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Unit 1: Cells

Unit 1: Cells. Essential Questions. What 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?

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Unit 1: Cells

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  1. Unit 1: Cells

  2. Essential Questions • What 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?

  3. Day 1 • Required Readings: • Section 2.1: Cells and cell structures • Learning Objectives: • The basic unit of living organisms is the cell • All cells have certain features in common, but there are differences between plant and animal cells • The study of cells requires the use of a microscope

  4. Starter • There 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 minutes

  5. Activity 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

  6. 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 minutes

  7. Activity Three: Prokaryote vs. Eukaryote • The 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 cells • Time: 15 minutes

  8. Activity Four: Plant Cells vs. Animal Cells • Create two different slides: • One of an onion cell • One of a cheek cell • Draw what you see in both of them • Use the following pictures to help you with the following questions • Compare and contrast the two different types of cells • What features do they have in common? What features are different. • Time: 30 minutes

  9. Animal and Plant Cells

  10. Homework: • Complete the “Cell as a City” • Label the plant and animal cell

  11. Day 2: Organization of Living Things • Required reading: • Section 2.2 • Learning Objectives: • To understand that the body of a living organism is a highly organized structure • To understand that cells, tissues, organs and systems represent increasing degrees of organization in living organisms • The structure of cells relate to its function; cells are specialized

  12. Starter • Draw a pyramid and place these words in the pyramid from smallest (bottom) to largest (top) • Cell • Organism • Organ • Molecule • Tissue • Atom • Organ system • Time: 10 minutes

  13. Activity One: Review Cell Organelles • Get in a group with 2-3 other people who you do not sit with • Compare 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 answers • Time: 20 minutes

  14. Activity 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, organism • You can represent your information in any way you like • Time: 20 minutes

  15. Activity 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 cell • Nerve cell • Muscle cell • Root hair cell • Xylem vessel • Time: 30 minutes

  16. Closing Activity • Explain 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 minutes

  17. Homework • None for tonight!

  18. Day 3: Movement in and out of Cells • Required Reading • 2.3 Movement in and Out of Cells • Learning Objectives: • To understand that the contents of a living cell must be kept separate from its surroundings • To know that the cell surface membrane can act as a barrier to some substances which might pass between a cell and its surroundings • To understand the principles of diffusion, osmosis, active transport and phagocytosis

  19. Starter • Give 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 minutes

  20. Activity One: Observing Diffusion • Observe the beaker that has been placed on your desk • Describe what you see • Write down any questions that you have about what is happening • Discuss in your group what is happening and why using the following terms: • Diffusion • Concentration gradient • Movement of particles • Time: 10 minutes

  21. Activity Two: The structure of the cell membrane • Cell membranes are often described as a “fluid mosaic” • What 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 cut-outs provided • Time: 30 minutes

  22. Activity Three: osmosis is the diffusion of water particles • Osmosis is a special type of diffusion involving water particles • We will model this by putting decalcified eggs (the “cell”) into water, salt and sugar solutions to observe the net movement of water particles • Use the experimental design sheet to plan out your experiment • Show me when completed and set up your practical • Time: 35 minutes

  23. Homework • Draw a picture of an animal cell and a plant cell • Show what happens when the cells are placed in a hypertonic, hypotonic and isotonic solution

  24. Day 4: Movement in and Out of Cells (Cont’d) (60 minutes) • Required Reading • 2.3 Movement in and Out of Cells • Learning Objectives: • To understand that the contents of a living cell must be kept separate from its surroundings • To know that the cell surface membrane can act as a barrier to some substances which might pass between a cell and its surroundings • To understand the principles of diffusion, osmosis, active transport and phagocytosis

  25. Starter • What 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 body • Time: 10 minutes

  26. Activity One: Results from egg lab • Obtain the masses from your eggs and record your results • CERR lab report due September 4 • Extension activity (include at the end of report): • Bodies of water have different salinities (salt concentrations) • See wiki for full instructions • Time: 20 minutes

  27. Activity Two: Observing Osmosis and Diffusion • We will be completing the “Examining Cellular Transport” lab activity • Read over the instructions with your lab group • Set up your materials and begin the practical • Time: 25 minutes

  28. Homework • Complete the Examining Cellular Transport lab packet • Due September 6

  29. Day 5: Enzymes Control Biochemical Reactions • Learning Objectives: • To appreciate that biochemical reactions in living organisms must be controlled • To understand how enzymes can act as biological catalysts • To list and explain factors that affect enzyme activity • To list some examples of human exploitation of enzymes

  30. Starter

  31. Starter • Chew on the crackers provided • Don’t swallow them until instructed to do so • What did you notice about how the taste changed when you were chewing? • What is happening here? • Time: 15 minutes

  32. Activity One: Enzymes are biological catalysts

  33. Activity One (cont’d) • 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, 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 minutes

  34. Activity Two: Creating an enzyme • Using the plasticine create a step-by-step model of how an enzyme works • Include the following: • Enzyme with active site • Substrate • Enzyme-substrate complex • Product • Draw the steps on your cue cards • Time: 25 minutes

  35. Activity 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 faster • On your graph, include how temperature and pH can also affect the enzyme activity and how they play a role in the reaction rate • Time: 25 minutes

  36. Homework • Work on Egg Lab (CERR model) – due September 6 • Work on Cellular Transport Questions – due September 6

  37. Day 6 • Required Readings: • 2.5: Humans use enzymes from microorganisms • Answer questions posted on Wiki • Learning Objectives: • To understand that enzymes have many roles which benefit humans • To know examples of range of uses of enzymes • To understand the benefits of enzyme immobilization

  38. Starter • How do we use enzymes to benefit our daily lives? • Discuss in your group any questions you have about the Egg lab write-up • Time: 15 minutes

  39. Activity One: Using Enzymes • You are going to be researching some different ways that people use enzymes from microorganisms to benefit our every day lives • You will choose how you would like to present your data and then work with a group of others who would like to present the data in the same way: • Write a story, song or poem • Create a documentary • Make a powerpoint • Create a table and/or graph presenting the data you collected • Time: 45 minutes for research

  40. Activity One (cont’d) • 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 minutes

  41. Activity Two: Making your presentation • After you have collected the information you need,work in your group to make up your presentation • There are two computers in the back for your use • Time: 30 minutes

  42. Activity Three: Presenting your findings • Present to the class your findings • Time: 15 minutes

  43. Homework • Egg lab – due Thursday • Cellular transport questions – due Thursday

  44. Day 7: Enzyme experiments and the scientific method • Required readings: • 2.6: Enzyme experiments and the scientific method • Learning objectives: • To understand how enzymes can work as biological catalysts • To understand and apply the scientific method

  45. Starter • In 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 peroxide • What are the different variables we could test in this lab? Your text mentions one way. Come up with at least 2 more ideas. • Time: 15 minutes

  46. Activity One: Planning for the experiment • For this lab, you can choose the variable you wish to test: • pH • Temperature • [Catalase] • We will time how long it takes for a disc soaked in the catalase to float to the top of the hydrogen peroxide solution • Time: 5 minutes

  47. Activity Two: Recording your results Create a table to record your results in Time: 10 minutes

  48. Activity Three: Performing the experiment • When your group is ready, go to the back and complete the practical • Clean up when you are finished • Time: 45 minutes

  49. Closing and Homework • You will complete a CERR model lab report for this lab – due Wednesday, September 12 • If you assigned sections for the last lab write up, make sure you change around who is doing what

  50. Day 8: All living things are made up of organic molecules • Required Readings: • 2.7 • Questions from wiki • Learning Objectives: • To understand that the structures of living things depend on the molecules that make them up • To list the types of molecules found in living organisms

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