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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.) 11 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. 18 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. 27 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. 28 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 29 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 30