429-i-vi-MSS05-000000 CR15.04.200415:32Page i …Term+Cells.pdf · Glencoe Science Chapter Resources Cells ... Teacher Guide and Answers ... or a simple activity or lab which students

Glencoe Science

Chapter Resources

Cells

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

429-i-vi-MSS05-000000_CR 15.04.2004 15:32 Page i tammyb 301:goscanc:scanc429:layouts:

Glencoe Science

Photo CreditsSection Focus Transparency 2: (l) Index Stock/ASAP Ltd., (r,inset) Wanner/Eye of Science/Photo Researchers;Section Focus Transparency 3: Lester V. Bergman/CORBIS

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theCells program. Any other reproduction, for use or sale, is prohibited without priorwritten permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867092-6

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04

429-i-vi-MSS05-000000_CR 3/24/04 3:59PM Pageiiimpos03301:goscanc:scanc429:layouts:

iii

To the Teacher iv

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Modeling Cytoplasm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Observing Magnified Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Comparing Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own Comparing Light Microscopes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: The Compound Light Microscope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Observing Cells. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

■ Transparency ActivitiesSection Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Teacher Support and PlanningContent Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9

Table of Contents

Additional Assessment Resources available with Glencoe Science:

• ExamView® Pro Testmaker• Assessment Transparencies• Performance Assessment in the Science Classroom• Standardized Test Practice Booklet• MindJogger Videoquizzes• Vocabulary PuzzleMaker at msscience.com• Interactive Chalkboard• The Glencoe Science Web site at: msscience.com• An interactive version of this textbook along with assessment resources are available

online at: mhln.com

429-i-vi-MSS05-000000_CR 3/24/04 3:59PM Pageiiiimpos03301:goscanc:scanc429:layouts:

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

iv

This chapter-based booklet contains all of the resource materials to help you teachthis chapter more effectively. Within you will find:

Reproducible pages for ■ Student Assessment■ Hands-on Activities■ Meeting Individual Needs (Extension and Intervention)■ Transparency Activities

A teacher support and planning section including ■ Content Outline of the chapter■ Spanish Resources■ Answers and teacher notes for the worksheets

Hands-On ActivitiesMiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each laband MiniLAB found in the Student Edition. The materials lists, procedures, and questionsare repeated so that students do not need their texts open during the lab. Write-on rules areincluded for any questions. Tables/charts/graphs are often included for students to recordtheir observations. Additional lab preparation information is provided in the Teacher Guideand Answers section.

Laboratory Activities: These activities do not require elaborate supplies or extensive pre-labpreparations. These student-oriented labs are designed to explore science through a stimu-lating yet simple and relaxed approach to each topic. Helpful comments, suggestions, andanswers to all questions are provided in the Teacher Guide and Answers section.

Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skillsactivity written by renowned educator Dinah Zike that provides students with a tool thatthey can make themselves to organize some of the information in the chapter. Students maymake an organizational study fold, a cause and effect study fold, or a compare and contraststudy fold, to name a few. The accompanying Foldables worksheet found in this resourcebooklet provides an additional resource to help students demonstrate their grasp of theconcepts. The worksheet may contain titles, subtitles, text, or graphics students need tocomplete the study fold.

Meeting Individual Needs (Extension and Intervention)Directed Reading for Content Mastery: These worksheets are designed to provide studentswith learning difficulties with an aid to learning and understanding the vocabulary andmajor concepts of each chapter. The Content Mastery worksheets contain a variety of formatsto engage students as they master the basics of the chapter. Answers are provided in theTeacher Guide and Answers section.

To the Teacher

429-i-vi-MSS05-000000_CR 3/24/04 3:59 PM Page iv impos03 301:goscanc:scanc429:layouts:

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

v

Directed Reading for Content Mastery (in Spanish): A Spanish version of the DirectedReading for Content Mastery is provided for those Spanish-speaking students who are learning English.

Reinforcement: These worksheets provide an additional resource for reviewing the con-cepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.The Reinforcement worksheets are designed to focus primarily on science content and lesson vocabulary, although knowledge of the section vocabulary supports understanding ofthe content. The worksheets are designed for the full range of students; however, they willbe more challenging for your lower-ability students. Answers are provided in the TeacherGuide and Answers section.

Enrichment: These worksheets are directed toward above-average students and allow themto explore further the information and concepts introduced in the section. A variety offormats are used for these worksheets: readings to analyze; problems to solve; diagrams to examine and analyze; or a simple activity or lab which students can complete in the classroom or at home. Answers are provided in the Teacher Guide and Answers section.

Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in theteacher version—Content Outline for Teaching. They can be used to allow students to takenotes during class, as an additional review of the material in the chapter, or as study notesfor students who have been absent.

AssessmentChapter Review: These worksheets prepare students for the chapter test. TheChapter Review worksheets cover all major vocabulary, concepts, and objectives

of the chapter. The first part is a vocabulary review and the second part is a concept review.Answers and objective correlations are provided in the Teacher Guide and Answers section.

Chapter Test: The Chapter Test requires students to use process skills and understand content.Although all questions involve memory to some degree, you will find that your students willneed to discover relationships among facts and concepts in some questions, and to use higherlevels of critical thinking to apply concepts in other questions. Each chapter test normallyconsists of four parts: Testing Concepts measures recall and recognition of vocabulary andfacts in the chapter; Understanding Concepts requires interpreting information and morecomprehension than recognition and recall—students will interpret basic information anddemonstrate their ability to determine relationships among facts, generalizations, definitions,and skills; Applying Concepts calls for the highest level of comprehension and inference;Writing Skills requires students to define or describe concepts in multiple sentence answers.Answers and objective correlations are provided in the Teacher Guide and Answers section.

Transparency ActivitiesSection Focus Transparencies: These transparencies are designed to generate interestand focus students’ attention on the topics presented in the sections and/or to assess

prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.The reproducible student masters are located in the Transparency Activities section. Theteacher material, located in the Teacher Guide and Answers section, includes TransparencyTeaching Tips, a Content Background section, and Answers for each transparency.

429-i-vi-MSS05-000000_CR 3/24/04 3:59 PM Page v impos03 301:goscanc:scanc429:layouts:

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

vi

Teaching Transparencies: These transparencies relate to major concepts that will benefitfrom an extra visual learning aid. Most of these transparencies contain diagrams/photosfrom the Student Edition. There is one Teaching Transparency for each chapter. The TeachingTransparency Activity includes a black-and-white reproducible master of the transparencyaccompanied by a student worksheet that reviews the concept shown in the transparency.These masters are found in the Transparency Activities section. The teacher material includesTransparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to StudentWorksheet. This teacher material is located in the Teacher Guide and Answers section.

Assessment Transparencies: An Assessment Transparency extends the chapter content andgives students the opportunity to practice interpreting and analyzing data presented incharts, graphs, and tables. Test-taking tips that help prepare students for success on stan-dardized tests and answers to questions on the transparencies are provided in the TeacherGuide and Answers section.

Teacher Support and PlanningContent Outline for Teaching: These pages provide a synopsis of the chapter by section,including suggested discussion questions. Also included are the terms that fill in the blanksin the students’ Note-taking Worksheets.

Spanish Resources: A Spanish version of the following chapter features are included in thissection: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activi-ties, and content overviews for each section of the chapter.

429-i-vi-MSS05-000000_CR 3/24/04 3:59 PM Page vi impos03 301:goscanc:scanc429:layouts:

Cells 1

ReproducibleStudent Pages

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Modeling Cytoplasm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Observing Magnified Objects . . . . . . . . . . . . . 4Lab: Comparing Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own Comparing Light Microscopes. . . . . . . . . . . . . . . 7Laboratory Activity 1: The Compound Light Microscope . . . . . . . . . . . 9Laboratory Activity 2: Observing Cells . . . . . . . . . . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 44Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

429-1-50-MSS05-000000_CR 3/24/04 4:02 PM Page 1 impos03 301:goscanc:scanc429:layouts:

2 Cells

Hands-OnActivities

Hands-On Activities


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells 3

Name Date Class

Modeling CytoplasmProcedure 1. Add 100 mL of water to a clear container.

2. Add unflavored gelatin and stir.

3. Shine a flashlight through the solution.

Analysis1. Describe what you see.

2. How does a model help you understand what cytoplasm might be like?

Hand

s-On

Act

iviti

es


4 Cells

Name Date Class

Observing Magnified Objects

Hands-On Activities

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Procedure 1. Look at a newspaper through the curved side and through the flat

bottom of an empty, clear glass.

2. Look at the newspaper through a clear glass bowl filled with waterand then with a magnifying lens. Record your observations in Table 1 below.

Data and Observations

Table 1

AnalysisOn the following lines, compare how well you can see the newspaper through each of the objects.

Tools Observations

Flat bottom of glass

Curved side of glass

Bowl filled with water

Magnifying glass

1.

2.

3.

4.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells 5

Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Why do you use the low power objective to locate cells on a slide?

2. What is a chloroplast?

If you compared a goldfish to a rose , you would find them unlike each other.Are their individual cells different also?

Comparing Cells

Hand

s-On

Act

iviti

es

Real-World QuestionHow do human cheek cells and plant cells compare?

Materialsmicroscope tap watermicroscope slide droppercoverslip Elodea plantforceps prepared slide of human cheek cells

Procedure1. In the table in the Data and Observations

section, check off the cell parts as youobserve them.

2. Using forceps, make a wet-mount slide of ayoung leaf from the tip of an Elodea plant.

3. Observe the leaf on low power. Focus onthe top layer of cells.

4. Switch to high power and focus on one cell.In the center of the cell is a membrane-bound organelle called the central vacuole.Observe the chloroplasts—the green disk-shaped objects moving around the centralvacuole. Try to find the cell nucleus. Itlooks like a clear ball.

5. Draw the Elodea cell in the space in the Dataand Observations section. Label the cell wall,cytoplasm, chloroplasts, central vacuole, andnucleus. Return to low power and remove theslide. Properly dispose of the slide.

6. Observe the prepared slide of cheek cellsunder low power.

7. Switch to high power and observe the cellnucleus. Draw and label the cell membrane,cytoplasm, and nucleus. Return to lowpower and remove the slide.

Goals■ Compare and contrast an animal cell and a plant cell.

Safety Precautions


6 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class


Table 1

Conclude and Apply1. Compare and contrast the shapes of the cheek cell and the Elodea cell.

2. Draw conclusions about the differences between plant and animal cells.

Hands-On Activities

Communicating Your Data

Draw the two kinds of cells on one sheet of paper. Use a green pencil to label theorganelles found only in plants, a red pencil to label the organelles found only in animals,and a blue pencil to label the organelles found in both. For more help, refer to the Science Skill Handbook.

Elodea cell Cheek cell

Cell part Elodea Cheek

Cytoplasm

Nucleus

Chloroplasts

Cell wall

Cell membrane

1.

2.

3.

4.

5.

(continued)


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells 7

Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Why should you wear gloves during this experiment?

2. Describe a stereomicroscope.

You’re a technician in a police forensic laboratory. You use a stereomicroscopeand a compound light microscope in the laboratory. A detective just returnedfrom a crime scene with bags of evidence. You must examine each piece ofevidence under a microscope. How do you decide which microscope is the besttool to use?

Real-World QuestionWill all of the evidence that you’ve collectedbe viewable through both microscopes?

Form a HypothesisCompare the items to be examined under themicroscopes. Form a hypothesis to predictwhich microscope will be used for each itemand explain why.

Possible Materialscompound light microscopestereomicroscopeitems from the classroom—include some living or

once-living items (8)microscope slides and coverslipsplastic petri dishesdistilled waterdropper

Goals■ Learn how to correctly use a stereomicro-

scope and a compound light microscope.■ Compare the uses of the stereomicroscope

and compound light microscope.

Safety Precautions

Test Your Hypothesis

Make a Plan1. As a group, decide how you will test your

hypothesis.2. Describe how you will carry out this

experiment using a series of specific steps.Make sure the steps are in a logical order.Remember that you must place an item in the bottom of a plastic petri dish toexamine it under the stereomicroscopeand you must make a wet mount of anyitem to be examined under the compoundlight microscope. For more help, see theReference Handbook.

3. If you need a data table or an observationtable, design one on a separate sheet ofpaper.

Follow Your Plan1. Make sure your teacher approves the

objects you’ll examine, your plan, and yourdata table before you start.

2. Carry out the experiment.3. While doing the experiment, record your

observations and complete the data table.

Design Your Own

Comparing Light Microscopes

Hand

s-On

Act

iviti

es


8 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Hands-On Activities

Analyze Your Data1. Compare the items you examined with those of your classmates.

2. Classify the eight items you observed based on this experiment.

Conclude and Apply1. Infer which microscope a scientist might use to examine a blood sample, fibers, and live snails.

2. List five careers that require people to use a stereomicroscope. List five careers that require people to use a compound light microscope.

3. Infer how the images would differ if you examined an item under a compound light micro-scope and a stereomicroscope.

4. Determine which microscope is better for looking at large, or possibly live, items.

Communicating Your Data

Write a short description of an imaginary crime scene and the evidence found there. Sortthe evidence into two lists—items to be examined under a stereomicroscope and items tobe examined under a compound light microscope. For more help, refer to the ScienceSkill Handbook.

(continued)


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells 9

Name Date Class

The Compound Light Microscope

A microscope is a scientific tool used to see very small objects. Objects you cannot see withyour eyes alone can be seen using a microscope. In this experiment, you will look at a small lettere cut from a magazine, some thread, and a strand of hair using a compound light microscope.

StrategyYou will learn the names of the parts of a compound light microscope.You will learn how to use a compound light microscope.You will learn to prepare objects for viewing under a compound light microscope.You will examine several objects under a compound light microscope.You will determine how the lens system of a compound light microscope changes the position of

an object being viewed.

Materials microscope coverslip water nylon threadscissors dropper strands of hair wool threadmagazine

Hand

s-On

Act

iviti

es

ProcedurePart A—Using the Compound Light Microscope1. Study Figure 1. Identify the parts of your

microscope so that you will understand thedirections for this activity.

2. Cut out a small letter e from a magazineand place the letter on a microscope slide.WARNING: Use care when handling sharpobjects. Put a small drop of water on theletter and place a coverslip over the waterand the letter.

3. Place the slide on the microscope stage.Move the slide to center the letter e over thehole in the stage. Use the stage clips to holdthe slide in place.

4. Turn on the light if your microscope hasone. WARNING: Do not use direct sunlightas a light source. It can damage eyes. If itdoes not, adjust the mirror so that the lightis reflected through the eyepiece.

Arm

ArmFine adjustment

Fine adjustment

Coarse adjustment

Coarse adjustment

Base Base

Mirror

Eyepiece

Revolving nosepiece

Low power objective

High power objective

Stage

Stage clips

Diaphragm

Lamp

Figure 1

LaboratoryActivity11


10 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Laboratory Activity 1 (continued)

Name Date Class

5. Look to see how the letter e is positionedon the slide before looking through theeyepiece. In the space for Figure 2a in Dataand Observations, draw the letter as yousee it without the aid of the microscope.

6. Click the low power objective lens (short-est, if more than one lens is present) intoposition. The lens should be directly overthe hole in the stage. Bring the lens close tothe slide using the coarse adjustment knob.NOTE: Be careful not to touch the slidewith the lens. This might break the lens andthe slide.

7. Look through the eyepiece of the micro-scope. Carefully bring the letter into focusby slowly turning the coarse adjustmentknob. If you cannot see the letter, movethe slide a little bit to be sure the letter isunder the lens. If your microscope hasonly one objective lens, proceed directly tostep 9; skip step 8.

8. Click the high power objective lens intoplace. If your microscope has a highpower objective, it will also have a fineadjustment knob. Look through the eye-piece again. Carefully bring the letter einto focus by slowly turning the fineadjustment knob. NOTE: Never turn the coarse adjustment knob when thehigh power objective lens is in place.

Click the low power objective lens backinto place before going on to step 9.

9. When the letter e is clearly visible, draw inFigure 2b the position of the letter as yousee it through the microscope. Next, movethe slide to the left as you look throughthe eyepiece. Note which way the letterappears to move. Move the slide forward.Note which way it appears to move now.

10. Remove the slide and clean it.

Part B—Preparing Microscope Slides1. Place a drop of water on a clean glass slide.

Put a strand of hair from your head and ahair from your forearm on the water drop.Place a coverslip over the drop of water andthe two different strands of hair.

2. Observe the hair using the procedure youused in Part A to observe the letter e.

3. In the space for Figure 3a in Data andObservations, draw the two hair strands asthey appear through the microscope. Labelthe hairs “head” and “arm.” Notice whichstrand appears thicker and show this differ-ence in your sketch.

4. Repeat Part B using a strand of nylonthread and a strand of wool thread. Drawand label the threads in Figure 3b in Dataand Observations.

Hands-On Activities

Data and ObservationsIn the spaces below, draw what you observed.

Letter e withoutmicroscope

Letter e throughmicroscope

baArm and

head hairsthrough

microscope

Wool andnylon threads

throughmicroscope

a b

Figure 2 Figure 3


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells 11

Name Date Class

Questions and Conclusions1. Compare your drawing of the letter e without the microscope to your drawing of the letter

seen through the microscope. Describe how the microscope changes the position of the letter.

2. In what direction does the slide under the microscope appear to move when you move it to the left?

3. Describe the differences in thickness you observed between arm hair and head hair.

4. Describe the differences you observed between wool thread and nylon thread.

5. What is the total magnification of your microscope? (Multiply the magnification of the eye-piece lens by the magnification of the objective lens. These numbers are printed on the lenses.)

6. Describe how you would correctly prepare a microscope slide of an insect wing for viewingunder the microscope.

7. What precautions must be taken when using the high power lens?Ha

nds-

On A

ctiv

ities



12 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

8. From memory, correctly label the parts of the compound light microscope in Figure 4. (Turnto the Procedure only as a self-check.)

Figure 4

Strategy Check

Can you name the parts of a compound light microscope?

Can you use a compound light microscope?

Can you prepare slides of objects to be viewed under a compound light microscope?

Can you examine an object under the compound light microscope?

Can you explain how the lens system of your compound light microscope changes the

position of any object as it is viewed through the eyepiece?

Hands-On Activities

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

k.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells 13

Name Date Class

Observing Cells

Hand

s-On

Act

iviti

es

If you were asked how a tree, a fly, and you are alike, you might answer, “We are all alive.” If youcould examine each under a microscope, you might answer, “We all contain cells.” One veryimportant similarity among all living things is that each is made of very small units called cells.

StrategyYou will prepare living things for microscopic viewing.You will see that each living thing is made of cells and be able to name the parts of a cell.You will compare plant cells to animal cells.

Materials

Procedure

Part A—Observing Cork Cells1. Add a drop of water to a clean microscope

slide. Use forceps to add a small piece ofcork. Cover with a coverslip.

2. View the cork under low power magnifica-tion. Change to high power if your micro-scope has a high power lens.

3. Draw what you observe under Data andObservations, Part A. Label what you see.

Part B—Observing Frog Blood Cells1. View the prepared slide of frog blood

under low power magnification. Change tohigh power if your microscope has a highpower lens.

2. Draw what you observe under Data andObservations, Part B. Label the cell mem-brane, cytoplasm, and nucleus.

Part C—Observing Lettuce Leaf Cells1. Add a drop of water to a clean microscope

slide.2. Remove a small piece of lettuce leaf and

place it in the drop of water. Cover with acoverslip. Identify as many cell parts as youcan.

3. Under Data and Observation, Part C, drawwhat you observe. Label the cell wall,chloroplast, cytoplasm, nucleus, and vacuoles. (The nucleus may be difficult toobserve.)

water forceps microscope prepared slide ofdropper cork shavings lettuce leaf frog bloodmicroscope slide coverslip

LaboratoryActivity22

Part A Part B Part C


Figure 1


14 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Questions and Conclusions1. Indicate if the words or phrases below refer to cork, frog blood, or lettuce leaf cells by circling

the proper choice(s). More than one choice may be used for some phrases.

a. not rectangular in shape cork frog blood lettuce

b. chloroplasts cork frog blood lettuce

c. vacuoles cork frog blood lettuce

d. cell wall cork frog blood lettuce

e. brick shape in appearance cork frog blood lettuce

f. nucleus cork frog blood lettuce

g. cytoplasm cork frog blood lettuce

h. no cell wall cork frog blood lettuce

i. an animal cell cork frog blood lettuce

j. a plant cell cork frog blood lettuce

2. What do you call the small units in the cork that can be seen under high power?

a. Do these units appear filled or empty?

b. Is the cork produced by a plant or an animal? What evidence do you have?

3. Describe the shape of the frog blood cells.

a. What is the outer edge of the frog blood cell called?

b. What other parts are visible in the frog blood cell?

4. What is the shape of the lettuce leaf cell?

a. What evidence do you have that lettuce is not made of animal cells?

b. Where are the chloroplasts in a lettuce leaf cell?

Hands-On Activities


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells 15

Name Date Class

5. List several parts that are found in both plant and animal cells.

6. What proof do you now have that living things are similar when viewed through a microscope?

7. Use your text to find and list the function of each of the following cell parts:a. cell wall

b. chloroplast

c. cytoplasm

d. nucleus

e. vacuole

f. cell membrane

g. endoplasmic reticulum

h. mitochondria

Hand

s-On

Act

iviti

es



16 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


Name Date Class

Hands-On Activities

a. corridors

b. boiler room

c. cafeteria

d. principal’s office

e. bricks of building

8. Compare parts of a cell with parts of your school building. Match the cell part function withthe function of the corresponding school area.

Strategy Check

Can you prepare living things for microscopic viewing?

Do you agree that all living things are made of cells?

Can you correctly label those cell parts observed?

Can you compare plant cells with animal cells?

cell wall

nucleus

endoplasmic reticulum

chloroplast

mitochondria


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells 17

Cells

Directions: Use this page to label your Foldable at the beginning of the chapter.

Cells

Plant Cell

Animal Cell

Name Date Class

Hand

s-On

Act

iviti

es


18 Cells

Meeting IndividualNeeds

Meeting Individual Needs


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Cells 19

OverviewCells

Directions: Complete the concept map using the terms listed below.

lysosome chloroplast mitochondria cell wall

Directions: Complete the following sentences using the terms listed below.

virus cytoplasm microscope vaccine cell theory

5. A ____________________ is often used to prevent viral diseases.

6. We need to use a ____________________ to see most cells.

7. Cells are filled with a gelatinlike mixture called ____________________.

8. A ____________________ is a disease-causing strand of hereditary material surrounded by a protein coating.

9. The ___________________ was developed from the observations and conclusionsof several scientists.

Mee

ting

Indi

vidu

al N

eeds

1.

ribosome

2.

3.

nucleus

4.

has

has

has

has

has

has

has

has

Directed Reading for

Content Mastery

An animal cell

has

A plant cell


20 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Section 1 ■ Cell StructureSection 2 ■ Viewing Cells

Directions: Write T if the statement is true; write F if the statement is false.

1. Fungi have prokaryotic cells.

2. Most one-celled organisms are prokaryotic.

3. Plants and animals have eukaryotic cells.

4. Animal cells are enclosed in a cell wall.

5. The cell membrane is the protective layer around all cells.

Directions: Study the following diagram. Then use it to answer the questions on the lines provided.

6. a. A microscope contains one or more glass lenses. What do the lenses do to light that passes through them?

b. How does this affect the way an object appears when it reaches your eye?

7. The microscope’s objective lens has a magnification of 40✕. How many times willit magnify the specimen?

8. A microscope’s objective lens magnifies an object 40 times. The eyepiece magni-fies an additional 10 times. What is the microscope’s total magnification?



Content Mastery

SpecimenAppearanceof specimen

Magnified object

Light source

Light rays Light ray

Eyepiece lensObjective lens


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Cells 21

Section 3 ■ Viruses

Directions: Study the diagram showing the reproduction cycle of viruses. Then write a sentence describing each stage.

1.

2.

3.

4.

5.

Mee

ting

Indi

vidu

al N

eeds


Content Mastery

Virus

Host cell

Nucleus

Viralhereditarymaterial

Viralproteins

1.

2.3.

4.

5.


22 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Key TermsCells

Directions: Write the letters of the correct terms in the space beside each definition.

1. It is a structure made up of different

types of tissues that work together.

2. They are green organelles in the

cytoplasm of plant cells.

3. This is a gelatinlike material inside

every cell.

4. This is the outer covering that protects

all cells.

5. It directs all the activities of cells.

6. It releases energy in food that cells need.

7. It is a summary of scientific observations

and conclusions about cells.

8. It protects the cells of plants, algae, fungi,

and most bacteria.

9. It is a strand of hereditary material

surrounded by a protein coating.

10. It is a group of similar cells that

work together to do one job.

11. This kind of cell is a membrane-

bound structure.

12. This kind of cell has no internal membrane-

bound structure.M

eeting Individual Needs

a. cell membrane

b. cytoplasm

c. prokaryotic

d. cell theory

e. mitochondrion

f. tissue

g. cell wall

h. chloroplasts

i. eukaryotic

j. organ

k. virus

l. nucleus


Content Mastery


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Nombre Fecha Clase

Estructura y funciones de la vida 23

SinopsisEstructura y funciones de la vida

Instrucciones: Completa el mapa de conceptos usando los siguientes términos.

lisosoma cloroplasto mitocondrias pared celular

Instrucciones: Completa la oraciones usando los siguientes términos.

virus citoplasma microscopio vacuna teoría celular

5. Un(a) ______________ se usa a menudo para prevenir enfermedades virales.

6. Usamos un(a) ______________ para ver la mayoría de las células.

7. Las células están llenas de una mezcla gelatinosa llamada ______________.

8. Un(a) ______________ es una hebra de material hereditario rodeada de unacapa proteíca que causa enfermedad.

9. El(La) ______________ se desarrolló a partir de las observaciones y conclusionesde muchos científicos.

Lectura dirigida para

Dominio del contenido

Satis

face

las n

eces

idad

es in

divi

dual

es

1.

ribosoma

2.

3.

núcleo

4.

tiene

tiene

tiene

tiene

tiene

tiene

tiene

Una célula animal

tiene

Una célula vegetal


24 Estructura y funciones de la vida

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Nombre Fecha Clase

Sección 1 ■ Estructura de lacélula

Sección 2 ■ Observa las célulasInstrucciones: Escribe V si el enunciado es verdadero; escribe F si el enunciado es falso.

1. Los hongos poseen células procarióticas.

2. La mayoría de los organismos unicelulares son procariotas.

3. Las plantas y los animales tienen células eucarióticas.

4. Las células animales están rodeadas de una pared celular.

5. La membrana celular es la capa protectora que rodea todas las células.

Instrucciones: Estudia el diagrama y úsalo para responder las preguntas.

\

6. a. Un microscopio contiene una o más lentes de vidrio. ¿Qué le ocurre a la luz que pasa a través de las lentes?

b. ¿Qué hace esto con la forma en que se ve un objeto cuando llega a tus ojos?

7. La lente objetivo de un microscopio tiene un aumento de 40✕. ¿Cuántas vecesampliará el especimen esta lente?

8. La lente objetivo de un microscopio amplía un objeto 40 veces. El ocular amplíael objeto 10 veces más. ¿Cuál es el aumento total del microscopio?



EspécimenApariencia del objeto

Objeto ampliado

Fuente de luz

Rayos luminosos Rayo luminosoOcularLente objetivo

Satisface las necesidades individuales


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Nombre Fecha Clase

Estructura y funciones de la vida 25

Sección 3 ■ Los virus

Instrucciones: Estudia el diagrama que muestra el ciclo reproductor de los virus y escribe una oración describiendocada etapa.

1.

2.

3.

4.

5.



Virus

Célula huésped

Núcleo

Material hereditario viral

Proteínas virales

1.

2.3.

4.

5.

Satis

face

las n

eces

idad

es in

divi

dual

es


26 Estructura y funciones de la vida

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Nombre Fecha Clase

Términos clavesEstructura y funciones de la vida

Instrucciones: Escribe la letra del término correcto en el espacio dado al lado de cada definición.

1. Es una estructura compuesta de diferentes

tipos de tejidos que trabajan juntos.

2. Son organelos verdes en el citoplasma de las

células vegetales.

3. Este es el material gelatinoso dentro de cada

célula.

4. Esta es la cubierta que protege todas las

células.

5. Dirige todas las actividades de las células.

6. Libera la energía de los alimentos, la cual

necesitan las células.

7. Es el resumen de las observaciones y

conclusiones científicas sobre las células.

8. Protege las células vegetales, las algas, los

hongos y la mayoría de las bacterias.

9. Es una hebra de material hereditario rodeada

de una capa proteica.

10. Es un grupo de células similares que trabajan

en conjunto para llevar a cabo una función.

11. Este tipo de célula es una estructura rodeada

por una membrana.

12. Este tipo de célula no tiene una estructura

rodeada por una membrana.

a. membranacelular

b. citoplasma

c. procariótico(a)

d. teoría celular

e. mitocondria

f. tejido

g. pared celular

h. cloroplastos

i. eucariótico(a)

j. órgano

k. virus

l. núcleo



Satisface las necesidades individuales


1.

cell membrane

3.

endoplasmicreticulum

5.

6.

chloroplast

cell wall

9.

Golgi bodies

11.

FunctionCell part

2.

4.

7.

8.

10.

makes protein

releases energy stored in food

directs all cell activities

gelatinlike mixture that flows inside the cell membrane

stores water, waste products, food, and other cellular materials

breaks down food molecules, cell wastes, and worn-out cell parts

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Cells 27

Directions: Complete the following table using the correct cell part or function.

Directions: Study the following diagrams. Then identify each part by filling in the blanks in the center.

Cell Structure

Mee

ting

Indi

vidu

al N

eeds

Reinforcement11

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

Animal cell Plant cell


28 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Viewing Cells

Directions: In numbers 1–4 below, a code letter has been substituted for each letter of the alphabet. To find outwhat the sentence says, use the following key to decode. it. In the key, the code letters are shown directly belowthe alphabet letter each stands for. Write the correct letter above each code letter, then read the sentence aloud.

Reinforcement22


Directions: Answer the following questions on the lines provided.5. Who was the first person to look at cells with a microscope?

6. In what material did he see cells?

7. What did Schleiden and Schwann conclude about cells?

8. What instrument uses light and one or more lenses to view cells?

9. What instrument uses a magnetic field to magnify images up to 1,000,000 times?

A B C D E F G H I J K L M N O P Q R S T U V W X Y ZZ Y X W V U T S R Q P O N M L K J I H G F E D C B A

1. _____ ________________ _____ ________ ___ _________Z O O L I T Z M R H N H Z I V N Z W V L U X V O O H

2. __ _______ ____ _____ _________ _______ ___ ______________Z X V O O R H G S V Y Z H R X F M R G L U H G I F X G F I V

______ ______________ _____ ____ ______________Z M W U F M X G R L M R M Z M L I T Z M R H N

3. ________ _______ _________ ______ ___________ _______V E V I B X V O O X L N V H U I L N Z M L G S V I X V O O

4. _______ ____ ___________ _____ _______ _________G S R H R H X Z O O V W G S V X V O O G S V L I B


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Cells 29

1. Listed below are the steps by which an active virus copies itself and destroys a cell. Number thesteps in the correct order in the blanks provided at the left.

a. The cell bursts open and hundreds of new virus particles are released. These new virus particles go on to infect other cells.

b. A specific virus attaches to the surface of a specific host cell.

c. The viral hereditary material takes control of the host cell and the cell begins to make new virus particles.

d. The hereditary material of the virus entering the host cell.

Directions: Answer the following questions using complete sentences.2. Explain what a latent virus does when it enters a cell.

3. Discuss several ways to prevent viral infections.

4. What are vaccines made from?

5. How does gene therapy work?

Viruses

Mee

ting

Indi

vidu

al N

eeds

Reinforcement33


30 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

The Early Cell Explorers

It’s hard to believe, but there was a time when we didn’t know anythingabout cell structure. In fact, the word cell (from the Latin word for chamber,cello) wasn’t used as a biological term until 1665. That’s when Robert Hooke,an English-born scientist, looked at a thin slice of a cork plant under a com-pound microscope he had built himself. Hooke noticed small holes sur-rounded by walls and named these tiny pores cells. After that, scientistsbelieved cells were found only in plants. But in 1839, Matthias Schleiden andTheodor Schwann, both German scientists, shared their scientific findings withone another. Schleiden had been studying plant cells and Schwann had beenstudying animal structures. Together, they compared plant and animal struc-tures and found that the structures were very similar—too similar to be acci-dental. They concluded that cells are the basic building blocks for both plantsand animals. In 1858, Rudolf Virchow took Schleiden’s and Schwann’s theoryand stated it simply: all cells come from other cells. This remains known as thecell theory.

Throughout the mid-1800s and into the 1900s, scientists continued to dis-cover more and more about cells thanks in part to Gregor Mendel’s study ofgenetics, Friedrich Miescher’s discovery of nuclein (which later became knownas DNA), and James Watson’s findings about DNA’s structure. Although manyamazing discoveries have happened in recent years, including genetic engineer-ing and gene therapy, all of it is because of the work of those early cell explorers.

Enrichment11


1. How important was Hooke’s homemade microscope to the discovery of the plant cell? Explain.

2. Restate the cell theory in your own words.

3. Why do you think it took almost 200 years for scientists to formulate the cell theory?


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Cells 31

Using the MicroscopeEnrichment22

Mee

ting

Indi

vidu

al N

eeds

There are many different kinds of micro-scopes. A magnifying glass is a simple micro-scope. The term microscope commonly refers to acompound light microscope. These microscopesare called compound because they are made oftwo sets of glass lenses in a tube or tubes.

The total magnifying power of a compoundlight microscope is the product of the magni-fying power of the lens in the eyepiece and themagnifying power of the lens in the objective.Most compound light microscopes can mag-nify a specimen up to 1,000 times its real size.

Microscopes allow you to see fine details.Spaces between objects that are closertogether than 0.1 mm can be seen. The abilityof a microscope to separate very small dis-tances is called resolving power. If the resolv-ing power of the lens is not good, the imagewill appear blurred.

When you look into the eyepiece of amicroscope, the circular area you see is thefield of view. When a ruler is placed across theopening on the stage, the field of view can bemeasured in millimeters.

Directions: Using the information above, complete the table by filling in the blanks.

Directions: Answer the following questions on the lines provided.

6. How do you find the total magnifying power of a microscope?

7. What would cause an image to appear blurred?

Figure 1

8. What is the width of the field of view shown above? In centimeters? ______

In millimeters? ______

Eyepiece lens Objective lens Total

Microscope 1 Low 5x High 40x Low 1. High 400x

Microscope 2 8x 10x 60x

Microscope 3 10x 50x 300x4.

10x

5.

2. 3.

1 cm

1 2 3 4 5 6 7


32 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

The Size of Viruses

Directions: Study the following diagram. It shows the sizes of viruses, bacteria, and blood cells. The largest is ared blood cell. Then answer the questions that follow.

Enrichment33


1. How large is the smallest virus on the diagram that affects plants?

2. What is the smallest thing shown on the diagram?

3. The smallest virus on the diagram attacks what kinds of organisms?

4. How do the rabies virus and the polio virus compare in size?

5. How large is the Streptococcus bacteria?

Red blood cell molecules?

6. Generalizing from this diagram, infer which are larger, viruses or bacteria

CellsLargest

diameter in (micrometers)

Red blood cells

Bacteria Streptococcus

Herpes simplex virus

Flu virus

Polio virus

Virus that affects plants

Red blood cell molecule

Rabies virus

750

130

7500

125

85

27

15

15


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Cells 33

Cells

Section 1 Cell Structure

A. Common cell structures—outer covering called ________________ and internal gelatinlike

________________

1. Comparing cells—size and shape relate to ________________

2. Two cell types

a. ________________ cells lack membrane-bound internal structures.

b. ________________ cells contain membrane-bound internal structures.

B. Cell organization

1. Composed of cellulose, a cell wall grows, gives shape to, and protects the cells of

________________, algae, fungi, and most bacteria.

2. Cell ________________—protective layer around all cells

a. For cells with cell ________________, the cell membrane is inside the cell wall

b. A cell ________________ allows food and oxygen into the cell and waste products outof the cell.

3. Cytoplasm—gelatinlike substance inside cell membrane

a. ________________—scaffolding-like structure in cytoplasm which helps cell keep its shape

b. In the cytoplasm, eukaryotic cells have ________________ which help with cell life

processes.

4. Nucleus—contains instructions for everything cell does; includes DNA

5. Energy-processing organelles—help cells do their________________

a. Green organelles in plant cells contain ________________ to make food.

b. Organelles which release ________________ from food are called mitochondria.

6. Manufacturing organelles

a. Ribosomes make ________________ for cell activities.

b. Some ribosomes attach to the rough part of the endoplasmic reticulum, a series of

smooth or rough ________________ that move materials around in a cell.

Mee

ting

Indi

vidu

al N

eeds

Note-takingWorksheet


34 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

7. Transporting and storing organelles

a. ________________ move substances out of a cell or to other parts of a cell.

b. ________________–membrane-bound temporary storage spaces

8. Recycling organelles–________________ break down food molecules and cell wastes.

C. From cell to organism

1. ________________–group of similar cells working together on one job

2. Different types of tissues working together make up an ________________.

3. A group of organs working together on a particular function form a(n) ________________

________________.

Section 2 Viewing Cells

A. Magnifying cells

1. Early microscopes–lenses made images ________________ but not always clear.

2. Modern microscopes that use lenses to bend ________________

a. A simple microscope has one lens while a ________________ microscope has two setsof lenses.

b. A stereomicroscope, which has two eyepieces, creates a ________________ image.

c. Powers of the eyepiece multiplied by objective lenses determine total ________________.

3. Electron microscopes–more powerful than other microscopes

a. Use a ________________ in a vacuum to bend electronic beams

b. ________________ must be photographed or produced electronically.

B. Development of the cell theory

1. The ________________ resulted from many scientists’ observations and conclusions.

2. The basic ________________ of organization is the cell.

3. All ________________ are composed of one or more cells.

4. New cells come from old cells through cell ________________.


Note-taking Worksheet (continued)


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Cells 35

Section 3 Viruses

A. Virus–a nonliving strand of hereditary material surrounded by a ________________ coating

B. Virus multiplication–viruses can make copies of themselves only inside a living

________________ cell.

1. ________________ viruses–make the host cell produce new viruses, which kills the host cell

2. ________________ viruses–hide in the host cell without destroying it

a. Virus hereditary material becomes part of the ________________ cell’s hereditary material.

b. Latent viruses can become ________________ and then destroy the host cells.

C. Virus effects on organisms

1. Most viruses infect only specific kinds of cells.

2. Viruses are often carried to the host through the ________________.

3. The ________________ and host cell must fit together exactly to begin a viral infection.

4. ________________ attach to bacteria and inject their hereditary material.

D. Fighting viruses

1. Vaccines–weakened ________________ which allow the host to fight some diseases

2. Treating viral diseases

a. ________________ are not effective treatments for viral infections.

b. Infected cells sometimes produce ________________ which are proteins that can protect noninfected cells.

c. Antiviral drugs often have adverse ________________, limiting their use.

d. Public health measures can ________________ or slow disease spread.

E. Research with viruses–________________ uses viruses to replace defective cell hereditarymaterial with normal cell hereditary material.

Mee

ting

Indi

vidu

al N

eeds

Note-taking Worksheet (continued)


36 Cells

Assessment

Assessment


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells 37

Chapter Review

Name Date Class

Cells

Part A. Vocabulary ReviewDirections: Use the clues below to complete the crossword puzzle.

Asse

ssm

ent

Across1. A series of folded membranes that move

materials around in the cell

6. Green organelles in the cytoplasm of plant cells

9. Directs all the activities of the cell

11. Structures within the cytoplasm ofeukaryotic cells

13. Flattened membranes that package cellu-lar substances for export

15. Small, two-part structures in cells thatmake proteins

Down2. Organelle where energy is released from

broken-down food molecules

3. Summary of scientists’ observations andconclusions about cells

4. A group of similar cells that work togetherto do one job

5. Gelatinlike mixture inside the cell membrane

7. Encloses the cells of plants, algae, fungi,and most bacteria

8. A structure made up of different types oftissues that work together

10. Protective outer covering around all cells

12. A strand of hereditary material sur-rounded by a protein coating

14. Cell in which a virus multiplies itself

13

6

7

4

8

12

14

15

11

5

10

2 31

9


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Chapter Review (continued)

38 Cells

Part B. Concept ReviewDirections: Study the following diagrams. Write P above the plant cell and A above the animal cell. Then labelthe cells using the numbers of the correct terms from the list.

Assessment

3. nucleus

4. cell membrane

5. vacuole

6. ribosomes

7. mitochondrion

8. cell wall

9. cytoskeleton

10. endoplasmicreticulum

11. chloroplast

12. Golgi body

13. nucleolus

14. Number the events in the correct historical order in the blanks provided.

1. ________ 2. ________

Directions: Answer the following questions on the lines provided.15. List the three parts of the cell theory.

a.

b.

c.

16. Explain the difference between one-celled organisms and many-celled organisms.

17. Explain the difference between prokaryotic and eukaryotic cells.

a. Virchow hypothesized that cells divide to form new cells.

b. Hooke gave the name “cells” to the little boxes he saw under magnification.

c. The first microscope was invented.

d. Schleiden concluded that all plants are made up of cells, and Schwann concludedthat all animals are made of cells.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells 39

Chapter Test

Name Date Class

Cells

I. Testing ConceptsDirections: Match the description in the first column with the item in the second column by writing the correctletter in the space provided. Some items in the second column may not be used.

1. a strand of hereditary material surrounded by a protein coating

2. microscope that has two sets of lenses, objective lenses and eyepiece lenses

3. allows certain materials to move into and out of the cell

4. directs all cell activities

5. a group of similar cells that work together to do one job

6. organelles that digest food molecules and wastes inside the cell

7. organelles where energy is released from food molecules

8. a group of organs working together to perform a certain function

9. moves materials around in the cell

10. protects the plant cell

Asse

ssm

ent

a. tissue

b. organ system

c. cell membrane

d. cell theory

e. cell wall

f. compound light microscope

g. electron microscope

h. endoplasmic reticulum

i. lysosomes

j. mitochondria

k. nucleus

l. virus

Directions: Complete the following sentences by writing the letter of the correct answer in the blank at the left.

11. A cell in which a virus multiplies itself is a(n) ______.a. host b. infection c. lysosome d. parasite

12. Enclosing normal hereditary material in a virus and allowing it to move into cells toreplace defective hereditary material in the treatment of genetic disorders is a form of ______.a. replication b. a vaccine c. gene therapy d. latent virus

13. A(n) ______ enters a cell and becomes part of the cell’s hereditary material withoutdestroying the cell or replicating itself.a. active virus b. latent virus c. gene d. chloroplast

14. A solution made from weakened virus particles that prevents viral diseases is a ______.a. vaccine b. gene therapy c. lysosome d. Golgi body

15. The pigment in plants that captures light energy and produces sugar molecules forfood is ______.a. chloroplasts b. cytoplasm c. chlorophyll d. cellulose


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Chapter Test (continued)

40 Cells

16. Objects that are too small to be seen with other microscopes can be observed witha(n) ______.a. compound light microscope c. stereomicroscopeb. electron microscope d. simple microscope

17. The scientist who concluded that all animals are made up of cells was ______.a. Hooke b. Schleiden c. Schwann d. Virchow

18. The cell theory is based mainly on the conclusions of ______.a. Schleiden, Schwann, and Virchow c. Van Leeuwenhoek and Hookeb. Hooke and Schleiden d. Hooke, Schwann, and Virchow

19. The ______ is the gelatinlike material inside the cell membrane.a. chromatin c. endoplasmic reticulumb. mitochondria d. cytoplasm

20. Proteins are made in small, two-part structures called ______.a. chloroplasts b. lysosomes c. Golgi bodies d. ribosomes

21. Cells in a many-celled organism all ______.a. have similar shapesc. are about the same sizeb. work together to keep the organism alived. perform similar functions

22. Structures made up of different types of tissues that work together are called ______.a. organelles b. organ systems c. organs d. organisms

23. Structures that can store food, water, and waste products in cells are ______.a. chloroplasts b. mitochondria c. lysosomes d. vacuoles

24. Organelles that package cellular substances for export are ______.a. Golgi bodies b. ribosomes c. lysosomes d. chloroplasts

25. The chemical that contains the code for the cell’s structure and activities is ______.a. chlorophyll b. RNA c. antiviral d. DNA

II. Understanding ConceptsSkill: Comparing and Contrasting

Directions: Write the microscope name (simple, compound light, stereomicroscope, or electron) next toits description below.

Kinds of MicroscopesName Characteristics

1. uses a magnetic field; magnifies up to one million times

2. uses light to magnify; uses two lenses

3. uses light to magnify; gives a three-dimensional view

4. uses light to magnify; uses one lens

Assessment


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.Chapter Test (continued)

Cells 41

Name Date Class

Skill: Sequencing

Directions: Write the letter of the correct time on the timeline in front of each of the events listed below. Oneletter will be used twice.

Asse

ssm

ent

5. Hooke named the little boxes he saw under his microscope.

6. Virchow proposed that cells come from cells that already exist.

7. Schleiden studied plant parts under a microscope.

8. The first microscope was invented.

9. Schwann observed many different animal cells and came to a conclusion.

Directions: Complete the paragraph by filling in the blanks.

The cell theory’s three ideas are (a) that all organisms are made up of one or more

10. ____________________________, (b) that cells are the basic units of structure and

11. ____________________________ in all organisms, and (c) that all cells come from

12. ____________________________. Unlike one-celled organisms, the cells in a many-celled

organism are organized into tissues, organs, and 13. ____________________________.

The major difference between animal and a plant cells is that plant cells have 14. _______________.

Skill: Interpreting Scientific Illustrations

Directions: Study the following diagrams. Then identify each cell part by filling in each blank below.

1600 1700 1800 1900

A B C D

15

16

17

18 19

20

2115

23

16

17

18

20

22

21

24

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

Animal Cell Plant Cell


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Chapter Test (continued)

42 Cells

III. Applying Concepts

Directions: On the lines provided, list three ways that all living cells are alike.

1.

2.

3.

Directions: Identify the following as single cell, tissue, organ, or organ system.

4. kidney

5. heart, blood, and vessels

6. bacteria

7. the lining inside the mouth

Directions: On the lines provided, describe the five steps of an active virus multiplying in a host cell.

8.

9.

10.

11.

12.

IV. Writing SkillsDirections: Answer the following question using complete sentences.13. What are some reasons a nucleus is important to a cell?

Assessment


Transparency Activities

Cells 43

Tran

spar

ency

Act

iviti

es


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

44 Cells

If this factory were a cell, it would run 24 hours a day and 7 days aweek. Just like a factory, cells use raw materials to produce what’sneeded. Like a factory, they have a control center, a source of power, anda way to move products and waste.

A Factory Analogy

Control center

Electricgenerator

Factory wall

Storage barrel

Section FocusTransparency Activity11


1. What part of the drawing directs the activities in the factory?

2. Identify the part of the drawing that provides energy to the factory.

3. What function do the storage barrels have?


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells 45

Name Date Class

The Dead Sea has very high salt concentrations, and people haveused it as a salt resource since ancient times. But is the Dead Seareally dead? The concentration of salt is too high for most livingthings, but bacteria like the ones below are able to live in its waters.

At Home in the SaltSection FocusTransparency Activity22

Tran

spar

ency

Act

iviti

es1. Why might ancient people have thought the Dead Sea was totallywithout life?

2. What tool would you use to show there really is life in the DeadSea?

3. Do you think the living thing pictured is simple or complex?Defend your answer.


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

46 Cells

Sneezing is an involuntary action that aids the body by clearing congestion within the nose. But sneezing also spreads germs,including cold and influenza viruses.

Thanks for sharing!Section FocusTransparency Activity33


1. What are your symptoms when you catch a cold?

2. What can you do to limit the spread of viruses?


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Cells 47

Nucleus

Nucleolus

Ribosome

Ribosome

Smooth endoplasmicreticulum (SER)

Smooth endoplasmicreticulum (SER)

Cell membrane Cytoskeleton

Centrioles

Mitochondrion

Nucleus

Nucleolus

Mitochondrion

Rough endoplasmicreticulum (RER)

Rough endoplasmicreticulum (RER)

LysosomeLysosome

Golgi complex

Cell membraneCell wall

Cell wall of adjacent cell

Golgi complex

Central vacuoleChloroplast

Free ribosome

Free ribosome

Animal and Plant Cells

Tran

spar

ency

Act

iviti

es

Teaching TransparencyActivity11


48 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Teaching Transparency Activity (continued)

1. Which organelles are common to both plant and animal cells?

2. Why are plant and animal cells classified as eukaryotic cells?

3. Which organelles are found in plant cells, but not in animal cells?

4. What is the major physical difference between vacuoles in a plant cell and vacuoles in an ani-mal cell?

5. What is the function of a plant cell that contains many chloroplasts?

6. What is the cell membrane made up of?

7. Which organelles are needed in cells that make protein?

8. Why might a cell that moves by means of cilia or flagella contain many mitochondria?



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Name Date Class

Cells 49

AssessmentTransparency Activity

Tran

spar

ency

Act

iviti

es

Directions: Carefully review the diagram and answer the following questions.

Cells

1. The chromosomes are located in the ___.A cytoplasmB vacuolesC nucleusD nucleolus

2. The scientist performing this experiment wants to study inter-feron because it may work as a powerful medicine. If the scientistwanted to learn how powerful interferon is, the experiment couldbe repeated ___.F at a higher temperature H with less interferonG at a lower altitude J with more labels

3. The cell on the far right of the picture will probably soon ___.A grow C moveB divide D die

Virus

Interferon

Chromosome

Cell

Cell

VacuoleCytoplasm

Nucleus



Cells T1

Teacher Support and PlanningContent Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5Teacher Guide and Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9

Teacher Supportand Planning

429-t1-t15-MSS05-000000_CR 3/24/04 4:03 PM Page T1 impos03 301:goscanc:scanc429:layouts:

T2 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells

Section 1 Cell Structure

A. Common cell structures–outer covering called cell membrane and

internal gelatinlike cytoplasm

1. Comparing cells–size and shape relate to function.

2. Two cell types

a. Prokaryotic cells lack membrane-bound internal structures.

b. Eukaryotic cells contain membrane-bound internal structures.

B. Cell organization

1. Composed of cellulose, a cell wall grows, gives shape to, and protects the cells of plants,

algae, fungi, and most bacteria.

2. Cell membrane–protective layer around all cells

a. For cells with cell walls, the cell membrane is inside the cell wall

b. A cell membrane allows food and oxygen into the cell and waste products out of the cell.

3. Cytoplasm–gelatinlike substance inside cell membrane

a. Cytoskeleton–scaffolding-like structure in cytoplasm which helps cell keep its shape

b. In the cytoplasm, eukaryotic cells have organelles which help with cell life processes.

4. Nucleus–contains instructions for everything cell does; includes DNA

5. Energy-processing organelles–help cells do their work

a. Green organelles in plant cells contain chloroplasts to make food.

b. Organelles which release energy from food are called mitochondria.

6. Manufacturing organelles

a. Ribosomes make proteins for cell activities.

b. Some ribosomes attach to the rough part of the endoplasmic reticulum, a series of

smooth or rough membranes that move materials around in a cell.

7. Transporting and storing organelles

a. Golgi bodies move substances out of a cell or to other parts of a cell.

b. Vacuoles–membrane-bound temporary storage spaces

8. Recycling organelles–lysosomes break down food molecules and cell wastes.

Underlined words andphrases are to be filled in by students on theNote-taking Worksheet.

Teacher Support & Planning

Content Outlinefor Teaching


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells T3

C. From cell to organism

1. Tissue–group of similar cells working together on one job

2. Different types of tissues working together make up an organ.

3. A group of organs working together on a particular function form a(n) organ system.

DISCUSSION QUESTION:What are some functions of cell parts? Processing energy; protection; providing shape; making, transporting, or storing substances

Section 2 Viewing CellsA. Magnifying cells

1. Early microscopes–lenses made images larger but not always clear

2. Modern microscopes that use lenses to bend light

a. A simple microscope has one lens while a compound microscope has two sets of lenses.

b. A stereomicroscope, which has two eyepieces, creates a three-dimensional image.

c. Powers of the eyepiece multiplied by objective lenses determine total magnification.

3. Electron microscopes–more powerful than other microscopes

a. Use a magnetic field in a vacuum to bend electronic beams

b. Images must be photographed or produced electronically.

B. Development of the cell theory

1. The cell theory resulted from many scientists’ observations and conclusions.

2. The basic unit of organization is the cell.

3. All organisms are composed of one or more cells.

4. New cells come from old cells through cell division.

DISCUSSION QUESTION: What are some differences between electron microscopes and other microscopes? Magnification, lenses or magnetic fields, viewing of the image

Content Outline for Teaching (continued)

Teac

her S

uppo

rt &

Pla

nnin

g


T4 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Section 3 Viruses

A. Virus–a nonliving strand of hereditary material surrounded by a protein coating

B. Virus multiplication–viruses can make copies of themselves only inside a living host cell.

1. Active viruses–make the host cell produce new viruses, which kills the host cell

2. Latent viruses–hide in the host cell without destroying it

a. Virus hereditary material becomes part of the host cell’s hereditary material.

b. Latent viruses can become active and then destroy the host cells.

C. Virus effects on organisms

1. Most viruses infect only specific kinds of cells.

2. Viruses are often carried to the host through the air.

3. The virus and host cell must fit together exactly to begin a viral infection.

4. Bacteriophages attach to bacteria and inject their hereditary material.

D. Fighting viruses

1. Vaccines–weakened virus particles which allow the host to fight some diseases

2. Treating viral diseases

a. Antibiotics are not effective treatments for viral infections.

b. Infected cells sometimes produce interferons, which are proteins that can protect

noninfected cells.

c. Antiviral drugs often have adverse side effects, limiting their use.

d. Public health measures can prevent or slow disease spread.

E. Research with viruses–gene therapy uses viruses to replace defective cell hereditary material

with normal cell hereditary material.

DISCUSSION QUESTION:How are viral diseases prevented and treated? Vaccines, antiviral drugs, public health practices, interferon production


Content Outline for Teaching (continued)


Células T5

Estructura y funciones de la vida

Estructura de la célulaLo que aprenderás■ A identificar los nombres y funciones de cada

parte de la célula.■ A explicar la importancia del núcleo celular.■ A comparar tejidos, órganos y sistemas de

órganos.

Vocabulariocell membrane / membrana celular: cubierta

externa protectora de todas las células; for-mada por una capa doble de moléculas adi-posas y controla la interacción entre la célula yel ambiente.

cytoplasm / citoplasma: mezcla gelatinosa encontinuo movimiento dentro de la membranacelular que contiene material hereditario y enla cual se lleva a cabo la mayoría de los proce-sos de una célula.

cell wall / pared celular: estructura rígida queencierra, sostiene y protege las células vege-tales, las células de las algas, de los hongos y dela mayoría de las bacterias.

organelle / organelo: estructura en el cito-plasma de una célula eucariota que puedeactuar como un lugar de almacenamiento,puede procesar energía, mover materiales oelaborar sustancias.

nucleus / núcleo: organelo que controla todaslas actividades de una célula y contienematerial hereditario compuesto por proteí-nas y DNA.

chloroplast / cloroplasto: organelo de las célu-las vegetales, de color verde y que contieneclorofila, que convierte la luz solar, el dióxidode carbono y el agua en azúcar.

mitochondrion / mitocondria: organelo celu-lar que descompone lípidos y carbohidratos ylibera energía.

ribosome / ribosoma: estructura pequeña en la cual las células producen sus propias proteínas.

endoplasmic reticulum (ER) / retículo endoplásmico (RE): organelo citoplásmicoque mueve materiales dentro de una célula yque está formado por una serie compleja demembranas plegadas; puede ser áspero (conribosomas adheridos) o liso (sin ribosomasadheridos).

Golgi bodies / cuerpos de Golgi: organelos quealmacenan materiales celulares y los trans-portan dentro o fuera de la célula.

tissue / tejido: grupo de células semejantes quefuncionan juntas para efectuar una tarea.

organ / órgano: estructura, como el corazón,compuesta por tipos diferentes de tejidos quefuncionan en conjunto.

Por qué es importanteSi sabes cómo funcionan los organelos, es másfácil de entender cómo sobreviven las células.

Compara célulasSi comparas un pez con una rosa, verás que sondiferentes. ¿Acaso sus células individuales sontambién diferentes?

Preguntas del mundo real¿Cuáles son las diferencias y similitudes entrelas células de la mejilla humana y las células deuna planta?

Materialesmicroscopio cuentagotaslaminilla planta de Elodeacubreobjetos preparación de células depinzas mejilla humanaagua del grifo

Metas■ Comparar y contrastar una célula animal

con una vegetal.

SpanishResources

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Teac

her S

uppo

rt &

Pla

nnin

g


T6 Células

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Medidas de seguridad

Procedimiento 1. Copia la tabla de datos en tu Diario de cien-

cias. Marca las partes de la célula a medidaque las vayas observando.

2. Usa las pinzas para hacer una laminillahúmeda de una hoja joven de la punta deuna planta de Elodea.

3. Observa la hoja bajo el objetivo de menoraumento. Enfoca la capa superior de células.

4. Cambia al objetivo de mayor aumento yenfoca una célula. En el centro de la célulaves un organelo con membranas llamadovacuola central. Observa los cloroplastos: losobjetos verdes con forma de disco movién-dose alrededor de la vacuola central. Tratade encontrar el núcleo de la célula. Se vecomo una bola clara.

5. Dibuja la célula de Elodea. Rotula la paredcelular, el citoplasma, los cloroplastos, la va-cuola central y el núcleo. Regresa a bajapotencia y retira la preparación. Deséchalaadecuadamente.

6. Observa la preparación de células de lamejilla bajo el objetivo de menor aumento.

7. Cambia a potencia alta y observa el núcleode la célula. Dibuja y marca la membranacelular, citoplasma y núcleo. Regresa a bajapotencia y retira la preparación.

Concluye y aplica1. Compara y contrasta la forma de las células

de la mejilla y de la célula de Elodea.2. Saca conclusiones sobre las diferencias entre

las células vegetales y animales.

Comunica tus datosDibuja las dos clases de células en una hoja depapel. Rotula con lápiz verde los organelos quesólo se encuentran en las plantas, con lápiz decolor rojo los organelos que sólo se encuentranen los animales, y con lápiz azul los organelosque se encuentran en ambos. Para más ayuda,consulta el Science Skill Handbook.

Observa las célulasLo que aprenderás■ A comparar las diferencias entre un micros-

copio de luz compuesto y el microscopio elec-trónico.

■ A resumir los descubrimientos que llevaronal desarrollo de la teoría celular.

Vocabulariocell theory / teoría celular: establece que todos

los organismos están formados por una o máscélulas, la célula es la unidad básica de la viday todas las células provienen de otras células.

Por qué es importanteLos seres humanos son como cualquier otro servivo porque están hechos de células.

Los virusLo que aprenderás■ A explicar cómo un virus hace copias de sí

mismo.■ A identificar los beneficios de las vacunas.■ A investigar algunos usos de los virus.

Vocabulariovirus / virus: estructura que contiene material

hereditario rodeado por un revestimiento pro-teico y que sólo se desarrolla en el interior deorganismos vivos.

Observación de las células

Parte de la célula Mejilla Elodea

Citoplasma

Núcleo

Cloroplastos

Pared celular

Membrana celular

Spanish Resources (continued)



Células T7

host cell / célula huésped: célula viva en la cualun virus se puede reproducir activamente o enla cual un virus puede ocultarse hasta que losestímulos ambientales lo activen.

Por qué es importanteLos virus infectan a casi a todos los organismos,por lo general afectándolos de forma negativa,pero en ocasiones afectándolos de forma positiva.

Diseña tu propio Compara microscopios de luz

Eres un técnico en un laboratorio forense de lapolicía. En el laboratorio usas un estereoscopioy un microscopio de luz compuesto. Un detec-tive acaba de regresar de la escena de un crimencon bolsas de evidencia. Debes examinar cadapieza de evidencia bajo el microscopio. ¿Cómodecides cuál microscopio es la mejor herra-mienta a usar?

Preguntas del mundo real¿Se podrán ver todas las pruebas que hasrecogido a través de ambos microscopios?

Formula una hipótesisCompara los objetos a examinar bajo losmicroscopios.

Posibles materialesmicroscopio de luz compuestoestereoscopioobjetos del aula (incluye algo con vida o que

alguna vez estuvo vivo) (8)laminillas y cubreobjetosplatos petri de plásticoagua destiladagotero

Metas■ Aprender cómo usar correctamente un

estereoscopio y un microscopio de luz com-puesto.

■ Comparar los usos del estereoscopio y delmicroscopio de luz compuesto.

Medidas de seguridad

Prueba tu hipótesisDiseña un plan1. Como grupo, decide cómo probar la hipótesis.2. Describe cómo llevarán a cabo el experi-

mento usando una serie de pasos específi-cos. Asegúrate de que los pasos estén enorden lógico. Recuerda que debes poner unobjeto en el fondo de un plato de plásticopara examinarlo bajo el estereoscopio ydebes hacer una laminilla húmeda de cadaobjeto para ser examinado con el microsco-pio de luz compuesto. Para mayor informa-ción, mira el Manual de referencia.

3. Si necesitas una tabla de datos o una tablade observación, diseña una en tu Diario deciencias.

Sigue tu plan1. Asegúrate de que tu maestro apruebe los

objetos que vas a examinar, tu plan y tutabla de datos antes de comenzar.

2. Lleva a cabo tu experimento3. Mientras haces tu experimento, registra tus

observaciones y completa la tabla de datos.

Analiza tus datos1. Compara los objetos que examinaste con los

de tus compañeros de clase.2. Basado en este experimento, clasifica los

ocho objetos que observaste.

Concluye y aplica1. Infiere qué tipo de microscopio puede uti-

lizar un científico para examinar una mues-tra de sangre, fibras y caracoles vivos.

2. Enumera cinco profesiones que usanestereoscopios. Enumera cinco profesionesen las que las personas deben usar unmicroscopio de luz compuesto. Anota estalista en el Diario de ciencias.

3. Infiere qué diferencia habría en las imágenes siexaminaras un objeto bajo un microscopio deluz compuesto y bajo un estereomicroscopio.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.Spanish Resources (continued)

Teac

her S

uppo

rt &

Pla

nnin

g


T8 Células

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

4. Determina cuál microscopio fue mejor paraver objetos grandes, o posiblemente organis-mos vivos.

Comunica tus datosEscribe una breve descripción de una escena decrimen imaginaria y de la evidencia encontrada.Organiza la evidencia en dos listas: artículospara ser examinados bajo un estereomicrosco-pio y articulos para ser examinados bajo unmicroscopio compacto liviano. Para másayuda, consulta el Science Skill Handbook.

Guía de estudio

Refiérete a las figuras en tu libro de texto.

Sección 1 La estructura de la célula1. Existen dos tipos de células: Células procari-

otas y células eucariotas.2. El DNA del núcleo controla las funciones

celulares.3. Organelos como las mitocondrias y los

cloroplastos procesan energía.4. La mayoría de los organismos multicelulares

se organizan en tejidos, órganos.

Sección 2 Observa las células1. Un microscopio simple tiene una sola lente.

Un microscopio de luz compuesto tienelentes oculares y lentes objetivo.

2. Para calcular la amplificación de un micros-copio, multiplica la potencia del lente ocularpor la potencia de los lentes objetivo.

3. De acuerdo a la teoría celular, la célula es launidad básica de la vida. Los organismosestán formados por una o más células ytodas las células vienen de otras células.

Sección 3 Los virus1. Un virus es una estructura que contiene

material hereditario rodeada por unacubierta de proteína.

2. Un virus puede hacer copias de sí mismosólo cuando está dentro de una célulahuésped viva.

Repasa las ideas principales

Spanish Resources (continued)



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells T9

Teacher Guide& Answers

Hands-On ActivitiesMiniLAB (page 3)

1. particles suspended in the gelatin, which representorganelles suspended in the cytoplasm

2. A model is a representation of an abstract objectthat is used to visualize and better understand it.

MiniLAB: Try at Home (page 4)Each of the objects magnifies the newsprint.

Lab 1 (page 5)Lab Preview1. With lower magnification, a larger area of the

slide is visible.2. an organelle in plant cells in which light energy is

changed into chemical energy

Conclude and Apply1. The Elodea cell is rectangular; the cheek cell is

oval.2. Only plant cells have a cell wall and chloroplasts.

Lab 2: Design Your Own (page 7)Lab Preview1. Students may be allergic to or be irritated by some

of the substances examined. Avoid contact withbiological materials.

2. A stereomicroscope has two eyepieces, so that itprovides a three-dimensional image. It is used toview things that are too thick for light to passthrough or too large to fit the stage of a com-pound microscope.

Analyze Your Data1. Answers will vary.2. Large items should be classified together, and

items small enough to fit on a slide should begrouped together.

Conclude and Apply1. A scientist might use a stereomicroscope to exam-

ine live snails and a compound light microscopeto examine blood and fibers.

2. Answers will vary, but may include lab techni-cians, forensic scientists, and cell biologists for the compound light microscope and surgeons,botanists, entomologists, geologists, and gemolo-gists for the stereomicroscope. Be upside downand reversed left to right.

3. The image under the compound light microscopewill be magnified more and show greater detail.

4. stereomicroscope

Laboratory Activity 1 (page 9)Lab Notes: Plastic coverslips do not give us goodclarity for viewing, but will greatly reduce cost forreplacement of broken glass coverslips.Microscopes are available in a variety of models. Youmay wish to point out to students which microscopein Figure 1 is more like the ones they will be using.Or, prepare a labeled diagram of your classroommicroscopes on a handout sheet for students.Lab Notes: Some ways to help students with thisactivity:1. Demonstrate Part A by demonstrating and using

one microscope as a model for the entire class. Gothrough steps 1 through 10 to explain each proce-dure.

2. Have students proceed one step at a time as youdirect them verbally. Check to see that everyonehas done each step correctly before going on tothe next step.

3. Show a film strip that shows how to use themicroscope before beginning this activity.

Questions and Conclusions1. The letter viewed through the microscope is

upside-down and backward.2. backward (opposite direction)3. The head hair is much thicker than the arm hair.4. The wool thread is thicker and rougher than the

nylon thread.5. Answers will vary. A microscope with a 10× eye-

piece and a 10× objective lens has a total magnifi-cation of 100 (10 × 10 = 100).

6. (1) Clean slide and coverslip. (2) Place a drop ofwater on the slide. (3) Place the wing in the water.(4) Add a coverslip to the slide.

7. Only the fine adjustment should be used to avoidbreaking the lens or slide.

8. a. eyepieceb. armc. low power objectived. fine adjustmente. coarse adjustmentf. baseg. revolving nosepieceh. high power adjustmenti. stagej. diaphragmk. lamp

Teac

her S

uppo

rt &

Pla

nnin

g


T10 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Teacher Guide & Answers (continued)

Laboratory Activity 2 (page 13)Lab Note: Use a razor blade to slice very thin sectionsof cork. The slices should be made from the side, notthe top or bottom, and should be tissue-paper thin.Only the teacher should prepare the slices.


Questions and Conclusions1. a. cork*, frog blood

b. lettucec. lettuced. cork, lettucee. lettuce*f. frog blood, lettuceg. frog blood, lettuceh. frog bloodi. frog bloodj. cork, lettuce

*Lab Note: Cork may or may not have a rectangularor brick-shaped appearance, depending on the direc-tion the slivers were cut.2. cells

a. empty;b. plant

3. round or oval; a. cell membrane; b. cytoplasm,nucleus

4. rectangulara. The cell have cells walls and diloroplastsb. distributed throughout the cytoplasm

5. cell membrane, nucleus, vacuoles, cytoplasm,lysosome, ribosome, mitochondria

6. All the living things examined were made of unitscalled cells.

7. a. encloses and protects the plant cell and allowsmolecules to pass throughb. green organelles in plant cells where food ismade; contain chlorophyllc. gelatinlike mixture that flows inside the cellmembrane and contains many chemicals andwater

d. directs all cell activities, controls center of celle. stores waste products, food, and other cellularmaterialf. protective covering around all cells that allowscertain materials to move into and out of the cell;regulates the amounts of chemicals inside andoutside the cellg. moves materials around in the cellh. releases energy stored in food

8. cell wall, e; nucleus, d; endoplasmic reticulum, a;chloroplast, c; mitochondria, b

Meeting Individual NeedsDirected Reading for Content Mastery (page 19)

Overview (page 19)1. mitochondria2. lysosome3. chloroplast4. cell wall5. vaccine6. microscope7. cytoplasm8. virus9. cell theory

Sections 1 and 2 (page 20)1. F2. T3. T4. F5. T6. a. They bend the light toward the eye

b. It makes the object appear larger.7. 40 times8. 400 times

Section 3 (page 21)1. The virus attaches to a specific host cell.2. The virus’s hereditary material enters the host cell.3. The hereditary material of the virus causes the cell

to make viral hereditary material and proteins.4. New viruses form inside the host cell.5. New viruses are released as the host cell bursts

open and is destroyed.

Key Terms (page 22)1. j2. h3. b4. a5. l6. e7. d8. g9. k

10. f11. i12. c

Frog blood

Lettuce

Cork

Part A Part B

Part C

Nucleus

Cell wall

Cell wall

Cytoplasm

Cell membrane

NucleusVacuole

Cytoplasm

Cell membraneChloroplast



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells T11


Lectura dirigida para Dominio del contenido (pág. 23)Sinopsis (pág. 23)

1. mitocondria2. lisosoma3. cloroplasto4. pared celular5. vacuna6. microscopio7. citoplasma8. virus9. teoría celular

Secciones 1 y 2 (pág. 24)1. F2. V3. V4. F5. V6. a. Doblan la luz hacia el ojo.

b. Hace que el objeto parezca más grande.7. 40 veces8. 400 veces

Seccione 3 (pág. 25)1. El virus se adhiere a una célula huésped específica.2. El material hereditario del virus penetra la

célula huésped.3. El material hereditario del virus hace que la

célula produzca material hereditario y proteínasvirales.

4. Se forman nuevos virus dentro de la célulahuésped.

5. La célula huésped es destruída al estallar yromperse para liberar los nuevos virus.

Términos claves (pág. 26)1. j2. h3. b4. a5. l6. e7. d8. g9. k

10. f11. i12. c

Reinforcement (page 27)Section 1 (page 27)

1. cytoplasm2. allows certain materials to move into and out of

the cell3. nucleus4. moves materials around in the cell5. ribosome6. mitochondria7. captures light energy and stores as chemical

energy in plants

8. protects the plant cell9. vacuole

10. package and sort cellular substances for export11. lyosome12. cell wall13. cell membrane14. cytoplasm15. nucleus16. ribosome17. endoplasmic reticulum18. mitochondrion19. chloroplast20. vacuole21. Golgi body

Section 2 (page 28)1. All organisms are made of cells.2. A cell is the basic unit of structure and function

in an organism.3. Every cell comes from another cell.4. This is called the cell theory.5. Robert Hooke6. cork7. All things are made of cells8. microscope9. an electron microscope

Section 3 (page 29)1. a. 4

b. 1c. 3d. 2

2. The virus’s hereditary material becomes part ofthe cell’s hereditary material. A latent virus doesnot immediately destroy the cell or make newviruses but hides inside host cells. A latent viruscan become active at any time.

3. Vaccines and antiviral drugs help preventviruses. Viral infections can also be prevented byimproving sanitary conditions, quarantiningpatients, and controlling animals that spread thedisease.

4. Vaccines are made from weakened virus parti-cles that can’t cause disease any more.

5. Normal hereditary material is substituted for acell’s defective hereditary material. The normalmaterial is enclosed in viruses that infect tar-geted cells, taking the new strand of hereditarymaterial into the cells to replace the defectivehereditary material.

Enrichment (page 30)Section 1 (page 30)1. Answers will vary, but students should say it was

very important. They should indicate that cellswere too small to be seen by the naked eye. Thecells could be seen only under a microscope andwould have been discovered by someone besidesHooke if he had not built and used his own com-pound microscope.

Teac

her S

uppo

rt &

Pla

nnin

g


T12 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


2. Answers will vary. Examples: the cell is the mostimportant part of all living organisms, or the cellis the basic unit of life.

3. Answers will vary, but students should state thatdeveloping the cell theory is directly related to sci-entists’ ability to study cell structure, which couldbe studied only under a microscope. As micro-scopes improved, so did scientific observation.

Section 2 (page 31)1. 50×2. 80×3. 480×4. 5×5. 60×6. multiplying the magnifying powers of the eye-

piece lens and the objectives lens;7. poor resolving power; 8. 1.5, 15, 150

Section 3 (page 31)1. 15 micrometers2. a red blood cell molecule3. plants4. rabies virus is larger5. 750 micrometers6. micrometers7. bacteria

Note-taking Worksheet (page 33)Refer to Teacher Outline, student answers are underlined.

AssessmentChapter Review (page 37)

Part A. Vocabulary Review

Part B. Concept Review1. A2. P (1–13 1/1)

14. a. 4b. 2c. 1d. 3

15. a. All organisms are made up of one or more cells. (1/1)

b. Cells are the basic units of structure and function in all organisms. (1/1)

c. All cells come from cells that already exist. (1/1)16. A one-celled organism performs all its life func-

tions by itself. The cells in many celled organ-isms do not work alone but depend in some wayon other cells. (3/1)

17. Eukaryotic cells have a membrane-bound struc-ture; prokaryotic cells do not. (1/1)

Chapter Test (page 39)I. Testing Concepts

1. l (7/3)2. f (4/2)3. c (1/1)4. k (2/1)5. a (3/1)6. i (1/1)7. j (1/1)8. b (3/1)9. h (1/1)

10. e (1/1)11. a (7/3)12. c (9/3)13. b (7/3)14. a (8/3)15. c (1/1)16. b (4/2)17. c (5/2)18. a (5/2)19. d (1/1)20. d (1/1)21. b (3/1)22. c (3/1)23. d (1/1)24. a (1/1)25. d (1/1)

II. Understanding Concepts1. electron2. compound light

6

13

9

10

3

4

7

12

6813

10

3

5

4

117

12

1. ______A 2. ______P

13

6

7

4

8

12

14

15

11

5

10

2 31

9

E N D O P L A S MIT

CH

NDR

EL

TH

ORY

I

N

C

LLWA

L

I C R

C H L O R OT

SS

E

I P L A S T

R G A N E L L E SN U C L E U S O E

C

TO

ASM

Y

PO

AN

R

G O L G I B O

MBR

N

M

AV

R

S

HO

TU

D I E S

R I B O S O M E S

E T I C U L U M



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

Cells T13


3. stereomicroscope4. simple (1–4, 4/2)5. B6. D7. C8. A9. C (5–9, 5/2)

10. cells (5/2)11. function (5/2)12. cells that already exist (5/2)13. organ systems (3/1)14. cell walls (1/1)15. endoplasmic reticulum16. ribosomes17. nucleus18. Golgi body19. cytoskeleton20. cell membrane21. mitochondrion22. cell wall23. vacuole24. chloroplast (15–24, 1/1)

III. Applying Concepts1. All cells have an outer covering called a cell

membrane. (1/1)2. All cells have a gelatinlike material called

cytoplasm inside the membrane. (1/1)3. All cells have hereditary material that controls

cell life. (1/1)4. organ (3/1)5. organ systems (3/1)6. single cell (1/1)7. tissue (3/1)8. The virus attaches to a specific host cell.9. The hereditary material of the virus enters the

host cell.10. The hereditary material of the virus causes the cell

to make viral hereditary material and proteins.11. New viruses form inside the host cell.12. Many new viruses are released as the host cell

bursts open and is destroyed. (8–12, 7/3)

IV. Writing Skills13. Answers will vary. The nucleus directs all the activ-

ities of the cell. The nucleus contains the instruc-tions for everything the cell does. The nucleuscarries the instructions on threadlike hereditarymaterial made of proteins and DNA. (2/1)

Transparency ActivitiesSection Focus Transparency 1 (page 44)

A Factory AnalogyTransparency Teaching Tips■ The concept presented here is cell structure. Ask

students to name the cell parts which correspond tothe factory’s painted exterior walls, interior, powersource, storage barrels, and front office (cell mem-

brane or cell wall; cytoplasm; mitochondria; vesi-cles; and nucleus).

■ Draw a simple cell on the board; label and thenexplain each cell part.

Content Background■ The human body contains more than 10 trillion

cells, each around .0025 centimeters in diameter(400 per centimeter).

■ The size of a many-celled organism depends noton the size of its cells, but on the number of cellspresent.

Answers to Student Worksheet1. The control center is like the nucleus.2. The factory’s generator (source of power) is simi-

lar to the mitochondria.3. They store materials made in the factory for

removal and transport on the river.

Section Focus Transparency 2 (page 45)

At Home in the SaltTransparency Teaching Tips

■ This transparency introduces cells and micro-scopes. Point out that the bacteria shown isincredibly small, so the picture was taken with ascanning electron microscope. The microscopeuses a beam of electrons to scan an object’s sur-face and create an image of the surface details.

■ Explain that all cells process energy and have envi-ronmental parameters in which they thrive. Thebacteria pictured is an extremophile, a microbethat exists under conditions that would be lethalto most organisms. Ask the students to describethe environmental extremes of the Dead Sea(extreme salinity).

■ The extremophile living in the Dead Sea is ahalophile, a salt-loving microbe (in this caseHaloferax mediteranei). Microbes like this are theonly living things in the Dead Sea. This kind ofbacteria is not pathogenic to humans.

Content Background■ The French physicist Louis de Broglie suggested

the idea for the electron microscope in 1924. Thefirst true electron microscope was built in 1933.

■ The Dead Sea has large amounts of salt, bromine,and various chlorides. The River Jordan flows intothe Dead Sea, mixing fresh water with the saltwater. The high heat of the region, however,quickly causes the water to evaporate, leavingbehind the salt. Under cooler conditions, theDead Sea would gradually lose its high salinity.

■ The region receives less than 100 millimeters (fourinches) of annual rainfall.

■ The Dead Sea has a number of health resorts.Many people believe that a bath in the sea’s min-eral water is conducive to good health. Companiescollect and sell the salt as well as various Dead Seasalt-related health products.

Teac

her S

uppo

rt &

Pla

nnin

g


T14 Cells

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.


■ The Dead Sea is located between Jordan andIsrael, and part of it belongs to each country. InArabic, its name is pronounced AL-BAHR AL-MAYYIT (“Dead Sea”), and in Hebrew it is YAMHA-MELAH (“Salt Sea”).

Answers to Student Worksheet1. There is no life visible to the naked eye.2. A microscope is needed.3. The bacteria are single-celled organisms that do

not have nuclei. This makes them simple livingthings. However, answers may vary depending onstudents’ understanding of simple and complex.

Section Focus Transparency 3 (page 46)

Thanks for Sharing!Transparency Teaching Tips■ You may use this transparency to introduce viruses.

Explain that viruses are particles that infect hostcells. One-tenth the size of bacteria, viruses canonly be seen by an electron microscope.

■ Point out that viruses cannot reproduce. Virusescan multiply, or replicate, inside a host cell—usingthe cell’s structures. Many viruses, particularlyinfluenza and cold strains, are transmitted throughcoughing, sneezing, and direct contact with handsthat have touched the nose or mouth.

■ Have students discuss the ease with which virusescan be transmitted within a closed environment,such as a classroom.

Content Background■ The common cold encompasses five different

families and more than one hundred differentstrains of viruses, none of which provides immu-nity for the other varieties.

■ A virus may be active or latent (attached to a cell,but not active). When active, viruses can destroythe host cell.

■ Some viruses, such as yellow fever, are spread byinsect bites.

■ Virus is from the Latin word meaning “poison.”

Answers to Student Worksheet1. Answers will vary. Possibilities include tired, con-

gested, achy, etc.2. You can cover your mouth when you cough, your

nose when you sneeze, and wash your hands aftereither.

Teaching Transparency (Page 47)

Animal and Plant Cells

Section 1Transparency Teaching Tips■ Many students think of cells as two-dimensional

objects. Impress upon them that all cells and cellorganelles are three-dimensional.

■ Point out that cells come in many different shapesand sizes. Also explain that every cell does not con-tain every organelle. For example, human red bloodcells do not have a nucleus when they are mature.

Reteaching Suggestion■ Have students imagine that the classroom is a

giant cell. Have them use common objects toidentify organelles and explain where they wouldbe placed in the room. Example: desks could bemitochondria, pencil erasers ribosomes, and theair cytoplasm

ExtensionsChallenge: Cover the labels on the transparencyand have students identify the organelles.Enrichment: Have students describe commonobjects that have similar functions to theorganelles. Example: the nucleus may be thoughtof as a computer that stores and uses information.

Answers to Student Worksheet1. Rough endoplasmic reticulum, Golgi complex,

ribosomes, vacuoles, cell membrane, mitochon-drion, nucleus, nucleolus, and smooth endoplas-mic reticulum.

2. Plant and animal cells both have a nucleus with amembrane around it.

3. cell wall and chloroplast4. The plant vacuoles are much larger than the ani-

mal vacuoles.5. A cell containing many chloroplasts would carry

on large amounts of photosynthesis to make foodfor the plant.

6. The cell membrane is made up of a double layerof fats with some proteins scattered through it.

7. ribosomes8. Mitochondria provide the energy necessary for

movement.

Assessment Transparency (page 49)

Cells

Section 3Answers1. C. Students must study the picture to discover

that the chromosomes are present in the nucleus.2. H. Students must understand the purpose of the

experiment and the impact of the possibilitiessuggested in the answer choices.Choice F: No, temperature is not indicated in thepicture and is beyond the scope of this experi-ment.Choice G: No, altitude is not indicated in the pic-ture and is beyond the scope of this experiment.Choice H: Yes, the scientist could investigate howpowerful interferon is by using less interferon.Choice J: No, additional labels will only give thescientist more of the same information. There is noreason to repeat the experiment with more labels.



Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

,a d

ivis

ion

of t

he M

cGra

w-H

ill C

ompa

nies

,Inc

.

The Nature of Science T15


3. D. Students must recall that viruses are harmful tocells. The only answer that suggests anythingdetrimental is choice D, die.

Test-Taking TipSuggest students think about scientific methodsbefore beginning.

Teac

her S

uppo

rt &

Pla

nnin

g


429-i-vi-MSS05-000000 CR15.04.200415:32Page i …Term+Cells.pdf · Glencoe Science Chapter Resources Cells ... Teacher Guide and Answers ... or a simple activity or lab which students

Documents