Unit 1: Cells

Unit 1: Cells

Essential Questions

What makes something “alive”?

What are cells and what do they do?

How are organisms organized?

How do substances move in and out of cells, and how are they transported to the rest of our body?

What are enzymes and how do they help our body function?

How are organic molecules used in our body?

Day 1

Required Readings: Section 2.1: Cells and cell structures

Learning Objectives: The basic unit of living organisms is the cell All cells have certain features in common, but

there are differences between plant and animal cells

The study of cells requires the use of a microscope

Starter

There are some microscopes set up with different cells at the back.

In your group, go to each station and observe the different slides. I will tell you when time is up and to switch to the next station.

Write down what you observe on the different slides. Be sure to label them.

When back in your seats, discuss with your group the similarities and differences between the slides.

Time: 15 minutes

Activity One: What is a Cell?

Observe the dish that has been placed on your desk. Is it a living being? Why or why not? What makes something a living thing? Brainstorm with your group features/characteristics

that are common to all living things. What is a cell? What features/functions does a cell have?

Time: 15 minutes

Activity Two: What are the different types of

cells?Look at the pictures provided and point out

any similarities and differences between the three types of cells.

What structures can you see?

Time: 15 minutes

Activity Three: Prokaryote vs.

EukaryoteThe pictures you were just looking at were

examples of prokaryotic cells and eukaryotic cells.

What do these words mean?

Create a table to distinguish the difference between prokaryotic and eukaryotic cells

Time: 15 minutes

Activity Four: Plant Cells vs. Animal Cells

Create two different slides: One of an onion cell One of a cheek cell

Draw what you see in both of them

Use the following pictures to help you with the following questions Compare and contrast the two different types of cells What features do they have in common? What

features are different.

Time: 30 minutes

Animal and Plant Cells

Homework:

Complete the “Cell as a City”

Label the plant and animal cell

Day 2: Organization of Living Things

Required reading: Section 2.2

Learning Objectives: To understand that the body of a living

organism is a highly organized structure To understand that cells, tissues, organs and

systems represent increasing degrees of organization in living organisms

The structure of cells relate to its function; cells are specialized

Starter

Draw a pyramid and place these words in the pyramid from smallest (bottom) to largest (top) Cell Organism Organ Molecule Tissue Atom Organ system

Time: 10 minutes

Activity One: Review Cell Organelles

Get in a group with 2-3 other people who you do not sit with

Compare your answers from the “Cell as a City” and labeling homework.

Discuss any discrepancies between your answers and try to come up with answers together for any you left blank. Do not copy answers

Time: 20 minutes

Activity Two: How are organisms organized?

You have put the levels of organization in order from smallest to largest, but what does each one mean?

In your group, come up with an explanation for each term using an example: Organelle, cell, tissue, organ, organ system,

organism You can represent your information in any way

you like

Time: 20 minutes

Activity Three:

Use your text book and microscope slides at the back to help you determine why different cells are shaped differently (cell specialization)

Describe how the structure (how it looks) of the following cells relates to its function (what it does) Red blood cell Nerve cell Muscle cell Root hair cell Xylem vessel

Time: 30 minutes

Closing Activity

Explain the following situations: Why do muscle cells have more mitochondria

than other types of cells? Why do leaves in plants contain a lot of

chloroplasts? Where would you find a lot of ciliated cells?

Why?

Time: 10 minutes

Homework

None for tonight!

Day 3: Movement in and out of Cells

Required Reading 2.3 Movement in and Out of Cells

Learning Objectives: To understand that the contents of a living cell

must be kept separate from its surroundings To know that the cell surface membrane can act

as a barrier to some substances which might pass between a cell and its surroundings

To understand the principles of diffusion, osmosis, active transport and phagocytosis

Starter

Give an example of diffusion or osmosis.

Is this system in equilibrium? Why or why not? If it is not in equilibrium, draw how it would look in equilibrium.

Time: 10 minutes

Activity One: Observing Diffusion

Observe the beaker that has been placed on your desk Describe what you see Write down any questions that you have about

what is happening Discuss in your group what is happening and why

using the following terms: Diffusion Concentration gradient Movement of particles

Time: 10 minutes

Activity Two: The structure of the cell

membraneCell membranes are often described as a

“fluid mosaic” What does this mean to you? Why do you think this would be used to

describe the cell membrane?

Create a model of the cell membrane using the cut-outs provided

Time: 30 minutes

Activity Three: osmosis is the diffusion of water

particlesOsmosis is a special type of diffusion involving

water particles

We will model this by putting decalcified eggs (the “cell”) into water, salt and sugar solutions to observe the net movement of water particles

Use the experimental design sheet to plan out your experiment

Show me when completed and set up your practical

Time: 35 minutes

Homework

Draw a picture of an animal cell and a plant cell

Show what happens when the cells are placed in a hypertonic, hypotonic and isotonic solution

Day 4: Movement in and Out of Cells (Cont’d) (60

minutes)

Required Reading 2.3 Movement in and Out of Cells

Learning Objectives: To understand that the contents of a living cell

must be kept separate from its surroundings To know that the cell surface membrane can act

as a barrier to some substances which might pass between a cell and its surroundings

To understand the principles of diffusion, osmosis, active transport and phagocytosis

Starter

What is the difference between active and passive transport?

Use a picture to explain how active transport is achieved

Give an example of active transport in the body

Time: 10 minutes

Activity One: Results from egg lab

Obtain the masses from your eggs and record your results

CERR lab report due September 4

Extension activity (include at the end of report): Bodies of water have different salinities (salt

concentrations) See wiki for full instructions

Time: 20 minutes

Activity Two: Observing Osmosis and Diffusion

We will be completing the “Examining Cellular Transport” lab activity

Read over the instructions with your lab group

Set up your materials and begin the practical

Time: 25 minutes

Homework

Complete the Examining Cellular Transport lab packet

Due September 6

Day 5: Enzymes Control Biochemical Reactions

Learning Objectives: To appreciate that biochemical reactions in

living organisms must be controlled To understand how enzymes can act as

biological catalysts To list and explain factors that affect enzyme

activity To list some examples of human exploitation of

enzymes

Starter

Starter

Chew on the crackers provided

Don’t swallow them until instructed to do so

What did you notice about how the taste changed when you were chewing?

What is happening here?

Time: 15 minutes

Activity One: Enzymes are biological catalysts

Activity One (cont’d)

Discuss the following questions with your group: What is an enzyme? How do they work? What conditions do they work best in? (Hint: Think

about pH, temperature, etc.) Where do we find enzymes? What are some examples of enzymes? How can we identify if something is an enzyme

(Hint: Think of how they are named)

Time: 20 minutes

Activity Two: Creating an enzyme

Using the plasticine create a step-by-step model of how an enzyme works

Include the following: Enzyme with active site Substrate Enzyme-substrate complex Product

Draw the steps on your cue cards

Time: 25 minutes

Activity Three: How does an enzyme work?

In your group, use the large paper to create a graph that represents the rate of a reaction in our body and how enzymes work to make them faster

On your graph, include how temperature and pH can also affect the enzyme activity and how they play a role in the reaction rate

Time: 25 minutes

Homework

Work on Egg Lab (CERR model) – due September 6

Work on Cellular Transport Questions – due September 6

Day 6

Required Readings: 2.5: Humans use enzymes from

microorganisms Answer questions posted on Wiki

Learning Objectives: To understand that enzymes have many roles

which benefit humans To know examples of range of uses of enzymes To understand the benefits of enzyme

immobilization

Starter

How do we use enzymes to benefit our daily lives?

Discuss in your group any questions you have about the Egg lab write-up

Time: 15 minutes

Activity One: Using Enzymes

You are going to be researching some different ways that people use enzymes from microorganisms to benefit our every day lives

You will choose how you would like to present your data and then work with a group of others who would like to present the data in the same way: Write a story, song or poem Create a documentary Make a powerpoint Create a table and/or graph presenting the data you

collected

Time: 45 minutes for research

Activity One (cont’d)

The following items must be included in your presentation: How are enzymes used in pharmaceutical

production? How are enzymes used for biological washing

powders? How are enzymes used in food production? How are enzymes used in textile production?

Time: 30 minutes

Activity Two: Making your presentation

After you have collected the information you need, work in your group to make up your presentation

There are two computers in the back for your use

Time: 30 minutes

Activity Three: Presenting your findings

Present to the class your findings

Time: 15 minutes

Homework

Egg lab – due Thursday

Cellular transport questions – due Thursday

Day 7: Enzyme experiments and the

scientific methodRequired readings:

2.6: Enzyme experiments and the scientific method

Learning objectives: To understand how enzymes can work as

biological catalysts To understand and apply the scientific method

Starter

In this lab, we will be using the enzyme catalase (from potatoes) to break down hydrogen peroxide (H2O2)

Write a balanced chemical equation for the break down of hydrogen peroxide

What are the different variables we could test in this lab? Your text mentions one way. Come up with at least 2 more ideas.

Time: 15 minutes

Activity One: Planning for the experiment

For this lab, you can choose the variable you wish to test: pH Temperature [Catalase]

We will time how long it takes for a disc soaked in the catalase to float to the top of the hydrogen peroxide solution

Time: 5 minutes

Activity Two: Recording your results

Data to be collected(Temperature, pH, [Catalase]

Time taken for discs to float (do 3 for each condition)

Rate (floats/second)

Create a table to record your results in

Time: 10 minutes

Activity Three: Performing the

experimentWhen your group is ready, go to the back and

complete the practical

Clean up when you are finished

Time: 45 minutes

Closing and Homework

You will complete a CERR model lab report for this lab – due Wednesday, September 12

If you assigned sections for the last lab write up, make sure you change around who is doing what

Day 8: All living things are made up of organic

molecules

Required Readings: 2.7 Questions from wiki

Learning Objectives: To understand that the structures of living

things depend on the molecules that make them up

To list the types of molecules found in living organisms

Starter

Create a concept map of the different organic molecules

Time: 15 minutes

Activity One

In your group, create a poster that shows the four different groups of organic compounds.

Include: What are they made of (monomer or subunit)? How are the macromolecules formed? What are they used for? 2 food sources (where applicable)

Time: 30 minutes

Activity Two

Activity Two (cont’d)

Create your own rap for the 4 macromolecules

Include: What they are made of How they are formed What they are used for in our body

Time: 30 minutes

Activity Three

Which of the four macromolecules do you think is the most important for our bodies?

Write a few sentences to support your point of view.

Share your ideas with your group members when you are finished.

Time: 10 minutes

Closing and Homework

Enzyme lab (September 18)

Cell model project (September 18)

Unit 1 test (September 14)

Day 9: Testing for Biochemicals

Required Readings: 2.8 Questions for September 12 from wiki

Learning Objectives: To describe simple chemical tests for the

molecules of living organisms To test different foods to see what

macromolecules are in them

Starter

Complete the table

Time: 15 minutes

Macromolecule Test Positive Result

Lipid (fat)

Protein

Starch

Glucose

Activity One

You will be testing different substances to see what organic molecules are present

The following substances will be tested: Vegetable oil, potato, egg, bread, table sugar,

canned pineapple, beans

Create a table for your data

Time: 15 minutes

Activity Two

Perform the tests for the food samples provided

Record your data in the table

Clean up when you are finished

Time: 45 minutes

Activity Three

What foods were high in: Carbohydrate Lipid Protein

What implications does this have for our diet?

How does the food we ingest affect the macromolecules that are needed in our body?

Time: 15 minutes

Closing and Homework

Test: September 14

Sections 2.1-2.8

Review for 30 minutes, test will take 1 hour

You may bring your text book to the test