ in complexity and general
structure. (During lecture-presentation model-Cell Types, plus Venn
Diagram handout)
c. Students know the role of the endoplasmic reticulum and Golgi apparatus
in the secretion of proteins.
(During completion of animal worksheet-Cell Functions)
d. Students know the role of the mitochondria in making stored chemicalbond energy available to cells by completing the breakdown of glucose to
carbon dioxide.
(During completion of animal worksheet-Cell Functions)
e. Students know how eukaryotic cells are given shape and internal
organization by a cytoskeleton or cell wall or both.
(During lecture –presentation model/slide show presentation –Cell
Morphology Appearance)
National Board for Professional Teaching Standards
Proposition 1: Teachers are Committed to Students and Their Learning
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those
Subjects to Students
Proposition 3: Teachers are Responsible for Managing and Monitoring Student
Learning
Proposition 4: Teachers Think Systematically about Their Practice and Learn
from Experience
4
ETP connection to IISME Summer Fellowship experience at Intel:
I came across my ETP idea because during my summer IISME Fellowship at Intel
my task was to present training material to new employees in a manner that would be
most effective. My tasks included reviewing training material and then identifying the
main objectives. Once the objectives were identified I then reorganized the material in a
way in which these objectives were clearly present in the training materials. I also
created tables of context for each section of the training material so that key training
principles were easily found and accessed. In addition, I also assisted in revising a
calendar of events or chronology of training sessions. Throughout the summer my mentor
gave me effective input on what training strategies were most effective for him during his
work experiences.
My ETP is a direct result of the skills and techniques I learned throughout my
summer experience.
In my ETP I planned out an effective lesson about cells that I will incorporate into
my teaching of that subject during the school year. In my ETP lesson plan I
followed similar organization formats and skills in order to present this content to
my high school students in a clear efficient manner, similar to the training
lesson’s that are outlined in Intel’s training boot camp materials.
Also, prior to my summer experience I had not created a planning calendar for the
unit that I was going to be teaching. But having observed the Intel planning
calendar of training for each division, I then incorporated this organizational tool
in to my overall unit. I realize now that my unit on Cells requires me to present
the material in more organized sequential manner, and this new planning calendar
will be beneficial to my students.
5
Reorganizing a Unit and Creating an Efficient Lesson Plan
Writing lesson plans does not have to be difficult. This is the time that a teacher can show
their creativity. Here are a few guidelines and tips on how to create effective and efficient
lesson plans that will help ensure success.
GUIDELINES:
1. Begin with the end in mind. What do you want the students to learn from this
lesson? What standards are you meeting? How are you going to assess that
learning? Once you've determined this, write a quick description and list out your
objectives for the lesson.(Example Planning Calendar)
2. Create a materials list and add to this as you write your procedure so that you
know exactly what you will need including A/V equipment, number of copies,
page numbers from books, etc.
3. Determine how you will introduce the lesson. For example, will you use a simple
oral explanation for the lesson, an introductory worksheet, or an interactivity of
some sort?
4. Decide the method(s) you will use to teach the content of your lesson. For
example, does it lend itself to independent reading, lecture, or whole group
discussion? Sometimes it is best to use a combination of these methods: beginning
with a couple minutes of lecture, followed by a short whole group discussion to
ensure that the students understand what you have taught them.
5. Complete details for any homework or assessments that you will be giving the
students.
6. Decide on any accommodations you need to make for your class including
accommodations for ESL and special education.
7. Once you have completed your lesson plan, finish out the details including
creating the assessments, homework assignments, and any handouts.
TIPS:
1. Some teachers find that by writing the assessment first, they are better able to
focus their lesson on what is essential.
2. Try not to always rely solely on your textbook for lessons. At the same time
make sure that you evaluate any other source you might use like other books,
teachers, written resources, and internet web pages.
3. Organization, it is much easier to teach a unit once you apply a tool like a
planning calendar; it will act as a roadmap for the unit.
6
How to Create a Planning Calendar:
It is easy to become overwhelmed when you begin planning units of study and individual
lessons for a school year. A planning calendar can help teachers by giving them a realistic
overview of what they can expect in terms of instructional time. Following are step-bystep instructions to help you create your own personal lesson plan calendar.
1. Get a blank calendar and a pencil. You don't want to use pen because you
will probably need to add and erase items over time.
2. Go through the Units of Study necessary to cover the standards for your
subject and decide the number of days you think will be needed to cover each
topic. You should use your text, supplementary materials, and your own
ideas to come up with this.
3. Adjust your lessons for each unit according to student pace.
4.
Pencil in the start and completion date for each unit on your calendar.
5. Throughout the year, as soon as you find out a specific date or new events
that will remove instructional time, go back to your calendar and readjust.
6. Present the type of instruction that will be implemented for each day of the
calendar.
7. Present the key objectives for that day’s lesson.
7
Calendar for the Unit:
1. Introduction
2. What is a cell?
3. Cell reproduction
Cells, in biology, the unit of
structure and function of which
all plants and animals are
composed. The cell is the
smallest unit in the living
organism that is capable of
integrating the essential life
processes.
Expanded lecture that describes
the morphology and functions of
a cell. Cells perform all of life's
functions.
PowerPoint presentation that
illustrates all of the steps that
occur in the life cycle of a cell
and how reproduction and cell
division occurs.
Classroom discussion
Presentation model
Presentation model
4. Cellular diseases
5. Types of cells
Illnesses and disease caused by
damaged cells in the body.
Cancer
Lung disease
Parkinson's
Heart disease
Sickle cell anemia
A cell type is a distinct
morphological or functional
form of cell. Students will be
introduced to different cell
types.
Animal cells
Plant cells
Bacteria cells
6. Cells are taxonomically
classified into two distinct
categories:
Why study Cells?
Provide a video that can visually
show the symptoms and effects of
these diseases.
Prokaryotes
Vs.
Eukaryotes
(Assessment quiz covering
vocab.)
Presentation model
Direct
instruction model
Presentation model
7. A detailed discussion
about the Prokaryotic cell.
8. A detailed discussion
about the Eukaryotic cell.
9. Prokaryote vs. Eukaryotes
This lecture includes PowerPoints
and additional description of the
cells function and morphology.
This lecture includes
PowerPoints and additional
description of the cells function
and morphology.
Presentation/
Direct Instruction
Presentation/
Direct Instruction
A classroom activity which
involves the use of white boards,
in which I ask questions and
students, provide responses on
their whiteboards in timely
fashion.
(Assessment, mid term exam that
addresses the main characteristics
of cells and cell types)
Cooperative
learning/discussion
8
10. Discovery of electron
microscope
11.
Electron Microscopes are
scientific instruments that use a
beam of highly energetic
electrons to examine objects on a
very fine scale. This tool opened
the door to the field of cellular
Biology. For the first time
scientists could observe cells.
Introduction to how the
microscope works and the
functions of all the dials.
This includes a lecture on
magnification and resolution.
Presentation model
13.
Microscope-
Classroom review for quiz
on components of a
microscope. Then quiz is
administered.
(Assessment students are
presented with a worksheet
that presents the steps and
procedures for writing a lab
report—must be stamped by
teacher).
Cooperative learning
Microscope-
Presentation/Concept
14. MicroscopeIn class work students are
required to make wet mount
slides, of cells and then make
observations, collect data,
catalogue or identify main
features; then using their data
write a lab report.
Concept/
Direct instruction
12. Microscopes lab
activityStudents are taught how to
make wet mount slides of
cells. Students demonstrate
the ability to properly
calculate actual field of a
specimen.
Cooperative learning/
Direct instruction
15. Microscope
AssessmentStudents will take a lab
practical. The lab practical
will test the student’s ability
to identify all the important
components of cells.
Students will be presented
with slides that show a
specific cell type, and then
will provide corresponding
questions, in which students
will provide responses.
Presentation Model
This lesson will require 5 days of instruction.
Section #1-3 on the calendar will be taught on Monday.
Introduction
What is a cell?
Cell reproduction
Section #4-6 on the calendar will be taught on Tuesday.
Cellular diseases
Types of cells
Cells are taxonomically classified into two distinct categories:
Section #7-9 on the calendar will be taught on Wednesday.
A detailed discussion about the Prokaryotic cell
A detailed discussion about the Eukaryotic cell.
Prokaryote vs. Eukaryotes
Section #10-12 on the calendar will be taught on Thursday.
Discovery of electron microscope
MicroscopeMicroscopes lab activitySection #13-15 on the calendar will be taught on Friday
Microscope
Microscope
Microscope Assessment
9
Lesson Plan
(I teach in a block schedule, at Hiram Johnson. As a result, each period that I teach is one
hour 30 minutes long.) This lesson will require 5 days to complete.
Lesson Title: Cells—the Building Blocks of Life
Purpose: Introducing students to cells, so that they may understand the composition of a
cell and how the cells work, are fundamental to all of the biological processes of life.
Objectives:
Students will:
1. Be able to identify and describe the structure and function of the cell.
2. Be able to distinguish a Prokaryotic Cell from a Eukaryotic Cell, and also identify
the similarities among their structure.
3. Be able to describe the functions of the cells organelles.
4. Become proficient with the process of cell division, and reproduction.
5. Understand the similarities and differences between a cell wall and a
cytoskeleton
Standards covered by this unit:
a. Students know cells are enclosed within semi permeable membranes that
regulate their interaction with their surroundings.
b. Students know how prokaryotic cells, eukaryotic cells (including those
from plants and animals), and viruses differ in complexity and general
structure.
c. Students know the role of the endoplasmic reticulum and Golgi apparatus
in the secretion of proteins.
d. Students know the role of the mitochondria in making stored chemicalbond energy available to cells by completing the breakdown of glucose to
carbon dioxide.
e. * Students know how eukaryotic cells are given shape and internal
organization by a cytoskeleton or cell wall or both.
10
Model(s) Of Instruction:
This lesson will employ several instructional models:
1st Model of Instruction=Presentation Model—this form of instruction is
essential because this unit is based primarily on teacher centered knowledge that requires
well-defined objectives to be explained. I will implement this model by conducting a
classroom lecture where I go through a sequence of ideas and then elaborate on each
specific idea.
I will describe:
1. What is a cell?
(A cell is the very smallest unit of living matter. All living things including plants
and animals are made up of cells. Cells are made of atoms, which are the smallest
units of matter.)
2. What is its function?
(Within cells there is an intricate network of organelles that all have unique
functions. These organelles allow the cell to function properly.)
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Nuclear membrane
- Surrounds nucleus
- Composed of two layers
- Numerous openings for nuclear traffic
Nucleolus
- Spherical shape
- Visible when cell is not dividing
- Contains RNA for protein manufacture




Collective term for cytosol and organelles contained within
Colloidal suspension
Cytosol mainly composed of water with free-floating molecules
Viscosity constantly changes
Centrioles
- Paired cylindrical organelles near nucleus
- Composed of nine tubes, each with three tubules
- Involved in cellular division
- Lie at right angles to each other
Chloroplasts
- A plastid usually found in plant cells
- Contain green chlorophyll where photosynthesis takes place
Cytoskeleton
- Composed of microtubules
- Supports cell and provides shape
- Aids movement of materials in and out of cells
12
Endoplasmic reticulum
- Tubular network fused to nuclear membrane
- Goes through cytoplasm onto cell membrane
- Stores, separates, and serves as cell's transport system
- Smooth type: lacks ribosomes
- Rough type (pictured): ribosomes embedded in surface
Golgi apparatus
- Protein 'packaging plant'
- A membrane structure found near nucleus
- Composed of numerous layers forming a sac
Lysosome
- Digestive 'plant' for proteins, lipids, and carbohydrates
- Transports undigested material to cell membrane for removal
- Vary in shape depending on process being carried out
- Cell breaks down if lysosome explodes
Mitochondria
- Second largest organelle with unique genetic structure
- Double-layered outer membrane with inner folds called cristae
- Energy-producing chemical reactions take place on cristae
- Controls level of water and other materials in cell
- Recycles and decomposes proteins, fats, and carbohydrates, and
forms urea
Ribosomes
- Each cell contains thousands
- Miniature 'protein factories'
- Composes 25% of cell's mass
- Stationary type: embedded in rough endoplasmic reticulum
- Mobile type: injects proteins directly into cytoplasm
13
Vacuoles
- Membrane-bound sacs for storage, digestion, and waste removal
- Contains water solution
- Contractile vacuoles for water removal (in unicellular
organisms)
Cell wall
- Most commonly found in plant cells
- Controls turgity
- Extracellular structure surrounding plasma membrane
- Primary cell wall: extremely elastic
- Secondary cell wall: forms around primary cell wall after
growth is complete
Plasma membrane
- Outer membrane of cell that controls cellular traffic
- Contains proteins (left, gray) that span through the membrane
and allow passage of materials
- Proteins are surrounded by a phospholipid bi-layer.
14
3. Morphological appearance?
4. Cell types?
The cell is one of the most basic units of life. There are millions of different types
of cells. There are cells that are organisms onto themselves, such as microscopic
amoeba and bacteria cells. And there are cells that only function when part of a
larger organism, such as the cells that make up your body. The cell is the smallest
unit of life in our bodies. In the body, there are brain cells, skin cells, liver cells,
stomach cells, and the list goes on. All of these cells have unique functions and
features. And all have some recognizable similarities.
5. Prokaryotes vs. Eukaryotes?
Prokaryotes are the earliest and simplest cells on Earth. Eukaryotes are more
modern cells. All the cells described so far are eukaryotic. In prokaryotes, there is
no nucleus and genetic material floats freely in the cytoplasm. Prokaryotes also
lack all the other organelles except for cell walls and ribosomes. Additionally, the
cell walls in prokaryotic organisms are made of peptidoglycan instead of cellulose
and the ribosomes are smaller.
15
6. Cell Division?
The cell cycle consists of four distinct phases: G1 phase, S phase, G2 phase (collectively
known as interphase) and M phase. M phase is itself composed of two tightly coupled
processes: mitosis, in which the cell's chromosomes are divided between the two
daughter cells, and cytokinesis, in which the cell's cytoplasm divides forming distinct
cells. Activation of each phase is dependent on the proper progression and completion of
the previous one. Cells that have temporarily or reversibly stopped dividing are said to
have entered a state of quiescence called Go phase.
M phase—The relatively brief M phase consists of nuclear division
(karyokinesis) and cytoplasmic division (cytokinesis). In plants and algae,
cytokinesis is accompanied by the formation of a new cell wall.
Interphase—After M phase, the daughter cells each begin interphase of a new
cycle. Although the various stages of interphase are not usually morphologically
distinguishable, each phase of the cell cycle has a distinct set of specialized
biochemical processes that prepare the cell for initiation of cell division.
G1 phase—The first phase within interphase, from the end of the previous M
phase till the beginning of DNA synthesis is called G1 (G indicating gap or
growth). During this phase the biosynthetic activities of the cell, which had been
considerably slowed down during M phase, resume at a high rate. This phase is
marked by synthesis of various enzymes that are required in S phase, mainly those
needed for DNA replication. Duration of G1 is highly variable, even among
different cells of the same species.[1]
S phase—The ensuing S phase starts when DNA synthesis commences; when it is
complete, all of the chromosomes have been replicated, i.e., each chromosome
has two (sister) chromatids. Thus, during this phase, the amount of DNA in the
cell has effectively doubled, though the ploidy of the cell remains the same. Rates
of RNA transcription and protein synthesis are very low during this phase. An
exception to this is histone production, most of which occurs during the S phase.
The duration of S phase is relatively constant among cells of the same species.
G2 phase—The cell then enters the G2 phase, which lasts until the cell enters
mitosis. Again, significant protein synthesis occurs during this phase, mainly
involving the production of microtubules, which are required during the process
of mitosis. Inhibition of protein synthesis during G2 phase prevents the cell from
undergoing mitosis.
G0 phase—The term "post-mitotic" is sometimes used to refer to both quiescent
and senescentcells. Nonproliferative cells in multicellular eukaryotes generally
enter the quiescent G0 state from G1 and may remain quiescent for long periods of
time, possibly indefinitely (as is often the case for neurons). This is very common
for cells that are fully differentiated. Cellular senescence is a state that occurs in
response to DNA damage or degradation that would make a cell's progeny
nonviable; it is often a biochemical alternative to the self-destruction of such a
damaged cell by apoptosis. Some cell types in mature organisms, such as
parenchymal cells of the liver and kidney, enter the G0 phase semi-permanently
and can only be induced to begin dividing again under very specific
circumstances; other types, such as epithelial cells, continue to divide throughout
an organism's life.
16
2nd Model of Instruction=Problem-Based Learning—Because this lesson
requires students to learn cellular principles which are best learned from investigation,
analysis and critical thinking. I will introduce a VENN diagram and ask students to get
in groups and come up with similarities and differences between Eukaryotes and
Prokaryotes. (Student handout for Venn diagram at end)
3rd Model of Instruction=Cooperative learning—Another form of instruction
that is fundamental in this lesson because working in small groups creates brainstorming,
communication, and sharing of perspectives that will enhance the understanding of these
biological principles. After completion of the VENN diagrams, the students as a class
would present their diagrams and a class discuss would occur.
I understand that students require many different forms of instruction—that being the
case, I will apply all 3 models in this lesson, so that all the students’ needs are addressed.
17
Lesson Procedures:
1. Take attendance
2. Have the quick write question on the white board “Are their any benefits to being
a eukaryotic cell? If there are, what are they?” Allow students 10-15 minutes to
copy down the question and then provide responses.
3. Select random students to share their responses with the class.
4. Lecture about the composition of the cell, the organelles and their functions.
5. Place the students into learning groups
6. Have them discuss their notes and readings. Explain the instructions for the
worksheet. Then complete the animal cell worksheet that I provided.
7. After completion, discuss the results with the class.
8. Assign readings for the next class period that covers the next topic which is
microscopes.
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Evaluation:
Evaluation of this unit will be based upon mastering the fundamental
principles of cell theory. These principles are listed in the above section titled cell
biology objectives.
Evaluation of knowledge for this unit is accomplished by several ways:
1. Classroom attendance—it is extremely important for students to attend classes so
that they may receive the proper explanation of the principles.
2. Student participation—If the students are engaged and responsive during the
lesson, this will enhance their understanding. I implement this form of evaluation
by randomly selecting students to answer and describe my questions of: What is a
cell? What is a multi-cellular organism? How do cells reproduce?
3. Quick writes—This activity is a response to a critical thinking question, presented
by the teacher, that requires students to organize their thoughts of the material and
then they incorporate that knowledge into a free write document. My quick write
topic for this lesson plan is: “Are there any benefits to being a eukaryotic cell?”
Extension: “If there are, what are they?”
4. Worksheets—These assignments encourage students to refer to their notes and
textbooks to respond to questions. (I have provided a worksheet that evaluates
how well students can identify cell organelles which is one of the main objectives
of the lesson. Worksheet is attached to the next page.)
5.
Chapter test- All of the objectives for the unit will be assessed based upon correct
responses to chapter test. (Chapter test provided on handout section)
Completion and understanding of the quick write and worksheet are forms of evaluation
that will provide me with an accurate assessment of the student’s knowledge of the lesson
topic.
19
These are the following 5 Es used to Address Inquiry
The 5 E's is an instructional model based on the constructivist approach to learning,
which says that learners build or construct new ideas on top of their old ideas. The 5 E's
can be used with students of all ages, including adults.
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E":
Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and
teachers to experience common activities, to use and build on prior knowledge and
experience, to construct meaning, and to continually assess their understanding of a
concept.
Engage: Provide examples of how you could engage students by piquing their
curiosity, hooking them, and focusing their attention on the topic.
Explore: Discuss ways to encourage exploration by allowing students to handle
and manipulate materials, make discoveries, and talk about them with each other
and you (the teacher).
Explain: Provide examples of how you could help students make sense of their
observations and questions, describe what they see, and give explanations for why
things happened certain ways.
Extend: Address opportunities for students to apply newly learned concepts and
skills to new situations, and to present and defend their own understandings and
explanations of the new situations.
Evaluate: Discuss what kinds of evidence will reveal what students understand
about the concepts, what they are able to do, and how they’ll demonstrate a grasp
of the bigger ideas?
20
I will incorporate the 5 Es during the actual implementation of my lesson plan. The
following description is from the lesson plan that I present in my class.
Engagement - Have the quick write question on the white board “Are their any benefits
to being a eukaryotic cell? If there are, what are they?” Allow students 10-15 minutes to
copy down the question and then provide responses.
Exploration – Lecture about the composition of the cell, the organelles and their
functions.
Explain – Have the students discuss their notes and readings, Explain the instructions for
the worksheet then complete the animal cell worksheet that I provide.
Extend – The tradition: Assign readings for the next class period that covers the next
topic which is microscopes.
Evaluate – After completion discuss the results with the class.
21
Resources/Materials:
1.
2.
3.
4.
5.
6.
7.
White boards (markers and erasers)
Laptop for PowerPoint presentations
Projector
Textbooks
Animal cell worksheet
Overhead transparences
Paper for quick writes (lined paper)
Text/Internet Resources:
1.
2.
3.
4.
Textbook: Biology-The Dynamics Of Life . McGraw-Hills Company.
Websites: The 5E’s http://enhancinged.wgbh.org/research/eeeee.html
Websites: The Cell http://library.thinkquest.org/5420/cellwhat.html
Websites: Cell Division
http://www.estrellamountain.edu/faculty/farabee/biobk/BioBookmeiosis.html
5. Websites: Cell Organelles http://www.cellsalive.com/cells/animcell.htm. (Lecture
notes cited from this website.)
22
Classroom Accommodations:
Special Classroom Management Considerations: Proper facilities must be provided for
students, for example: elevators, ramps and visual aids. Classrooms must be arranged in
a way that allows students easy access to exits in case of emergencies.
Considerations and proper facilities allow students to succeed, for instance in my class
we have a large visible white board, and speakers on the computers for the hearing
impaired students. All the desks are arranged in a row and column form that allows me
easy access to reaching each individual student, so that everyone is engaged during class.
My class is predominately English Language Learners. Some of the accommodations
that I have implemented or provided include large visual posters around the class. We
also have a Hmong translator who is assigned to my class, and there are also dictionaries
that translate English into several other languages. I also try to present clear instructions,
and outline specific objectives.
23
24
The Animal Cell
Directions: Place the correct number in the data table to indicate the
correct organelle. Describe the function of each organelle in the cell.
Organelle
Cytoplasm
Centrioles
Mitochondria
Lysosome
Vacoule
Endoplasmic reticulum
Plasma membrane
Golgi body
Ribosomes
Nucleolus
Chromosome (DNA)
Nucleus
Diagram location( #)
Function
25
CHAPTER TEST - CELLS and Division Chapter Test A
Multiple Choice
Write the letter that best answers the question or completes the statement on
the line provided.
1. As a cell becomes larger, its
a. volume increases faster than its surface area.
b. surface area increases faster than its volume.
c. volume increases, but its surface area stays the same.
d. surface area stays the same, but its volume increases.
2. All of the following are problems that growth causes for cells
EXCEPT
a. DNA overload.
c. obtaining enough food.
b. excess oxygen.
d. expelling wastes.
3. Which of the following is NOT a way that cell division solves
the problem of cell growth?
a. Cell division provides each daughter cell with its own copy
of DNA.
b. Cell division increases the mass of the original cell.
c. Cell division increases the surface area of the original cell.
d. Cell division reduces the original cell’s volume.
4. When during the cell cycle are chromosomes visible?
a. only during interphase
b. only when they are being replicated
c. only during cell division
d. only during the G1 phase
5. Which pair is correct?
a. G1 phase, DNA replication
b. G2 phase, preparation for mitosis
c. S phase, cell division
d. M phase, cell growth
6. When during the cell cycle is a cell’s DNA replicated?
a. G1 phase
c. S phase
b. G2 phase d. M phase
7. Which event occurs during interphase?
a. The cell grows.
c. Spindle fibers begin to form.
b. Centrioles appear.
d. Centromeres divide.
26
8. During which phase of mitosis do the chromosomes line up
along the middle of the dividing cell?
a. prophase
c. metaphase
b. telophase d. anaphase
9. Which of the following represents the phases of mitosis in
their proper sequence?
a. prophase, metaphase, anaphase, telophase
b. interphase, prophase, metaphase, anaphase, telophase
c. interphase, prophase, metaphase, telophase
d. prophase, metaphase, anaphase, telophase, cytokinesis
10. What is the role of the spindle during mitosis?
a. It helps separate the chromosomes.
b. It breaks down the nuclear membrane.
c. It duplicates the DNA.
d. It divides the cell in half.
11. The two main stages of cell division are called
a. mitosis and interphase.
b. synthesis and cytokinesis.
c. the M phase and the S phase.
d. cytokinesis and mitosis.
12. Which of the following is a factor that can stop normal cells
from growing?
a. contact with other cells
b. growth factors
c. a cut in the skin
d. cyclin that has been taken from a cell in mitosis
13. Which of the following explains why normal cells grown in a
petri dish tend to stop growing once they have covered the
bottom of the dish?
a. The cells lack cyclin.
b. The petri dish inhibits cell growth.
c. Contact with other cells stops cell growth.
d. Most cells grown in petri dishes have a defective p53.
14. Cyclins are a family of closely related proteins that
a. regulate the cell cycle.
b. produce p53.
c. cause cancer.
d. work to heal wounds.
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15. Cancer is a disorder in which some cells have lost the ability to control their
a. size.
c. growth rate.
b. spindle fibers. d. surface area.
Completion
Complete each statement on the line provided.
16. The larger a cell becomes, the ___________________ efficiently it is able to function.
17. Before a normal cell becomes too large to carry out normal activities, it will usually
divide to form two___________________ cells.
18. Proteins that regulate the cell cycle based on events inside the cell are called
___________________regulators.
19. In all forms of ___________________ , the cancerous cells fail to respond to the
signals that regulate the cell cycle of most cells.
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Key-Animal Cell Diagram
Organelle
Cytoplasm
Diagram location( #)
12
Centrioles
10
Mitochondria
6
Lysosome
1
Vacoule
5
Endoplasmic reticulum
2
Plasma membrane
11
Golgi body
4
Ribosomes
7
Nucleolus
8
Chromosome (DNA)
3
Nucleus
9
Function
liquid inside the cell,
mostly water
structure in animal cells
involved in cell division
site of cellular respiration
(where energy is released
from nutrients)
specialized vacuole that
stores digestive enzymes
storage sac for water or
other materials
system of tubes through
the cytoplasm involved in
transporting materials
The plasma membrane
regulates what enters and
leaves the cell. Many
molecules cross the cell
membrane by diffusion
and osmosis
a flat stack of tubes
involved in "packaging"
materials that will exit the
cell
very small organelles that
are the sites of protein
synthesis
dark round structure
within the nucleus that
produces ribosomes
chromosome is formed
from a single DNA
molecule that contains
many genes.
"control center of the cell"
where genetic material
(DNA) is found
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CHAPTER TEST- CELLS – KEY
Multiple Choice
1. A
2. B
3. B
4. C
5. B
6. C
7. A
8. C
9. A
10. A
11. D
12. A
13. C
14. A
15. C
Completion
16. less
17. daughter
18. cell plate
19. cancer
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