Honors Biology 2018 - 2019 Name:____________________________________Block:_____________Date:________________________

Unit2:TheDynamicCell,PartIReading:Chapter6,9.8,9.9,2.1Objectives:Uponcompletionofthisunit,youshouldbeableto:

Topic1:Microscopy

Topic2:CellularOrganellesObjective KeyTerms6 Compareandcontrastthefollowing:prokaryoticvs.eukaryoticcells,

plantvs.animalcells.Usingeitherpicturesordescriptions,beabletoidentifyacellasprokaryotic,plant,oranimal.Identifycellsasplantoranimal,usingpicturesandslides.(6.2,6.3)

EukaryotewOrganelleNucleus*wNucleolus*ChromatinwRibosome*ChromosomewVesicle*

Golgiapparatus*VacuolewLysosome*

MitochondrionEndoplasmicreticulum*

(rough,smooth)CellwallwChloroplastCentralvacuolewCiliaFlagellumwCentrioleExtracellularMatrixCytosolwCytoplasm

Cytoskeleton*Endomembranesystem

7 Identifyallcellorganellesonapictureofacell(6.4)8 Describethestructureandfunctionofeachcellorganelle(6.4).9 Explainhowtheextracellularmatrixaidsininteractionsbetweencells

(6.6).

10 Explainhoworganelles(*)worktogethertoaccomplishtheproduction,modification,andtransportofproteinswithinacell.

Topic3:EvolutionofComplexCells(BiologicalEvolution)Objectives Key TermsE – 12 Differentiate between living and non-living things. Life Virus E – 13 Explain the adaptive advantage of membranes in living things.E – 14 Describe the events of endosymbiosis that led to eukaryotic cells. Provide

several examples of evidence that support theory. Endosymbiosis Obligate symbiont

E – 15 Did mitochondria or chloroplasts evolve first? Answer the question and explain your reasoning.

Topic4:TheMicrobiomeObjective11 Defineandrelatethetermsbiomeandmicrobiome.12 Listseveralexamplesofhelpfulbacteria.Howarebacteriaimportanttoourhealth?13 Explainthefunctionofantibioticsandhowtheymightaffectyourmicrobiome.14 Definethetermssymbiosis,commensalism,mutualism,andparasitism,andrelatethesetothe

conceptofthemicrobiome.15 Discussreasonsforindividualpeopleallhavinguniquemicrobiomes.Discussreasonsfor

microbiomeschangingasweage.

Objective KeyTerms1 Explainhowlightmicroscopesareusedtostudycells(6.1). Lightmicroscope

MagnificationwStageFieldofviewwOcularlensOccipitallenswDiaphragm

2 Explain(anddemonstrate)howscientistsmeasurethelengthofobjectsusingamicroscope.(Inclass/lab)

3 Demonstratetheuseofamicroscopetostudycells.(Inclass/Lab)4 Determineappropriateunitsformeasuringlengthofcellularstructures.

Convertmeasurementsfromoneunittoanother.MeterwMillimeter

MicrometerwNanometer5 Explainwhycellsmustbesmallbyanalyzingtherelationshipbetween

surfaceareaandvolumeincells(Lab).SA:Vratio

Biological evolution

1

Objectives 1 - 3Lab: Using a Compound Light Microscope

Background:

Microscopes are very important tools in biology. The term microscope can

be translated as “to view the tiny,” because microscopes are used to study things

that are too small to be easily observed by other methods. The type of microscope

that we will be using in this lab is a compound light microscope. Light microscopes

magnify the image of the specimen using light and lenses. The term compound

means that this microscope passes light through the specimen and then through two

different lenses. The lens closest to the specimen is called the objective lens, while

the lens nearest to the user’s eye is called the ocular lens or eyepiece. When you use

a compound light microscope, the specimen being studied is placed on a glass slide. The slide may be

either a prepared slide that is permanent and was purchased from a science supply company, or it may be

a wet mount that is made for temporary use and is made in the lab room.

Objectives: In this lab you will be able to:

1. Identify the parts of a compound light microscope and their functions.

2. Calculate the magnification of a compound light microscope.

3. Make a wet mount slide when given the proper materials.

4. Orient and move a specimen’s image when viewed though a compound light microscope.

5. Explain when to use the low and high power objective lenses.

6. Explain when to use of the coarse and fine adjustments for focusing.

7. Estimate the size of a specimen (cell) using a microscope.

Materials: microscope

slides

cover slips

lens paper

paper towels

sheets of newspaper/phonebook

water

pipette

scissors

2

Procedure:

Part I. Learning about the microscope

1. One member of your lab group should go and get a microscope.

Always carry the microscope in an upright position (not tilted) using

two hands. One hand should hold the microscope’s arm and the other

hand should support the base, as shown in Figure 1. Set it down

away from the edge of the table. Always remember that a microscope

is an expensive, precision instrument that should be handled

carefully.

2. Plug the microscope in at your lab desk. Turn it on and make sure

that the light comes on (it may take a second or two to warm up). If

the microscope light does not turn on, check with your teacher.

3. Compare your microscope with Figure 2. Identify the parts on your

microscope and determine the function of each part. -

4. Fill in Table 1 with the names and functions of each microscope part

in Figure 2.

A

B

C

D

E

F

G

H

I

J

Figure 2

3

TABLE 1:

Part Name Function

A Objective Lens

B Stage Clips

C Stage

D Light

E Base

F Ocular Lens

G Arm

H Diaphragm

I Course Adjustment

J Fine Adjustment

5. The ocular lens is marked with its magnification power. (This is how much larger the lens makes

objects appear.)

a. What is the magnification power of the ocular lens of your microscope?

6. The three objective lenses are marked with their magnification power. The first number marked on each

lens is the magnification power of that lens.

a. What is the magnification of the lowest power lens of your microscope?

b. What is the magnification of the high power lens?

7. To find the total magnification of your microscope as you are using it, multiply the ocular lens power

times the power of the objective lens that you are using. For example, if the ocular lens of a microscope

has a power of 5x and you use an objective that is 10x, then the total magnification of the microscope at

that time is 50x (5x10=50).

a. What is the total magnification of your microscope when using low power?

b. What is the total magnification of your microscope when using high power?

4

Part II. Preparing and using a Wet Mount

8. Using a piece of newspaper or phone book, find a small, lowercase letter “e.” Cut a 1 cm square with

that letter “e” near the middle of the square. (Do not just cut out the letter e, or it will be too hard to

work with. The piece of paper that you cut out should be about the size of a fingernail.)

9. Place the square of paper in the middle of a clean glass slide.

Position the square so that the words are in normal reading

position (in other words, don’t have the “e” turned sideways or

upside-down). With a pipette, put 1 drop of water on the paper

square. Drop the water from about 1 cm above the slide; do not

touch the pipette to the paper square or the paper will stick to the

pipette.

10. Now, cover the water drop with a clean cover slip. The best way

to do this is shown in Figure 3. Hold the cover slip at a 45°

angle to the slide and move it over the drop. As the water touches the cover slip, it will start to spread.

Gently lower the angle of the cover slip to allow the water to evenly coat the under surface, then let

the slip drop into place. You should not just drop the cover slip onto the slide or air bubbles will get

trapped. This makes the slide very difficult to study. If you do trap several air bubbles, remove the slip

and try again. Never press on the cover slip to try to remove air bubbles. This will break the cover slip

and/or damage your specimen.

11. On your microscope, move the low-power objective into place. You should always begin studying a

slide on low power, because this makes it easiest to find objects on the slide. Position the diaphragm

so that the largest opening is used. This will allow the maximum amount of light to be used. Check

your wet mount slide to be sure that the bottom of the slide is dry. (A wet slide will stick on the stage

of the microscope.) Sit so that the arm of the microscope is closest to you, and place the slide on the

stage with the “e” in a normal reading position for you.

12. You may use the stage clips to hold the slide in place if you like. If so, make sure that the clips do not

bump into the cover slip or touch the water. Look at the microscope from the side and use the coarse

adjustment knob to get the stage as close to the low-power objective as possible.

13. Look through the ocular lens, keeping both eyes open. (It may seem difficult to keep both eyes open,

but learning to do so helps to prevent eyestrain or headaches.) Slowly adjust the focus of the

microscope using the coarse adjustment knob until the letters become clear.

Then, use the fine adjustment to sharpen the focus. Move the slide left or

right, forward or backward, until the letter “e” is in the center of the field

of view. Do not turn the slide or pivot it. In the circle to the right, draw

the letter “e” in the same size and position as you see it in the

microscope.

a. Describe the position of the image of the letter “e” through the

microscope compared to the position that it is placed on the slide.

Draw it as well.

14. Move the slide to the left.

a. Which direction did the image move?

Figure

3

5

15. Move the slide away from you.

a. Which way did the image move?

16. Look through the microscope as you change the adjustment of the diaphragm.

a. What does the diaphragm control?

Important Note: Before switching to high power, you should always position the specimen in the center

of the field of view and use the fine adjust to sharpen the focus of the image. Never use the coarse

adjustment when using high power. Doing so could break the slide or the microscope!

17. Watching from the side, switch to the high-power objective lens. Make sure that the lens does not hit

the slide, but expect it to be very close.

18. Looking through the ocular, use a slight turn of the fine adjustment knob to focus the image of the

letter “e”. In the circle to the right, draw the letter “e” in the same size and position as you see it in the

microscope.

a. Describe the appearance of the image that you see. Are you seeing more or less of the letter “e”

than you did at low-power?

b. Is the field of view (the area that you are observing) larger or

smaller when you use high power?

19. Look through the microscope (on high power) with the diaphragm at its

largest setting. While looking through the ocular, switch the microscope

to low-power.

a. Compare the brightness of the field under high power and low power. Which setting is brighter?

Why?

6

Part III. Plant and Animal Cells.

1. Elodea

Select a small sprig of Elodea from the plant. The leaf should be as thin as possible. Prepare a wet mount

slide of the Elodea.

1. Examine the Elodea under LOW power and sketch and label your observations below.

2. Now examine the Elodea under HIGH power. Draw and label your observations below. Can

you see any organelles? Be sure to include them.

Your field of view (area you are viewing) is 1.4 mm under high power. Count the cells and calculate

their average size. Show your work.

Elodea:

Magnification: _____________ Magnification: _____________

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2. Cheek Cell

Using a toothpick, gently scrape the inside of your cheek to collect the cells and then rub the sample on

the glass slide. IMMEDIATELY place the toothpick in the trash. Add a drop of methylene blue stain to

the sample and cover it with a cover slip. After making your observations, place the entire glass slide and

cover slip in the marked container. DO NOT TAKE A PEICE OF CHEEK OR HURT YOURSELF!

1. Examine the cells under LOW power and sketch and label your observations below. Are you

seeing cells or tissues or both?

2. Now examine the cells under HIGH power. Draw and label your observations below.

Cheek:

Magnification: _____________ Magnification: _____________

Final Analysis: 1. Why should you always begin to use a microscope with the low-power objective?

2. Why should you only use the fine adjust when the high-power objective is in position?

3. Why must the specimen be centered before switching to high power?

4. If you placed a letter “g” under the microscope, how would the image look in the field of view?

8

5. If a microscope has an ocular with a 5x power, and has objectives with powers of 10x and 50x, what is

the total magnification of: (Show your math for full credit!)

a. low power?

b. high power?

6. If you are looking through a microscope at a freshly prepared wet mount and you see several perfect

circles that are completely clear surrounding you specimen, what is the most likely explanation?

7. Why does the specimen placed under the microscope have to be thin?

8. Are the cells that you observed eukaryotic or prokaryotic? Explain how you know.

9. What structures do all cells have?

10. What are three structures that plant and animal cells have in common?

11. What are two differences between plant and animal cells?

12. What structure was only seen in the elodea?

13. Rank the cells in order of increasing size. Which seemed the biggest? What about the nuclei?

9

Objective 4Online Activity: “How Big is a…”

URL: http://learn.genetics.utah.edu/content/begin/cells/scale/

Navigating the site: There is a bar under the picture that allows you to zoom in and out. Here you will look at objects on a piece of paper. Your job is to find them and estimate the length of each

(in picometers, nanometers, micrometers, or millimeters). Sketch each of the objects. (Note: 1 m = 1,000

mm = 1,000,000 micrometers = 1,000,000,000 nanometers)

Object Sketch Eukaryotic or

Prokaryotic Size in picometers (pm), nanometers (nm),

micrometers (m), or millimeters (mm)

Grain of rice N/A*

Amoeba

proteus

Skin Cell

Red Blood

Cells

Baker’s Yeast

Mitochondria N/A*

E. coli

HIV

Hemoglobin

(protein) N/A*

*Note: Other structures may be N/A* as well.

1. List the structures in the above table in order, from smallest to largest.

2. A lysosome is approximately 1 μm. How large is this in nm? ___________ in mm?

3. How large is an antibody

3.1. in nanometers? ________

3.2. in micrometers? ________

3.3. in millimeters? _________

4. The length of a grain of rice is ______________ times larger than a molecule of tRNA.

10

Scientific Units of Measurement & Conversion Worksheet

Principle or Rationale: Scientific measurements are made and reported using the metric system and conversion betweendifferent units is an integral part of scientific measurement and data analysis.

Reference table of common prefixes and scientific units of measurement: Prefix Decimal Equivalent Exponent Equivalent

Hecto- (h) 100 10 +2

Kilo – (k) 1000 10 +3

Deca - (d) 10 10 +1

Meter, Liter, or Gram 1 10 0

Centi – (c) 1/100 or 0.01 10 –2

Milli – (m) 1/1000 or 0.001 10 –3

Micro – (µ) 1/1000000 or 0.000001 10 –6

Nano – (n) 1/1000000000 or 0.000000001

10 -9

In science, and increasingly in other fields, the International System of units (metric system) is universallyused. The scientific unit of measurement for length and distance is a meter (m), for volume a liter (l), andfor mass or weight a gram (g). The prefixes are added to the unit to represent the size of measurementprefixes. The meter is used as an example below and the same applies to units of volume and weight. Indescending order,

1 meter (m) = 100 centimeters (cm) = 1000 millimeter (mm) = 1000,000 micrometer (µm) = 1,000,000,000nanometer (nm)

Note that 1 meter (m) = 100 centimeters (cm) can also be represented as the conversion factor which can beused for any conversion between the two units.

1 meter (m) = 1 m 100 centimeter (cm) 100 cm

For example, to calculate how many meters are present in 20 cm, written as 20 cm = ? m, you multiply 20 bythe conversion factor, in this way

20 cm X 1 m = 20 cm x 1 m = 2 m = 0.2 m 100 cm 100 cm 10

Note that as 1 meter (m) = 100 centimeters (cm) when you convert a quantity less than 100 centimeters tometer the answer is <1 since a centimeter is a smaller unit than a meter.

The same conversion factor is used to calculate how many centimeters are present in 20 meters, written as 20m = ? cm, in this way:

20 m x 100 cm = 2000 m x cm = 2000 cm1 m 1 m

and when you convert from meter to centimeter the answer is >1 since a meter is a larger unit than acentimeter.

11

Follow the example presented above and demonstrate your understanding of conversion of units by answering the questions in the Scientific Units of Measurement & Conversion sheets.

Scientific Units of Measurement & Conversion sheet

I. Conversion of UnitsA. Fill in the spaces in the following table with the symbols, conversion factor, and calculation, as

appropriate

Symbols Conversion Solve(Showing your

calculation) Meter to centimeter m to cm multiply by 100 cm/1 m 0.5 m = cm

Centimeter to meter cm to m multiply by 1 m/100 cm 50 cm = m

Centimeter to millimeter cm to mm multiply by 10 mm/1 cm 0.2 cm = mm

Millimeter to centimeter mm to cm multiply by 1 cm/10 mm 20 mm = cm

Millimeter to micrometer mm to m multiply by 1000 m/1 mm 5 mm = m

Micrometer to millimeter m to mm multiply by 1 mm/1000 m 50 m = mm

Micrometer to nanometer m to nm multiply by 1000 nm/1 m 50 m = nm

Nanometer to Micrometer nm to m multiply by 1 m/1000 nm

5 nm = m

B. Figure out how many micrometers are present in 1 meter by solving the following 1 m = ??? m equation.You can do so by systematically sequentially converting from one unit to the next until you learn it and nolonger have to do it the long way.

If you know that 1 m = 100 cm 1 cm = 10 mm

1 mm = 1000 m

then 1 m x 100 cm x 10 mm x 1000 m = 1,000,000 m or 106 m

1 m 1 cm 1 mm

C. Calculate how many nanometers are present in 1 meter. (Show your calculations)

12

Objective 5

Lab Activity: Why Are Cells So Small?

An Investigation of the Relationship between Diffusion and Cell Size

(Revised from Kim B. Foglia, www.ExploreBiology.com, 2010)

Background Information:

Most cells are between 2 micrometers and 200 micrometers – too small to be seen with the naked

eye. Remember, a micrometer is 1 millionth of a meter! Why can’t cells ever become larger than that?

Why don’t we regularly find one-celled organisms the size of small multicellular animals, like frogs or

even flies? In other words, why can’t there ever be an organism which is visible to the naked eye and that

is one giant cell? When cells grow to a certain size, their rate of growth slows down until they stop

growing entirely. They have reached their limit. When one of these larger cells divides into two smaller

cells, the rate of growth increases again.

In order for cells to survive, they must constantly exchange ions, gases, nutrients, and wastes with

their environment. These exchanges take place at the cell’s surface – across the cell membrane. The

movement of these materials is accomplished mostly by diffusion (flow of solutes from high to low

concentration) across the cell membrane. Surface area is the amount of cell membrane available for

diffusion. So for a cell, surface area actually represents how much diffusion can happen at one time. It

would seem reasonable, then, that a cell would want plenty of surface area (meaning membrane area).

Volume is the amount of cytoplasm contained within the cell membrane. So for a cell, volume

represents how long it takes to get from the membrane to the center of the cell by diffusion. Therefore, a

large cell would need more materials (more metabolic need) and those materials would take longer to

reach the center of the cell. What, then, is the relationship between the surface area and the volume of a

cell? How does this affect the rate of diffusion of materials that pass in and out? In this lab, we will

investigate this relationship and how it affects diffusion time.

Part I Procedure

In this lab activity, you will use agar cubes as cell models. You will investigate how increasing a cell’s

size affects the time for diffusion to move material across the cell. The agar for the cubes has been dyed

with bromothymol blue – a pH indicator that turns from blue to yellow in the presence of acid. When the

agar cubes are placed in vinegar (a source of acid), they will begin to turn yellow as the vinegar diffuses

into the agar. You will time this diffusion process for 3 different sized cells and compare them. Diffusion

will be considered complete when the blue color completely disappears from the center of the cell. We

will complete Part I as a class demonstration.

Materials: A metric ruler, vinegar, beaker, spoons, knife, paper towels, 3 cubes of 3% agar-bromothymol

blue: 1x1x1 cm, 2x2x2 cm, and 1x1x8 cm

Procedure:

1. Cut three cubes of agar – one with 1 cm on each side, another with 2 cm on a side, and third that is

1 cm x 1 cm x 8 cm. Be exact in your measurements. Be very careful not to cut into or puncture

the blocks.

2. Put the three cubes in a beaker and pour vinegar over them until the blocks are submerged.

Record the time.

3. Record the amount of time it takes for the blue color to completely disappear from each cell.

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Part 2 Procedure

Now that you have been able to explore the relationship between cell dimensions and diffusion time,

let’s see if you can put your new-found understanding to good use. Cells come in many shapes and

sizes in organisms. Natural selection favors cell shapes that enable the cell to perform its function

efficiently. For example, neurons (nerve cell) and cells that line the small intestine have different

jobs, so each has its own unique shape that allows it to do its job better. You will find that the

relationship between structure and function is a recurrent theme throughout biology.

In this activity, each group will compete by creating cell shapes that they think will be most efficient

at getting nutrients. We will then simulate natural selection by have a race to see which shape is best

at its desired function. Each group will get an equal size block of bromothymol blue agar and will

have the opportunity to design a cell to maximize mass but minimize diffusion time. The cell with

the greatest mass and the shortest diffusion time will be judged the winner.

The Cell Diffusion Race Rules:

1. No donut-like holes through the agar cell – this is biologically impossible because it is unstable.

2. Once the agar cell is in the beaker of vinegar, no poking, prodding, touching the beaker.

3. Teacher determines when 100% diffusion takes place. Diffusion will be considered complete when the blue color

completely disappears from the center of the cell.

4. Students mass agar at the end of the race and the cell must not break when handled! If the cell breaks upon massing,

then the entry is disqualified.

5. WINNER = highest ratio of mass divided by time.

Analysis: Answer the following in complete sentences. Please write neatly on a separate sheet of paper

or type them. Make the question clear in the answer or you will get points off (for example, "yes,

because…" is not a good answer).

1. What evidence suggests the vinegar diffused into the 3% agar-bromothymol blue cubes? (0.5 point)

2. Copy the following chart onto your answer sheet. Complete the chart to investigate the relationship

between surface area and volume as a cube increases in size.

Cube (cm) Surface Area Volume SA : V ratio

1 x 1 x 1

2 x 2 x 2

3 x 3 x 3

As the cube increases in size, what happens to the surface area to volume ratio? Explain.

3. Based upon what you know about cells, explain how cells “feed” themselves. How do the nutrients

get into the cell? (Don’t over-think this.) (1 point)

14

4. According to your data from Part 1, which cell was most efficient at receiving the needed “nutrient”

(vinegar)? Use data from your table to back up your conclusion. (1 point)

5. The 2x2x2 cell and the 1x1x8 cell have the same volume. Were their diffusion times the same?

Explain why or why not.

6. In general, what is the relationship between the SA:V ratio and diffusion time?

7. Most cells measure less than 0.01 cm on a side.

a. Calculate the surface area to volume ratio for a cube that measures 0.01 cm on each side.

Show your work. (1 point)

b. If we were able to create a 0.01 cm cube out of agar, do you think it would be more or less

successful than the 1 cm cube at receiving the vinegar “nutrient?” (1 point)

8. In real life, provide two examples of molecules that must move into human cells? (1 point)

9. In real life, provide two examples of molecules that must move out of human cells? (1 point)

10. Describe your cell design. Explain why you chose that design – on what principles were you basing

your design on to decrease diffusion time?

11. If all of the student-designed cells from Part 2 happened to arise randomly, which cell would have the

best chance of survival? Explain how you know and what characteristics of that cell might have

allowed it to survive better.

12. Give an example of a type of cell in a living organism (animal or plant) that is shaped very differently

than the classical round or boxy shape that you see drawn in introductory textbook chapters on cells.

You could pick muscle cells, cells of the small intestine, nerve cells, red blood cells, leaf pore guard

cells, or some other cell. Explain how that unique shape is tied to the function that those cells can

perform.

13. Write a well-organized paragraph in which you explain why smaller cells have an advantage over

bigger cells, both in terms of movement into cells AND movement out of cells. (In other words, what

would happen if your cells failed to divide and instead just grew bigger and bigger?) In your

paragraph, include data from this lab, to support your statements. (4 points)

15

Table 1. (3 pt)

Cell Size

(cm) Surface Area (units!) Volume (units!) SA: Volume Ratio

Time for Complete

Diffusion

1 x 1 x 1

2 x 2 x 2

3 x 3 x 3

Table 2. Cell Mass and Time for Diffusion (Part 2)

Circle the letter of YOUR OWN group!

Group Sketch Cell Mass (g)Time for Complete

Diffusion (minutes)Mass (g) / Time (min)

A

B

C

D

E

F

G

H

16

Honors BiologyActivity: Prokaryotes – Identify the parts and functions of a typical bacterial (prokaryotic) cell.Objective 6: Compare and contrast the following: prokaryotic vs. eukaryotic cells.

NAME FUNCTION

A

B

C

D

E

F

Capsule

E

B

C

D

A

F

There is NO

nuclear membrane

in a bacterial cell

because there is

NO nucleus.

17

Biology H

Activity: How do prokaryotic, animal and plant cells compare?

Objective 6: Compare and contrast the following: prokaryotic vs. eukaryotic cells, plant vs. animal cells. Using either pictures or descriptions, be

able to identify a cell as prokaryotic, plant, or animal.

Place each of the following into the Venn Diagram: cell membrane, cellulose cell wall, flagellum, smooth ER, rough ER, cell wall, free ribosomes,

golgi apparatus, lysosome, vacuole, large central vacuole, plasmid, nucleoid, DNA, cytoplasm, centriole, chloroplast, mitochondria, starch

granules, eukaryotic, 10-100μm, 1-10 μm

Animal Cell

Prokaryotic

Cell

Plant Cell

18

Objective 7: Identify all cell organelles on a picture of a cell.

Complete the diagrams below by filling in the organelle or cell structure names in the blank spaces

provided.

19

Name of

Organelle or

Cell Feature

Description of

Function

Description of

Structure Diagram

Is it present in all

eukaryotic cells? If

not, in which

specific types?

In Prokaryotic

cells? Other information

Cell

Membrane

Allows molecules

into and out of the

cell

Phospholipid

bilayer with

protein “tunnels”

embedded in it

Yes Yes

Cholesterol in the

membrane and

carbohydrates on

the outside

Nucleus

Free

Ribosomes

Mitochondria

Rough

Endoplasmic

Reticulum

Smooth

Endoplasmic

Reticulum

Biology H

Objective 8: Describe the structure and function of each cell organelle.

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Golgi

Apparatus

Lysosome

Chloroplast

Central

Vacuole

Cellulose

Cell Wall

Cytoskeleton

In addition to your textbook, it may be helpful to use the following website to fill out the table above: http://www.cellsalive.com/cellslcell_model.htm

Biology H

Objective 8: Describe the structure and function of each cell organelle.

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Objective 9

Activity: The Cytoskeleton and Extracellular Matrix

Part 1: Review page 172 of your textbook and answer the questions below.

1. What class of biomolecule is the primary component of the cytoskeleton? _______________

2. Why does the cell have the consistency of gel?

3. State three (3) functions of the cytoskeleton based on the text.

Part 2: Watch the following videos and take notes.

Notes for Cytoskeleton Microtubules - Cell Biology: https://www.youtube.com/watch?v=5rqbmLiSkpk

List four (4) functions of the cytoskeleton.

1.

2.

3.

4.

Describe the 3 components of the cytoskeleton.

1.

2.

3.

How do microtubules assist in cell division?

Describe the process of tubulin polymerization (elongation).

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How do flagella work?

How do motor proteins work together with the cytoskeleton?

Notes for The Cytoskeleton - Structure of a Cell: https://www.youtube.com/watch?v=4BAGI6LbHeo

What is wrong with the typical depiction of the cytosol of a cell?

Notes for Amoeba Crawling: https://www.youtube.com/watch?v=PsYpngBG394

What is action polymerization? How does it allow amoeba to move?

What is the role of the cytoskeleton in determining the structure of cytoplasm?

Notes for Khan Academy ECM: https://www.youtube.com/watch?v=cMNx17H3dRU

What connects the ECM to the cell’s interior?

What structures are found in the extracellular matrix?

Describe the importance of the ECM.

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Endomembrane System (Source: Kahn Academy: “Endomembrane System”)

Procedure: 1) Each person in the group reads their part of the article quietly. Underline what you think is the most important sentence. 2) Starting with the person who did Part 1, each person shares the following with their group: What is their section about? What is the most important sentence? Why. 3) Write learning objective 10 together as a group (each person copies it into their notebook).

Part 1: Let’s imagine you are a pancreatic cell. Your job is to secrete digestive enzymes, which travel into the small intestine and help break down nutrients from food. In order to carry out this job, you somehow have to get those enzymes shipped from their site of synthesis—inside the cell—to their place of action—outside the cell. How are you going to make this happen? After a moment of panic in which you consider calling the postal service, you relax, having remembered: I have an endomembrane system!

What is the endomembrane system? The endomembrane system (endo- = “within”) is a group of membranes and organelles in eukaryotic cells that works together to modify, package, and transport lipids and proteins. It includes a variety of organelles, such as the nuclear envelope and lysosomes, which you may already know, and the endoplasmic reticulum and Golgi apparatus, which we will cover shortly. Although it's not technically inside the cell, the plasma membrane is also part of the endomembrane system. As we'll see, the plasma membrane interacts with the other endomembrane organelles, and it's the site where secreted proteins are exported. Important note: the endomembrane system does not include mitochondria, chloroplasts, or peroxisomes. Let's take a closer look at the different parts of the endomembrane system and how they function in the shipping of proteins and lipids.

Part 2: The endoplasmic reticulum. The endoplasmic reticulum (ER) plays a key role in the modification of proteins and the synthesis of lipids. It consists of a network of membranous tubules and flattened sacs. The discs and tubules of the ER are hollow, and the space inside is called the lumen. The rough endoplasmic reticulum (rough ER) gets its name from the bumpy ribosomes attached to its cytoplasmic surface. As these ribosomes make proteins, they feed the newly forming protein chains into the lumen. Some are transferred fully into the ER and float inside, while others are anchored in the

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membrane. Inside the ER, the proteins fold and undergo modifications, such as the addition of carbohydrate side chains. These modified proteins will be incorporated into cellular membranes—the membrane of the ER or those of other organelles—or secreted from the cell. If the modified proteins are not destined to stay in the ER, they will be packaged into vesicles, or small spheres of membrane that are used for transport, and shipped to the Golgi apparatus. The rough ER also makes phospholipids for other cellular membranes, which are transported when the vesicle forms. Since the rough ER helps modify proteins that will be secreted from the cell, cells whose job is to secrete large amounts of enzymes or other proteins, such as liver cells, have lots of rough ER.

Smooth ER. The smooth endoplasmic reticulum (smooth ER ) is continuous with the rough ER but has few or no ribosomes on its cytoplasmic surface. Functions of the smooth ER include: 1) Synthesis of carbohydrates, lipids, and steroid hormones 2) Detoxification of medications and poisons. 3) Storage of calcium ions. In muscle cells, a special type of smooth ER called the sarcoplasmic reticulum is responsible for storage of calcium ions that are needed to trigger the coordinated contractions of the muscle cells. There are also tiny "smooth" patches of ER found within the rough ER. These patches serve as exit sites for vesicles budding off from the rough ER and are called transitional ER .

Part 3:The Golgi apparatus. When vesicles bud off from the ER, where do they go? Before reaching their final destination, the lipids and proteins in the transport vesicles need to be sorted, packaged, and tagged so that they wind up in the right place. This sorting, tagging, packaging, and distribution takes place in the Golgi apparatus (Golgi body), an organelle made up of flattened discs of membrane.

The receiving side of the Golgi apparatus is called the cis face and the opposite side is called the trans face. Transport vesicles from the ER travel to the cis face, fuse with it, and empty their contents into the lumen of the Golgi apparatus. As proteins and lipids travel through the Golgi, they undergo further modifications. Short chains of sugar molecules might be added or removed, or phosphate groups attached as tags. Carbohydrate processing is shown in the diagram as the gain and loss of branches on the purple carbohydrate group attached to the protein.

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Part 4: Finally, the modified proteins are sorted (based on markers such as amino acid sequences and chemical tags) and packaged into vesicles that bud from the trans face of the Golgi. Some of these vesicles deliver their contents to other parts of the cell where they will be used, such as the lysosome or vacuole. Others fuse with the plasma membrane, delivering membrane-anchored proteins that function there and releasing secreted proteins outside the cell.

Cells that secrete many proteins—such as salivary gland cells that secrete digestive enzymes, or cells of the immune system that secrete antibodies—have many Golgi stacks. In plant cells, the Golgi apparatus also makes polysaccharides (long-chain carbohydrates), some of which are incorporated into the cell wall.

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BiologyHonor Name: __________________________________ Block: ___________ Date: _____________________ UNIT 2: THE DYNAMIC CELL Evolution Connection #2: Biological Evolution LearningObjectives:E–12Differentiatebetweenlivingandnon-livingthings.E–13Explaintheadaptiveadvantageofmembranesinlivingthings.E–14Describetheeventsofendosymbiosisthatledtoeukaryotic

cells.Provideseveralexamplesofevidencethatsupporttheory.E–15Didmitochondriaorchloroplastsevolvefirst?Answerthe

questionandexplainyourreasoning. KeyTermsBiologicalevolutionLifeVirus

StromatoliteEndosymbiosisObligatesymbiont

Ourlastevolutionpacketintroducedtheideaofchemicalevolution.Westudiedleadinghypothesesontheoriginoforganicmolecules.Thisevolutionpacketpicksupwhereweleftoff:withorganicmolecules.Nowwewillbeaskingthequestion,“howdidtheseorganicmoleculescombinetoformcomplexcells?”Theoriginofcells,andoforganismsmadeofcells,isconsideredbiologicalevolution,becauseitdealswithevolutionoflivingthings.Remember:ratherthantakingnotesinyoursciencenotebook,“evolutionconnections”areself-containedworksheets.Thisway,bytheendoftheyear,youwillhaveseveralpacketsthatcollectivelyrepresentawholeunitonevolution.Youwillwatchshortvideosandreadtextbooksectionsasyouworkonthispacket.Linksforthevideoscanbefoundontheclasswiki.Asyouwatch,youshouldanswertheaccompanyingquestions.Part1:FormationofEarlyCellsfromOrganicMolecules

TextbookReading2.1:CharacteristicsofOrganisms1. Howcanwetellthedifferencebetweenlivingandnon-livingthings?

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OnlineInteractive:MakeaMicrobehttp://www.pbs.org/wgbh/nova/tech/make-microbe.html2. Fillinthetablebelow.Earlycellsneeded…..

Describethisrequirement.

Realitycheck:Hasthisbeenaccomplishedinalab?How?

Whatmaterialmighthaveservedthispurpose?

Container

Energy

Scribe

Evolution

TextbookReading17.5–17.63. Whatisthedefinitionof“life”usedbyNASA’sexobiologyprogram?Comparethistothedefinition

fromtextbooksection2.1.4. Whymightmembraneshavebeenadvantageoustoearlylife?Bespecific!5. Describethestructuresthatmakeupaviralparticle.Includeadrawing.

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6. Defendthestatement:“Virusesarenotalive”usingthecharacteristicsoflife.7. Whatarestromatolites?Whatdotheytellusabouttheevolutionofcells?Part2:FormationofEukaryoticCellsVideo:BozemanEndosymbiosishttps://www.youtube.com/watch?v=-FQmAnmLZtE1. Breakdowntheword“endosymbiosis”.Whatdoesitmean?2. Whatprocessdoaerobicbacteriaperformtomakeenergy?Whichorganelleevolvedfromaerobic

bacteria?3. Whatprocessdocyanobacteriaperform?Whichorganelleevolvedfromcyanobacteria?4. Fromwhichparentdidyouinherityourmitochondria?Howdidthishappen?5. Mitochondriaandchloroplastsarenow“obligatesymbionts”.Whatdoesthismean?OnlineAnimation:Endosymbiosishttp://www.sumanasinc.com/webcontent/animations/content/organelles.html1. Howwasendosymbiosisanadaptiveadvantagetothecellsinvolved(largeandsmall)?

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2. Whatpossibleexplanationisgivenfororiginoftheendoplasmicreticulum,nucleus,andothermembrane-basedorganelles?

3. Didmitochondriaorchloroplastevolvefirst?Explainyourreasoning.TextbookReading17.7:Eukaryotes1. Howoldarethefirstprokaryoticfossils?_______________________Howoldarethefirsteukaryotic

fossils?________________________

2. DescribethehypothesisproposedbyLynnMargulis.3. Fillinthechartbelowtoexplainthelinesofevidencethatsupporttheendosymbionthypothesis.

StructureofOrganelle Howdoesthissupportendosymbiosis?Bespecific.Comparethe

organelletoprokaryoticcells.DNA

Dividesbyfission

Ribosomes

Doublemembrane

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Ecology Connection: Microbiome Part1:WebResourceshttp://learn.genetics.utah.edu/content/microbiome/I. MeettheMicrobiome

1. Whatisanecosystem?Explainhowthehumanbodyservesasanecosystemforsmallerorganisms.Giveexamples.

2. Whatrequirementsmustbemetbyanecosystemiforganismsaretosurvivethere?

3. Completetheanalogy:BeeistoFloweras isto

.Explainyourreasoning.

4. Asymbioticrelationshipexistsbetweenhumansandthebacteriainourmicrobiomes.Whichtypeof

symbiosisexistsbetweenhumansandhelpfulbacteria?

a. Howdomicrobesbenefitfromthisinteraction?

b. Howdohumansbenefitfromthisinteraction?(Listseveralexamples.)

II. Micro---Interactions1. Describeseveraleventsorconditionsthatcauseaperson’smicrobiometochangeduringhisorher

lifetime.

III. Antibiotics1. Whatareantibiotics?Whatdotheydoforus?

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2. Howdoantibioticswork?

3. Whatisopportunisticinfection?

4. Yougotoyourdoctorwithacoldandsheprescribesantibiotics.Whymightthisbeharmfulyou?Whatquestionsshouldyouaskherbeforetakingthemedicine?

5. How,inthelongrun,isover---prescriptionofantibioticsharmfultoanentirepopulation?

Part2:ArticleShare,Blogging

Next,youaregoingtofindandreadarecentarticleabouthumanmicrobiomes.Yourarticleshouldcomefromapopularsourcesuchasanewspaperormagazineandbelessthan4yearsold.MANYmicrobiomearticleshavebeenpublishedoverthepast4years,sotrytofindonethatisparticularlyinterestingtoyou.Youshouldcarefullyreadyourarticle,andthencreateablogpostinGoogleclassroominwhichyousharewhatyou’velearnedwithyourclassmates.

ThingsyourpostMUSTinclude:• Asummaryoftheimportantfindingspresentedinthearticle.

o ThiscanbedonewithPowerPoint,MicrosoftPublisher,ExplainEverything,oranotherformatyouthinkwillbecreativeandinformative.

o Youshouldincludeimagestomakeyoursummaryclear,interesting,andaestheticallypleasing.• Apersonalreflection;whatdoyouthinkaboutthisinformation?Aboutthisarticle?• AcompleteMLAcitationofyourarticle.

Togetstarted:• Createyourbeautifularticlesummaryusingyourapplicationofchoice.• “CreateaPost”onGoogleClassroom,andaddyourpersonalreflection.Alsoincludealink

toyoursummary.Afteryouhavecompletedyourpost,youwillberesponsibleforrespondingtothepostsoftwootherstudents.Yourpostshouldbethoughtfulandreflective,andshouldmakeconnectionsbetweenwhatwe’velearnedinclassortheothermicrobiomearticles.Eachpostwillbe1---2paragraphs.StepsforLeavingGoodBlogComments

1. IncludeanOpeningQuote:Whilecommenting,trytoresponddirectlytootherreaders.Beginbyquotingsomepartofthecommentyouarerespondingto.Thatwillhelpotherreadersknowwhatitisthatcaughtyourattention.

2. DiscussyourIdeas:Makeconnectionsbetweenthingsyoureadandthingsyoualreadyknewfromyourpersonallifeand/orbioclass.Giveyouropinions.(Doyouagree?Doyoudisagree?)

3. FinishwithaQuestion:Keepthedigitalconversationgoingbyposinginterestingquestionsandintroducingnewlinesofthought.Yourquestionshouldbeopen---ended,whichmeansotherreadersshouldn’tbeabletoanswerwithayes/no.Questionsshouldalsoberelatedtothebodyofyourcomment.

Findthis“+”atthebottomoftheGoogleClassroompage.

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RubricCategory Absent/Insufficient

0–pointsDeveloping2–points

Accomplished4–points

Score

OriginalPostSummary Articleispoorlysummarized,or

issummarizedincorrectly.Studentdoesnotdemonstrateanunderstandingofthetopic.

Articlesummaryisincompleteorvague.Studentdoesnotusehis/herownwordstoexplainideas.

Articleisthoroughlysummarizedanddemonstratesaclearunderstandingofthetopic.Studentusesexamples,analogies,andparaphrasingtoconveymeaningtoreaders.

Reflection Personalreflectiondemonstratesminimalthought/effort.Studentdoesnothaveaclearideaofwhathe/shethinksaboutthisarticle.

Personalreflectiondemonstratessomethought/effort.Studentisbeginningtodevelophis/herownperspective,butmostlyrestateswhathasalreadybeendiscussedinthearticle.

Personalreflectiondemonstratesmaximumthought/effort.Studentclearlyexpressesopinions,thoughts,andindividualperspectives.

Multimedia(e.g.Prezi,ExplainEverything)

Blogisalltext;theuseofmultimediahasbeenignored.

Somemultimediaispresent.Themultimediadoesnotalwaysenhancelearningorunderstanding.

Appropriateuseofmultimediawithblogpost.Themultimediarelatestothepostsubjectandenhanceslearningandunderstanding.

Aesthetics Noimagespresent.Fonts,colors,formattingdonotmakethepagetemptingtoread.

Abeginninguseofappropriatefonts,images,colors,multimedia,andformattingarepresent.Learningcouldbeoptimizedbybetteruseofvisualcomponents.

Font,images,colors,multimedia,andformattinghelpmakethepagevisuallyappealing,easytoread.

MLACitation

Nocitationgiven;sourceislistedonlyasaURL.

Citationispresentbutcontainsafewformattingareas.

Citationispresent,complete,andusescorrectMLAformat.

Comments:

ReplyPostsContext Noopeningquoteisgiven;itis

unclearwhatthepostisreferringto.

Anopeningquoteisgiven,butitdoesnotclarifythereader’spost.Thequoteisunrelatedtotherestofthepost.

Anopeningquoteischosenthataidsincontinuinganinterestingdiscussion.Therestofthepostrelatesto,andismadestrongerby,thequote.

DiscussionofIdeas

Missingtwoormoreoftheboldedtermsfromrightcolumn.

--- Elaborates--- Makes connections--- Writer’sopinion

Missingoneoftheboldedtermsfromtherightcolumn.

--- Elaborates--- Makes connections--- Writer’sopinion

Elaboratesonopeningquotebydiscussingwhyitcaughtwriter’sattention.Makesconnectionstootherblogposts,ortootherinformationlearnedinclass.Discusseswriter’sopiniononthetopic.

FinishwithaQuestion

Postdoesnotfinishwithaquestion,orquestionisnotrelevanttotheonlinediscussion.

Questionisrelevant,butdoesnotallowformuchdiscussion;otherreadersarenottemptedtojointheonlinediscussion.

Questionisopen---ended,andrelatestothebodyofthepost.Questionisinterestingandencouragesotherreaderstojointheonlinediscussion.

Comments:

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Objective10

Notes:TheEndomembranesystemBuildingproteinsisanimportantjobforcells.Manyorganellesareinvolvedinaprotein“assemblyline”:

• Nucleus• Nucleolus• Ribosome• Endoplasmicreticulum,rough• Vesicles• GolgiApparatus• Plasmamembrane

Figure1:TheEndomembraneSystem

Figure2:Organellesmadeofphospholipidbilayers

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ReviewQuestions

1. Whichofthefollowingcellpartsispresentinprokaryoticcells?a. Mitochondria c. Nucleusb. Ribosomes d. GolgiBody

2. Whatisthejelly-likesubstancethatsupportsallofthemoleculesandorganellesinacell?a. Cytoplasm c. Cytoskeletonb. CellMembrane d. Vacuole

3. Whichofthefollowingtypesoforganismsareclassifiedasprokaryotes?a. Bacteria c. Animalsb. Fungi d. Plants

4. Ananimalcellhasnon-functioninglysosomes.Whateffectwillthislikelyhaveonthecell?a. Thecellwillproducemoreenergythanitneeds.b. Thecellwillbeunabletobreakdownmoleculesinthecytoplasm.c. Thecellwillbeunabletostoreitsgeneticinformationanywhere.d. Thecellwillproducemorelipidsthanitneeds.

5. Whichofthefollowingstatementscorrectlymatchesanorganellewithitsfunction?a. Lysosome–produceslipidsb. Vacuole–storesgeneticinformationc. Chloroplast–siteofphotosynthesisd. GolgiBody–controlswhatentersandexitsthecell

6. Livercellsareresponsibleforproducinglipids.Whatorganelleislikelyfoundinlivercellsthatallowthemtocompletethisfunction?a. Mitochondria c. RoughEndoplasmicReticulumb. Vacuole d. SmoothEndoplasmicReticulum

7. Whitebloodcellsareresponsibleforbreakingdownunwantedmaterialsintheblood.Whatorganelleislikelyfoundinwhitebloodcellsthatallowthemtocompletethisfunction?a. Lysosome c. RoughEndoplasmicReticulumb. Mitochondria d. GolgiBody

ShortAnswer8. Listthreesimilaritiesbetweenaprokaryoticcellandaeukaryoticcell.

9. Whatismeantbytheterm“membrane-boundorganelles”?Listseveralorganellesthatfitthiscategory,andatleast6thatdonot.

Membrane-boundorganelles Nonmembrane-boundorganelles

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10. Arefreeribosomespresentinbacteria,animal,andplantcells?Whereareboundribosomesfound?

11. Organismsmusthaveenough_______toexchangeresourcesandwasteswiththeenvironment.Explainyouranswer.

Matching

12. ____storeswaterandotherimportantnutrients A. Mitochondria

13. ____breaksdownmolecules B. RoughEndoplasmicReticulum

14. ____sorts,modifies,andshipsproteins C. Lysosome

15. ____producesenergyduringcellularrespiration D. CellMembrane

16. ____storesthegeneticinformationofacell E. Nucleus

17. ____performsphotosynthesis F. SmoothEndoplasmicReticulum

18. ____assemblesproteinswithribosomesonitssurface G. Vacuole

19. ____controlswhatentersandexitsacell H. Chloroplast

20. ____maintainscellstructure,shape,andmovement I. GolgiBody

21. ____assembleslipids J. Cytoskeleton

23. Describethestructureandfunctionofthecytoskeleton.Usethediagrambelowtohelpyou.

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CutOutDiagramsObjective6:

Objective6:

Objective9:

Proteinfiber(collagen)

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