Unit 1: Cells

Unit 1: CellsEssential QuestionsWhat makes something alive?What are cells and what do they do?How are organisms organized?How do substances move in and out of cells, and how are they transported to the rest of our body?What are enzymes and how do they help our body function?How are organic molecules used in our body?Day 1Required Readings:Section 2.1: Cells and cell structuresLearning Objectives:The basic unit of living organisms is the cellAll cells have certain features in common, but there are differences between plant and animal cellsThe study of cells requires the use of a microscopeVocabularyOrganelleCell membraneCell wallNucleusVacuoleMitochondriaChloroplastCytoplasmProkaryoteEukaryoteVideo: Cells SongStarterThere are some microscopes set up with different cells at the back.In your group, go to each station and observe the different slides. I will tell you when time is up and to switch to the next station.Write down what you observe on the different slides. Be sure to label them.When back in your seats, discuss with your group the similarities and differences between the slides.Time: 15 minutesActivity One: What is a Cell?Observe the dish that has been placed on your desk.Is it a living being?Why or why not?What makes something a living thing?Brainstorm with your group features/characteristics that are common to all living things.What is a cell?What features/functions does a cell have? Time: 15 minutes

Activity Two: What are the different types of cells?Look at the pictures provided and point out any similarities and differences between the three types of cells.What structures can you see?Time: 15 minutesActivity Three: Prokaryote vs. EukaryoteThe pictures you were just looking at were examples of prokaryotic cells and eukaryotic cells.What do these words mean?Create a table to distinguish the difference between prokaryotic and eukaryotic cellsTime: 15 minutesActivity Four: Plant Cells vs. Animal CellsCreate two different slides:One of an onion cellOne of a cheek cellDraw what you see in both of themUse the following pictures to help you with the following questionsCompare and contrast the two different types of cellsWhat features do they have in common? What features are different. Time: 30 minutesAnimal and Plant Cells

Homework:Complete the Cell as a City Read section 2.2Day 2: Organization of Living ThingsRequired reading:Section 2.2Learning Objectives:To understand that the body of a living organism is a highly organized structureTo understand that cells, tissues, organs and systems represent increasing degrees of organization in living organismsThe structure of cells relate to its function; cells are specialized VocabularySpecialized cellsStructure and functionLevels of organizationOrganelleCellTissueOrganOrgan systemOrganismStarterDraw a pyramid and place these words in the pyramid from smallest (bottom) to largest (top)CellOrganismOrganMoleculeTissueAtomOrgan systemTime: 10 minutesVideo: The Organization of Multicellular OrganismsActivity One: Review Cell OrganellesGet in a group with 2-3 other people who you do not sit withCompare your answers from the Cell as a City and labeling homework.Discuss any discrepancies between your answers and try to come up with answers together for any you left blank. Do not copy answersTime: 20 minutesActivity Two: How are organisms organized?You have put the levels of organization in order from smallest to largest, but what does each one mean?In your group, come up with an explanation for each term using an example:Organelle, cell, tissue, organ, organ system, organismYou can represent your information in any way you likeTime: 20 minutesActivity Three:Use your text book and microscope slides at the back to help you determine why different cells are shaped differently (cell specialization)Describe how the structure (how it looks) of the following cells relates to its function (what it does)Red blood cellNerve cellMuscle cellRoot hair cellXylem vesselTime: 30 minutesClosing ActivityExplain the following situations:Why do muscle cells have more mitochondria than other types of cells?Why do leaves in plants contain a lot of chloroplasts?Where would you find a lot of ciliated cells? Why?Time: 10 minutesHomeworkRead Section 2.3Day 3: Movement in and out of CellsRequired Reading2.3 Movement in and Out of CellsLearning Objectives:To understand that the contents of a living cell must be kept separate from its surroundingsTo know that the cell surface membrane can act as a barrier to some substances which might pass between a cell and its surroundingsTo understand the principles of diffusion, osmosis, active transport and phagocytosisVocabularyEquilibriumDiffusionOsmosisHypertonicHypotonicIsotonicPassive transportActive transportVideo: Diffusion and Active TransportStarterGive an example of diffusion or osmosis. Is this system in equilibrium? Why or why not? If it is not in equilibrium, draw how it would look in equilibrium.

Time: 10 minutesCell ProjectDue September 13Word file is on wikiWork with a partnerActivity One: Observing DiffusionObserve the beaker that has been placed on your deskDescribe what you seeWrite down any questions that you have about what is happeningDiscuss in your group what is happening and why using the following terms:DiffusionConcentration gradientMovement of particlesTime: 10 minutesActivity Two: The structure of the cell membraneCell membranes are often described as a fluid mosaicWhat does this mean to you?Why do you think this would be used to describe the cell membrane?Create a model of the cell membrane using the play-dohBe sure to include:Phospholipid bilayerMembrane proteins for transportTime: 20 minutesActivity Three: osmosis is the diffusion of water particlesOsmosis is a special type of diffusion involving water particlesWe will model this by putting decalcified eggs (the cell) into water and sugar solutions to observe the net movement of water particlesDesign an experiment with your lab groupUse the rubric to be sure you have all the necessary included sectionsShow me when completed and set up your practicalTime: 35 minutes

Closing Draw a picture of an animal cell and a plant cellShow what happens when the cells are placed in a hypertonic, hypotonic and isotonic solution HomeworkWe will continue with section 2.3 next lessonDay 4: Movement in and Out of Cells (Contd) (60 minutes)Required Reading2.3 Movement in and Out of CellsLearning Objectives:To understand that the contents of a living cell must be kept separate from its surroundingsTo know that the cell surface membrane can act as a barrier to some substances which might pass between a cell and its surroundingsTo understand the principles of diffusion, osmosis, active transport and phagocytosis

StarterWhat is the difference between active and passive transport?Use a picture to explain how active transport is achieved Give an example of active transport in the bodyTime: 10 minutesActivity One: Results from egg labObtain the masses from your eggs and record your resultsCERR lab report due September 3Extension activity (include at the end of report):Bodies of water have different salinities (salt concentrations)Time: 20 minutesActivity Two: Observing Osmosis and Diffusion We will be completing the Examining Cellular Transport lab activityRead over the instructions with your lab groupSet up your materials and begin the practicalTime: 25 minutesClosingWhich of these statements match your results and the observations you have had about cellular transport?Water molecules move across a barrier to reach equilibrium.Sugar molecules move across a barrier to reach equilibrium.Cells in a hypotonic solution shrink.Cells in a hypotonic solution expand.The difference between active and passive transport is passive transport requires energy in the form of ATP.

Closing The results obtained didnt turn out as planned, so here is the data your group can use Time (min)Solution Level in Pipette (mL)Total Change in Solution Level (mL)Initial0.8510.8120.7830.7740.7550.7460.7370.7180.7090.70100.69HomeworkComplete the Examining Cellular Transport lab packet due September 5Egg lab due September 3Read Section 3.4Day 5: Enzymes Control Biochemical ReactionsRequired Readings:2.4Learning Objectives:To appreciate that biochemical reactions in living organisms must be controlledTo understand how enzymes can act as biological catalystsTo list and explain factors that affect enzyme activityTo list some examples of human exploitation of enzymes

VocabularyEnzymeCatalystSubstrateProductDenatureActivatorInhibitor Starter

StarterChew on the crackers providedDont swallow them until instructed to do soWhat did you notice about how the taste changed when you were chewing?What is happening here?Time: 15 minutesActivity One: Enzymes are biological catalysts

Activity One (contd)Discuss the following questions with your group:What is an enzyme?How do they work?What conditions do they work best in? (Hint: Think about pH, temperature, concentration etc.)Where do we find enzymes?What are some examples of enzymes?How can we identify if something is an enzyme (Hint: Think of how they are named)Time: 20 minutesActivity Two: Creating an enzymeUsing the play-doh create a step-by-step model of how an enzyme worksInclude the following:Enzyme with active siteSubstrateEnzyme-substrate complexProductDraw the steps on your cue cards Time: 25 minutesActivity Three: How does an enzyme work?In your group, use the large paper to create a graph that represents the rate of a reaction in our body and how enzymes work to make them fasterOn your graph, include how temperature and pH can also affect the enzyme activity and how they play a role in the reaction rateTime: 25 minutesClosingCreate an acronym for the word ENZYME (youll have to be creative with the Z!!)HomeworkRead Section 2.5Work on Egg Lab (CERR model) due September 3Work on Cellular Transport Questions due September 5Day 6Required Readings:2.5: Humans use enzymes from microorganismsAnswer questions posted on WikiLearning Objectives:To understand that enzymes have many roles which benefit humansTo know examples of range of uses of enzymesTo understand the benefits of enzyme immobilization VocabularyPharmaceuticalsTextilesStarterEnzymes are used to benefit our daily lives.Write down questions that you would pose to the class about enzymes and their use in real life and industry to pose to the class (i.e. pretend you are the teacher asking the students questions). Time: 15 minutesActivity One: Using EnzymesYou are going to be researching some different ways that people use enzymes from microorganisms to benefit our every day livesYou will choose how you would like to present your data. You will then conduct your research and present your findings.Write a story, song or poemCreate a documentaryMake a powerpointCreate a table and/or graph presenting the data you collectedTime: 30 minutes for researchActivity One (contd)The following items must be included in your presentation:How are enzymes used in pharmaceutical production?How are enzymes used for biological washing powders?How are enzymes used in food production?How are enzymes used in textile production?Time: 30 minutesActivity Two: Making your presentationAfter you have collected the information you need, work in your group to make up your presentationThere are 2 computers that can be used.Time: 30 minutesActivity Three: Presenting your findingsPresent to the class your findingsTime: 15 minutesClosingWhat was the most interesting thing that you learned about enzymes today?Write down your point and hand it to me before you leave.HomeworkRead section 2.6We will be testing an enzymes efficiency next lesson The enzyme we will use is catalaseWhat does catalase do?Think of ways that you can test an enzyme to see where it is most efficientDay 7: Enzyme experiments and the scientific methodRequired readings:2.6: Enzyme experiments and the scientific methodLearning objectives:To understand how enzymes can work as biological catalysts To understand and apply the scientific methodVocabularyScientific methodIndependent variableDependent variableControlStarterIn this lab, we will be using the enzyme catalase (from potatoes) to break down hydrogen peroxide (H2O2)Write a balanced chemical equation for the break down of hydrogen peroxideWhat are the different variables we could test in this lab? Your text mentions one way. Come up with at least 2 more ideas.Time: 10 minutesActivity One: Planning for the experimentFor this lab, you can choose the variable you wish to test:pHTemperature[Catalase]We will time how long it takes for a disc soaked in the catalase to float to the top of the hydrogen peroxide solutionTime: 15 minutesActivity 1 (contd)Create a plan to test how long it will take for the discs soaked in catalase to float to the top of a beaker with hydrogen peroxideRefer to the rubric for what to includeTime: 15 minutesActivity Two: Recording your resultsData to be collected(Temperature, pH, [Catalase]Time taken for discs to float (do 3 for each condition)Rate (floats/second)Create a table to record your results in

Activity Three: Performing the experimentWhen your group is ready, show me your planGo to the back and complete the practicalClean up when you are finishedTime: 45 minutesClosingSit with someone who is not in your lab group and also someone who you have not worked with this year and discuss your resultsWhat did you see?Did everything go as expected?HomeworkYou will complete a CERR model lab report for this lab due September 11Read Section 2.7Day 8: All living things are made up of organic moleculesRequired Readings:2.7Learning Objectives:To understand that the structures of living things depend on the molecules that make them upTo list the types of molecules found in living organismsVocabularyOrganicCarbohydrateLipidProteinNucleic acidMonomerPolymerStarterDo you agree or disagree with the following statements? If you disagree with the statement, correct it.All organic molecules contain C, H, O, and NStarch is a polysaccharideLipids are made of a glycerol molecule and fatty acid chainsThere are 15 different amino acidsA polymer is many molecules attached to each otherNucleic acids are made of a nitrogenous base, a sugar and a hydroxyl groupTime: 15 minutesActivity OneIn your group, create a poster that shows the four different groups of organic compounds.Include:What are they made of (monomer or subunit)?How are the macromolecules formed?What are they used for?2 food sources (where applicable)Time: 30 minutesVideo: Macromolecule Rap

Activity Two (contd)Create your own rap for the 4 macromoleculesInclude:What they are made ofHow they are formedWhat they are used for in our bodyTime: 30 minutesClosing Which of the four macromolecules do you think is the most important for our bodies?Write a few sentences to support your point of view.Share your ideas with your group members when you are finished.Time: 10 minutesHomeworkRead Section 2.9Enzyme lab (September 11)Cell model project (September 13)Unit 1 test (September 13)Finish posters and rap (September 11)Day 9: Testing for BiochemicalsRequired Readings:2.8Questions for September 12 from wikiLearning Objectives: To describe simple chemical tests for the molecules of living organismsTo test different foods to see what macromolecules are in themVocabularyEmulsionStarterComplete the tableTime: 15 minutesMacromoleculeTestPositive ResultLipid (fat)ProteinStarchGlucoseActivity OneYou will be testing different substances to see what organic molecules are presentThe following substances will be tested:Vegetable oil, potato, egg, bread, table sugar, canned pineapple, beans, meatCreate a table for your dataTime: 10 minutesActivity TwoPerform the tests for the food samples providedRecord your data in the tableClean up when you are finishedTime: 30 minutesClosingWhat foods were high in:CarbohydrateLipidProteinWhat implications does this have for our diet?How does the food we ingest affect the macromolecules that are needed in our body?Time: 15 minutesHomeworkTest: September 13Sections 2.1-2.8Review for 30 minutes, test will take 1 hourYou may bring your text book to the test