Cells

flat =Notes= Listen to the cell podcast. Create a series of notes to study from for homework.

Use the following parts and vocabulary to create a notetaker that shows the following:
 * 1) Vocabulary term
 * 2) Meaning of the term
 * 3) A drawing of what the term means to you, what you envision when you hear the term, or a picture that will help you remember the term.

Vocabulary: cell membrane, cell wall, cytoplasm, nucleus, nucleolus, mitochondria, endoplasmic reticulum, vacuole, lysosome, ribosome, microfilament, microtubule, chloroplast, diffusion, osmosis, hypertonic, hypotonic, isotonic, solute, solvent, selectively permeable, water potential, concentration gradient

=Types of Cells Activity= 1. Research the two basic types of cells - prokaryote and eukaryote. 2. Compare and contrast the two basic types of cells. Use a chart, paragraph, or other way to compare and contrast.

=Comparing Plants and Animals= According to cell theory, all living organisms are made of cells. Cells are the basic unit of structure and function of all living things. In this activity you will explore the similarities and differences between plant and animal cells.

**Onion Cell**
1. Prepare a wet mount slide of a small piece of onion skin. Add 1-2 drops of Lugol's iodine to the slide, then apply a coverslip.

2. Observe the cells and identify the cell membrane, cell wall, cytoplasm, and nucleus.

3. Take a photo of the onion cell with the motic cam. Measure an average cell with the motic cam. Add a title, the 4 labels, and a descriptive caption.

4. Add concentrated salt solution to the slide and observe changes.

Questions: 1. Describe the shape and arrangement of the onion cells.(2)

2. What happened to the cells when concentrated salt solution was added to the cells? (1) Why do you think this happened?(1)

**Cheek cell**
1. Obtain a flat toothpick and carefully scrape the inside of your cheeks. Add 1-2 drops of water to a slide, then add the cheek cells to the water by swirling the toothpick in the water. Add a drop of Methylene blue to the cell suspension. Carefully add a coverslip. 2. Observe the cells to identify the cytoplasm, nucleus, and cell membrane. 3. Take a photo of the cheek cell with the motic cam. Measure an average sized cell with the motic cam. Label the 3 structures. 4. Finish by adding a title above your photo and a descriptive caption consisting of 1-2 sentences below the photo.

Questions: 1. Describe the shape and arrangement of the cheek cells.(2)

2.What was the purpose of adding the Lugol's iodine or Methylene blue to the slide?(1)

Rubric:

[[image:Screen_shot_2011-10-19_at_2.01.02_PM.png]]
1. Explain what happens when salt water is added to the onion cell. You must use these words in your explanation: osmosis, hypertonic, and hypotonic. 2. Compare and contrast the cheek and onion cells. = = =Cell theory, cell parts, and cell processes=
 * Homework:**

=Cell Transport= In order for cells to survive, they need to get substances in and out of the cell. In the following activities, you will learn about three processes that move materials in and out of the cell. Two of the processes are considered to be passive and are known as osmosis and diffusion. You will also learn about another process that allows substances to enter or leave the cell known as active transport.

To learn about the cell transport processes of osmosis and diffusion, click here. **Complete the activities (concepts 1 through 8) in the table of contents following the sequence listed**. Concepts 1 thru 8 need to be completed for basic understanding of passive cell transport. Take notes as you study the concepts. 1. Make a glossary of terms with definitions. Include the following terms in your glossary:
 * Osmosis and Diffusion**
 * diffusion
 * osmosis
 * hypotonic
 * hypertonic
 * isotonic
 * solute
 * solvent
 * selectively permeable
 * water potential
 * concentration gradient
 * plasmolysis
 * turgor
 * active transport
 * facilitated diffusion

2. Active Transport - Another way to get needed materials in or out of cells is known as active transport. To learn about active transport, click here. You should study concepts 4 and 5. Take notes as you study concepts 4 and 5.

3. Design of the Experiment - View the experiments/simulations here to show how diffusion and osmosis affects various materials. You will perform an experiment similar to Exercise 1 and Exercise 3.

a. Osmosis. Which before and after photos illustrate osmosis? Label the section osmosis and show the two pictures with at least 2-3 appropriate labels on them to prove that you understand the process. Write an explanation paragraph at least 3 sentences long to prove that you understand osmosis. b. Diffusion. Which before and after photos illustrate diffusion? Label the section diffusion and show the two pictures with at least 2-3 appropriate labels on them to prove that you understand the process. Write an explanation paragraph at least 3 sentences long to prove that you understand diffusion.
 * Lab:** Put the following on the team page of the wiki (use heading 1 and call it Cell Transport):

1. Compare and contrast diffusion and osmosis. You are responsible for discussing at least 3 similarities and or differences. 2. Why are diffusion and osmosis considered to be passive processes? 3. Compare and contrast passive cell transport with active cell transport. You are responsible for discussing at least 3 similarities and/or differences. 4. Draw the starch bag in the iodine. Label the starch solution in the bag and the Iodine solution as either hypertonic or hypotonic. 5. Draw the potato slices and the salt water. Label the potato and the salt water as either hypertonic or hypotonic. = = =Diffusion animation= Explanation: Molecules bump into each other continually until equilibrium is reached. Molecules will "stumble upon" openings that allow them into the cell as a result. http://www.stolaf.edu/people/giannini/flashanimat/transport/diffusion.swf
 * Homework:**

=Osmosis animation= Explanation: Water moves across the cell membrane keeping equilibrium. When salt is added, water moves from the side of low salt concentration in order to equal out the concentration on both sides (water moves to the side that has the most salt.) http://www.stolaf.edu/people/giannini/flashanimat/transport/osmosis.swf = = =Cell parts to study=

=Cell parts Flashcards and games= http://www.studystack.com/flashcard-170101 http://quizlet.com/3178286/cell-flashcards-flash-cards/ http://www.quia.com/jg/65947.html http://www.biology4kids.com/extras/quiz_cellorgan/index.html

=Cell model= Create a model of the cell out of edible materials. Be sure to bring in your materials to assemble in class. You will have one period to plan and another period to create. Be sure to have a key that explains all the cell parts. Be thorough in your planning as the relationship between cell parts needs to be evident. Be sure you have brought in materials for all the cell parts listed on the rubric.

== =Protists=
 * 1) View all seven specimens as a group. You are responsible for placing three pictures and information from the seven specimens. Place these on your team page.
 * 2) Take moticam pictures of what you find.
 * 3) Title the picture with the name of the organism.
 * 4) Caption each picture with 3 interesting facts you found about the organism **AND** the size of the organism.
 * 5) Cite the source(s) you used with each caption.

1. Were the protists unicellular or multicellular? 2. Are the protists prokaryotes or eukaryotes? Why? 3. What characteristics of living things did you notice about the protists? 4.What structures are found along the outside of some of the organisms? What functions do these structures serve? 5. If we could stain the organisms, what kind of internal structures would you see?
 * Homework:**

=Cell size lab= 1. Take a 3 cm X 3 cm X 6 cm agar cube.

2. Cut it into 3 cubes measuring 3cmX3cmX3cm, 2cmX2cmX2cm, and 1cmX1cmX1cm.

3. Place the cubes in your beaker and just cover with sodium hydroxide. Make sure they stay submerged.

4. Let the cubes sit for 10 minutes.

5. While the cubes are soaking fill in the table below under surface area. Calculate surface area by finding the area of one side and then multiplying by the total number of sides. Use the formula: SA = l x w x # sides. Remember a cube has 6 sides.

Example: 5 cm cube SA = 5cm x 5cm x 6 SA = 150 sq cm

6. Calculate the volumes and complete that portion of the table. Show your work. To find a cube's volume, use L x W x H. Example: 5 cm cube V = l x w x h V = 5cm x 5cm x 5cm V = 125 cubic cm

7. Find the surface area to volume ratio and complete the correct column of the table. Divide surface area by volume and reduce to the lowest fraction. Show your work. Use only the number values when calculating. Example: 5cm cube SA/V = 150/125 SA/V = 1.2

8. Remove the cubes after 10 minutes and carefully cut them in half.

9. Measure the amount of diffusion in centimeters and record it in the table (Diffusion depth.)

10. Calculate the rate of diffusion and record in the table. This is calculated by dividing the amount of diffusion by the time (10 minutes). Show your work. Use this formula: R = d/t R=rate of diffusion d=distance t=time

1. Create a table of 6 columns and 4 rows. Column headings are: Cube Size, Area of Cube, Volume of Cube, Surface Area to Volume Ratio, Distance of Diffusion, Rate of Diffusion 2. After measuring and doing your calculations, fill in the chart. If units are needed, place them in the box with the appropriate heading.
 * Data table**

Analysis: 1. Compare and contrast the three cubes after they were sliced in half. 2. Which "cell" seemed to be most and least efficient at getting outside substances into the cell? Explain. 3. Which of your calculations seems to explain what you observed in your cell models? Why do you think so? 4. Speculate on a relationship between cell size and efficiency. Your statement should resemble a hypothesis. (Remember: Use an If....., then..... statement.)


 * Assessment**:


 * [[image:globalbiology/cell_size_lab.png caption="cell_size_lab.png"]] ||


 * Homework**: Create a paragraph(s) answering the following:
 * Paragraph stating original hypothesis and any changes in hypothesis during or at the end. Include observations and what you learned.
 * Discussion of surface area to volume ratios, diffusion depth (mm), diffusion rate (mm/min), and what you learned in comparing the three different cells.
 * Answer the resulting question: Why are cells small? (Hint: focus on the ratio and what that means, think which cell was the best cell, include supporting information from your data using appropriate vocabulary) What does this mean in terms of surface area and volume to the functioning of the cell? Why do some cell organelles have folded membranes and some do not (give examples of each and the roles of the cell organelle - why do some need to have folded membranes inside the organelle)?

=Cell membrane and processes= Go to: @http://www.wiley.com/legacy/college/boyer/0470003790/animations/membrane_transport/membrane_transport.htm

Answer the following: 1. Define cellular transport. 2. Draw or paste in a picture of the cell membrane. Click on each part of the diagram to bring up more information about the parts. Take notes about their role in the cell membrane, materials that pass through, etc. 3. What direction is the net movement of molecules across the cell membrane? 4. Define semi-permeable membrane. 5. What is the "aim" of osmosis? 6. Answer the pop up questions #1: Given that the balloons are elastic, will the final concentrations on the two sides be equal? #2: Which balloon will have the higher concentration? 7. What are the three steps by which membrane proteins (transporters) move materials across the membrane? 8. What are the two types of transporters and what are the differences? 9. What is required in active transport to move molecules from a lower to a higher concentration? 10. Describe the Na/K/ATPase pump in relation to nerve conduction.

How do substances move through a membrane? View the different molecules and their passage through: **[]**

=Comparing Cell parts=

1. nucleus and ribosomes [| http://library.thinkquest.org/27819/ch6_8.shtml] 2. nucleoli and ribosomes [| http://library.thinkquest.org/27819/ch3_4.shtml] 3. nucleus and nucleoli [| http://library.thinkquest.org/27819/ch3_4.shtml] 4. ribosomes and rough endoplasmic reticulum [| http://library.thinkquest.org/27819/ch3_5.shtm] 5. endoplasmic reticulum and Golgi bodies [| http://library.thinkquest.org/27819/ch3_5.shtm] 6. cell membrane and cell wall [| http://library.thinkquest.org/27819/ch3_1.shtml] 7. chloroplast and chromoplast [| http://library.thinkquest.org/27819/ch3_9.shtml] 8. vacuole and vesicle [| http://library.thinkquest.org/27819/ch3_3.shtml] 9. cytoskeleton and microtubules [| http://library.thinkquest.org/27819/ch3_7.shtml] 10. cilia and flagella [| http://library.thinkquest.org/27819/ch3_8.shtml] 11. centrioles and centromeres [| http://library.thinkquest.org/27819/ch5_4.shtml] [| http://library.thinkquest.org/20465/mitosis.html] [| http://www.ncbi.nlm.nih.gov/books/bv.fcgi?call=bv.View..ShowSection&rid=cell.figgrp.4886] 12. centromeres and telomeres [| http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/C/Chromosomes.html] [| http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/T/Telomeres.html] [] []

=Protect your boundary= [|http://www.youtube.com/watch?v=kfy92hdaAH0&feature=relmfu]

=Cell infographic=

=Cells study guide=

=Review sites= http://www.sheppardsoftware.com/health/anatomy/cell/index.htm [] []