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Characteristics of Life Unit
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Characteristics of Life Front Page At the end of this unit, I will be progressing towards mastering the following NGSS standards: Engineering Practices
q ETS 1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
q ETS 1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
q ETS 1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Disciplinary Core Ideas q LS 1-1: Construct an explanation based on evidence for how the structure of DNA determines the
structure of proteins, which carry out the essential functions of life through systems of specialized cells.
q LS 1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
q LS 1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
q LS 1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms
q LS 1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
q LS 1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy
q LS 2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem
Cross Cutting Concepts q Patterns: Observed patterns of forms and events guide organization and classification, and they
prompt questions about relationships and the factors that influence them. q Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes
multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.
q Scale, proportion, and quantity: In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
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Characteristics of Life Front Page Cross Cutting Concepts:
q Systems and system models: Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.
q Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.
q Structure and function: The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
q Stability and change: For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study.
Roots, Prefixes and Suffixes I will understand are q Prefixes: Eu-, Pro-, micro-, cyto-, nucleo -, a-, bio-, different- q Suffixes: -um , -scope, -graph, -mass
The terms I can clearly define are q Scientific Method: Problem, Hypothesis, Independent Variable, Dependent Variable, Constants,
Negative and Positive Control Group, Experimental Group, Results, Empirical Data, Theoretical Data, Conclusion
q Systems: matter, energy, conservation of matter, conservation of energy q Levels of Organization: atoms, molecules, cell, tissue, organ, organ system, organism, population,
community, ecosystem, biomes, biosphere q Cell Theory: cell, cell theory, prokaryotic cell, eukaryotic cell q Cell Structure: nucleus, nuclear membrane, plasma membrane, DNA, chromatin, Lysosome,
Nucleolus, Vacuole, Mitochondria, Chloroplast, Centrosome, Centriole, Cytoplasm, Rough Endoplasmic Reticulum, Smooth Endoplasmic Reticulum, Free Ribosome, Attached Ribosome, Golgi Apparatus, Cell Wall
q Characteristic of Life: biotic, abiotic, homeostasis, differentiation, food web, producer, consumer, adaptation, evolution
q Microscopes: objectives, ocular lens, stage, diaphragm, fine adjustment knob, coarse adjustment knob, stage clips, body tube, cover slip
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Acrostic Poem for the Six Common Elements of Life
Carbon Hydrogen Oxygen Nitrogen Phosphorus Sulfur
C H O N P S
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Review: How to Read the Periodic Table
Common Core Writing Practice: Using the infographic above, explain how to read the periodic table. Consider what information you can get from the periodic table, and explain the characteristics of another element listed on page 11, other than Carbon.
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My word part and definition
My partner’s word part and definition
Our Word Parts Combined
Translation
Bio-‐‑ = -‐‑logy = Biology
Building Bio logy Words
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Introduction: All living things, no matter how different they may be, share common characteristics. Instructions: Before we begin, let’s take a moment to explore what makes something alive. Why do we consider plants to be living or biotic, but a set of keys to be abiotic or not alive? What characteristics do all living things have in common? In this activity, you will rotate around the room and examine the specimens in the jars. As you explore, keep a list of characteristics on the sheet below that help you to classify the organism as being biotic or “alive.” Be prepared to share your ideas with the class.
What Makes Something Alive?
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Now that the class brainstorm is complete, respond to the following prompt: What makes something alive? In other words, what characteristics do all living things share, despite their differences? Support your claim with concrete evidence and examples. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What Makes Something Alive?
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Levels of Organization Label the diagram below. After labeling, be sure to define levels, as you see fit.
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Characteristics of Life Notes
What is the difference between the terms “abiotic” and “biotic”?
Abiotic = Biotic =
What are some characteristics of living things?
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________
6. _____________________________________________________
What are the two main classifications of cells?
1. ________________________: _______________ -‐ __________
organisms that __________________________________________
_______________________________________________________
2. ________________________:-‐ _______________________ or
__________________________ organisms ___________________________________
___________________________________________________________________________
What is the difference between a producer and consumer? Food webs
Producers: plants and other photosynthetic organisms that
__________________________________________________________
Consumers: including animals, that “_________” or _________________________
________________________________________________________________________________
Transfers of _______________ and _______________ through the ecosystem
can be shown through a diagram called a ____________ _____________.
What is homeostasis?
All organisms have _________________ _______________
__________________ which must be maintained to remain alive. This is
called _______________________________.
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All Organisms Use Energy: Food Web
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Characteristics of Life Notes Explain how body temperature homeostasis is maintained (using your own words.
What are negative and positive feedback loops in homeostasis?
Negative feedback loop – a _____________ triggers a _____________ from
the body that eventually __________________________________.
Positive feedback loop – a _____________ triggers a _____________ from
the body that _______________________________________.
What is the definition of differentiation?
Differentiation is
If each human cell is genetically identical, why does differentiation occur? Explain in your own words after the class discussion.
What are adaptations? Changes that occur over time are called _________________________.
What is evolution? The inheritance of ______________________ over _________________.
What are the two ways an organism can reproduce?
1.
2.
Common Core Practice
Referring to the food web diagram on the opposite page: a) Classify the producers and consumers as autotroph or heterotroph. b) What is missing from the food web to complete the cycle with regards to matter? Add this to your diagram. c) Label what the arrows represent. d) After labeling the diagram, describe one food chain from the food web shown, and use the terms producer, primary consumer, secondary and tertiary consumers in your description. Make sure that you are defining these terms as you use them to clearly explain what a producer or consumer actually is. e) Explain the function or purpose of the food chain using the terms matter and energy.
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Intentionally Left Blank for additional brainstorming, diagrams, or notes
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Intentionally Left Blank for additional brainstorming, diagrams, or notes
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Looking at Biomes to Study Systems and Matter
As we analyze the video on biomes and ecosystems, we will define systems. In the space below, draw a conceptual representation of a system.
If an organism is a system, where is matter entering and leaving this system? Label the diagram below.
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Looking at Biomes to Study Systems and Matter
- Exactly, what is a system? Try to define it. What are other examples of systems?
- What are some
abiotic vs. biotic parts within these systems? How do they interact?
- What happens to
matter within a system? How does matter move through the abiotic and biotic components?
- How does matter
build mass?
- Can matter within
a system be lost or destroyed? (demo after the video)
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Organic Building Blocks
1. Producers, or autotrophs, are found on the first trophic level of the food web. What organic compound do they produce from the sun? 2. Based on the graphics on the opposite page, which three elements make up this compound? 3. You will be given time to do some quick research using mobile technology.
a) What elements are found in lipids, commonly known as fats?
b) What elements are found in amino acids and proteins?
c) What elements are found in nucleic acids? 4. Do all three elements found in carbohydrates exist in lipids, proteins and nucleic acids? 5. In addition to these three basic elements, what additional element do you need to build amino acids and proteins? 6. What element separates nucleic acids from proteins?
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Organic Building Blocks
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Organic Building Blocks 7. Examine the ecosystem on the opposite page. Consider the following questions as we discuss this image as a class. We will be labeling the diagram, per your teacher’s instructions, during the discussion. a) What organisms do you see in this ecosystem? b) Why do organisms need to interact with its environment? c) How do producers get what they need in order to make energy in the form of sugar? Consider the elements that need to be combined to make sugar. Create appropriate labels within your diagram. d) If producers need to make proteins and nucleic acids, how do they get the nitrogen, sulfur, and phosphorus they need? Use mobile technology or your textbook to do some research and we will share out your ideas and record them here. 8. Explain how a food web can shows us how matter cycles through an ecosystem to support life.
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At the end of your journey through the Nitrogen Cycle, complete the following:
1. Write a paragraph about your trip through the nitrogen cycle. Include information about (1) where you went, and (2) how you got to each destination.
2. Do some research and look up the Nitrogen cycle. Create a similar diagram specifically documenting your journey through the nitrogen cycle, based on this activity.
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Prokaryotic Cell: Cells without a __________________________________________. For example ______________________________________ They are _______________ in size. Label the following image:
Eukaryotic Cell: Cells with a __________________________. For example _________________________ and _______________________ They are _______________ in size Label the following image:
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Cell Theory Who was Robert Hooke?
Who coined the term “nucleus”?
What is the cell theory?
1._____________________________________________________________________________________
2.____________________________________________________________________________________
______________________________________________________________________________________
3.____________________________________________________________________________________
______________________________________________________________________________________
Can cells be seen through the light microscope?
What can be used to see smaller objects, like organelles?
What are examples of eukaryotic cells?
What size are they?
Summary: (GIST – choose 5 -‐10 of the most important terms or concepts from your notes to explain in your summary. Your summary should be a minimum of 5 sentences)
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Prokaryotic vs. Eukaryotic Cells Use the Venn diagram below to compare and contrast eukaryotic cells and prokaryotic cells.
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Common Core Practice: Eukaryotic vs. Prokaryotic Cells
Which cell in the image above (A or B) is prokaryotic? Which is eukaryotic? Explain and give evidence to support your answer.
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Directions: Number each of the paragraphs. Circle all the scientists that were involved in the development of the cell theory, and highlight their contributions and what they learned. Finally, highlight the definition of a “cell” and highlight why a virus is NOT considered to be a living entity.
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BIOCHEMISTRY IN PERSPECTIVE Organelles and Human Disease
Directions: Read the article below. First, number the paragraphs. Then circle organelles, circle names of diseases associated with organelles, and underline functions of organelles, disease symptoms or complications that are caused by the organelle’s dysfunction. Use this reading and your textbook pages 182-‐200 to help you complete the foldable on the following pages.
What is the role of biochemistry in modern medicine?
The scientific investigation of human disease is only two hundred years old. During Europe’s Age of Enlightenment (seventeenth and eighteenth centuries), as a result of various political and social factors combined with the discoveries of Galileo, Isaac Newton, Francis Bacon, René Descartes, and other scientists, belief systems began to change. Health concepts originating with Hippocrates (fifth century BCE) and Galen (second century CE) had been unchallenged for over a thousand years. Humoral medicine, in which health was understood in terms of a balance of the “humors” of blood, phlegm, yellow bile, and black bile, was universally accepted, and later supplemented by medieval superstition (sickness caused by divine intervention). Gradually, however, the capacity of human reason to understand the human body
gained acceptance. By the end of the nineteenth century, previously unimaginable progress toward disease diagnosis and treatment had been made because of discoveries in fields ranging from anatomy, cellular pathology, and bacteriology to statistics. Today, human disease is investigated at the cellular and molecular levels because of breakthrough work performed in the 1940s and 1950s. Among the most important was the discovery of DNA as the genetic material and its subsequent structure determination. The adaptation of the electron microscope by Keith Porter for use with biological specimens, and the centrifugation techniques developed by George Palade, Albert Claude, and Christian DeDuve made the identification of distinct organelles possible. More recent work utilizing DNA technology has profoundly increased our understanding of the molecular basis of disease and vastly improved diagnostic and treatment options.
Organelles can contribute to a disease state in several ways. First, the organelle itself may be dysfunctional either because it contains one or more defective biomolecules that impair function, or because it has been damaged by exposure to harmful substances such as chemicals, heavy metals, or oxygen radicals. Second, an organelle can, through its normal function, exacerbate damage occurring elsewhere in the cell. For example, as we have seen, misfolded proteins in the ER can trigger apoptosis, even in circumstances in which it is counterproductive. The subsections that follow describe diseases associated with the endomembrane system: the ER, Golgi apparatus, vesicular organelles, the nuclear envelope, and the plasma membrane.
THE ENDOPLASMIC RETICULUM. The ER plays such a central role in the synthesis of proteins and lipids that any disturbance in its function can have serious consequences. Misfolded proteins coded for by mutated genes and ER stress cause a vast number of diseases. Cystic fibrosis (CF) is a prominent example of a disease caused by misfolded proteins. CF is an ultimately fatal inherited disorder in which the lack of a specific type of plasma membrane chloride channel, the cystic fibrosis transmembrane regulator (CFTR), causes the accumulation of a thick mucus that compromises several organs, most notably the lungs and pancreas. The misfolded CFTR protein
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Function
Plant Cell Foldable
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becomes trapped within the ER and is subsequently degraded. The structural and functional properties of CFTR are described in Chapter 11. ER stress, induced by a variety of conditions such as protein aggregation, Ca2+ depletion, glucose deprivation, or fatty acid overload, can result in severe cell dysfunction or death. It is an important feature of such neurodegenerative conditions as Alzheimer’s, Huntington’s, and Parkinson’s diseases, as well as heart disease and diabetes.
GOLGI APPARATUS. The most commonly recognized Golgi-‐linked diseases are a group of 15 congenital disorders of glycosylation (CDG). (The term glycosylation is used to describe the covalent linkage of carbohydrate groups to polypeptide or lipid molecules.) Caused by mutations in genes that encode glycosylation enzymes or glycosylation-‐linked transport proteins, a CDG is usually lethal by the age of 2. Symptoms include mental retardation, seizures, and liver disease.
NUCLEAR ENVELOPE. Many of the diseases attributed to defects in the nuclear envelope occur in the genes that code for lamin, a cytoskeletal component of the nuclear lamina, and emerin, an inner membrane protein. Examples include a variety of diseases of skeletal and cardiac muscle, neurons, and tendons. Progeria, a fatal childhood disease characterized by premature aging of the musculoskeletal and cardiovascular systems, has been linked to a specific mutation in the lamin A gene. One form of a rare hereditary muscular disease called Emery-‐Dreifuss muscular dystrophy is caused by the absence or mutation of the gene that codes for emerin. The cellular consequences of nuclear envelope deficits include a fragile nuclear membrane, altered regulation of DNA replication and transcription, and low tolerance to mechanical stress.
VESICULAR ORGANELLES. Diseases associated with vesicular organelles have been linked to lysosomes and peroxisomes. The lysosomal storage diseases (LSD) are a group of disorders caused by the absence of one or more lysosomal enzymes. The resulting accumulation of undigested molecules causes irreversible cell damage. The lipid storage diseases Tay-‐Sachs and Gaucher’s, as well as Pompe’s disease (glycogen storage disease type II), are caused by the absence of a single enzyme. Death occurs in early childhood. In I-‐cell disease, the import of all lysosomal enzymes into lysosomes in certain organs is defective. In affected cells, the enzymes are instead secreted into the extracellular matrix. Symptoms include mental deterioration, heart disease, and respiratory failure.
PLASMA MEMBRANE. The plasma membrane occupies a pivotal position in the endomembrane system, as it is both the end point of the secretory pathway and the beginning of the endocytic pathway. Consequently, the PM plays important roles in a wide diversity of diseases. Diseases such as CF, diabetes, and familial hypercholesterolemia (inherited high blood cholesterol levels) are directly caused by defective or missing membrane proteins. In a large number of infectious diseases, microorganisms invade body cells in endocytic processes initiated by binding to certain plasma membrane receptors. Examples of such organisms include bacteria such as Listeria monocytogenes, Salmonella , and Shigella , and some viruses (e.g., HIV). For viruses like HIV, which are covered in an “envelope” derived from host cell membrane, entry is gained when the virus binds to one or more PM receptors. Following fusion of the host cell membrane, and the viral envelope, the viral genome enters the host cell. Other diseases are caused when certain bacteria release toxins that injure cells. Once the toxin has become bound to a specific PM receptor on a target cell, either a pore is formed through which the toxic protein is transferred or endocytosis is triggered. Examples include cholera, pertussis (whooping cough), and diphtheria toxins.
SUMMARY: Biochemical analysis of organelles has resulted in significant progress in our understanding of the causes of many human diseases.
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Animal Cell Foldable
Function
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Labeling Microscopes (Use reference pages 24-‐29 to help you with the following worksheets and notes on microscopes) Compound Light Microscope
Dissecting Microscope
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Topic: Care and Handling of the Microscope Ocular/Eyepiece ONLY use to clean the eyepiece.
NEVER use paper towels, Kleenex, toilet paper, etc. The magnification of the eyepiece is .
Nosepiece Use only the nosepiece to . Do NOT change the magnification by grabbing onto the objectives. They will loosen, fall off, and break.
Objectives
There are three objectives. Low power – __________ (short one) Medium power – _________ High power – _________ (biggest one) Always . ONLY use lens tissue to clean the objective lens. Do not touch the lens with your fingers.
How do you calculate the total magnification?
Course Adjustment
This is the focus knob that you must use first to .
Fine Adjustment This is the focus knob that you use to . How do you properly focus?
1. Start with power and the stage down, away from the objective lens. 2. Position your slide in the middle of your stage. 3. Slowly turn your knob while you
look through your eyepiece. (the image should become roughly clear as the stage moves closer to the lens.)
4. Once the image is as clear, use the knob to sharpen the focus.
5. On power, only focus with the adjustment knob. How do you change to a higher power and focus?
1. Make sure your image is in focus at LOW power. 2. Re-‐adjust your slide so your image is in the middle. (If you have a
pointer in your field of view, use your pointer to find the center of your specimen). Any movement of the object also shows up in the __________________________ way. When you move an object to the right, it appears to move to the , and when you move it up, its image moves down
3. Without touching any of the focus knobs, carefully turn the nosepiece to change the power. (On high power, the objective might touch the slide)
4. On MEDIUM power, refocus CAREFULLY with the adjustment, then the fine adjustment.
5. On HIGH power, refocus ONLY with the adjustment.
How do you carry a microscope?
Support the and the , using two hands.
How do you properly store a microscope?
Change the microscope back to power and lower the stage Turn off the , and wind the cord the microscope.
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Tips for Using a Compound Light Microscope
1. Multiply the _____________ X ___________________ to get the Total Magnification.
a. If the Ocular is 10X, and the Objective Lens is 10X, what is the total magnification?
b. If the Ocular is 10X, and the Objective Lens is 40X, what is the total magnification?
2. Always start with your objective lens at the ____________________________ power.
3. Only use the _______________ Focus Knob when you are at the LOWEST MAGNIFICATION!
4. Move the slide in the __________________ direction of what you want to see.
5. When you are done:
a. Rotate your Nosepiece to the ____________________ magnification.
b. Drop your ________________
c. Remove and _______________ your slides
Use your notes to help you write the name of the microscope part beside its function. 1. supports the microscope
2. used to change which objective is in position
3. provides light to view a specimen
4. controls the amount of light reaching the stage
5. supports the slide
6. holds slide in place
7. also called eyepiece; magnifies ten diameters or 10X
8. objective used to locate specimen on a slide
9. knob that brings object into view
10. knob that brings object into focus
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Learning How to View a Slide
1. Select a slide and set it on the _____________ making sure the specimen is centered over the opening in the stage. Carefully anchor it in place using the stage _____________.
2. Rotate the _______________________ to center the lowest power objective lens (shortest objective) over your specimen.
3. While looking through the eyepiece, rotate the ___________________ adjustment knob to get your specimen in view. Use the small __________ adjustment knob to sharpen the image and make it clear.
4. To increase magnification, rotate the ______________________ to center the next largest objective lens (middle-‐sized objective) over your specimen. You may need to use the ____________ adjustment knob to sharpen the image.
5. To view your specimen under the highest magnification, rotate the nosepiece to center the largest objective lens (longest objective) over your specimen. You may need to use the fine adjustment knob to sharpen the image.
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Cell Biodiversity Lab In this investigation, you will observe six different types of cells. Consider the following guiding questions as you draw:
• Are there any similarities between the six cells? If so, how are they similar? • Are there any differences? If so, what are they and why? • Are the cells shaped the way they are for a specific reason? What might those reasons
be? • In what ways might the shapes of the cells affect the way it functions in its environment
or affect its role within a multi-‐cellular organism? • What types of cells are these? Can you classify them as eukaryotic, prokaryotic? Are they
bacteria, plant cells, animal cells, protists, or fungi? • In what ways are these cells different from cells you have studied or seen in the past?
Did the look of any of the cells surprise you? If so, in what way? Did you observe anything that may challenge what you thought you originally knew about cells?
Directions for drawing:
q Carefully draw each cell with as much detail as possible. Do not include structures that you cannot see. Absolutely no chicken scratch is allowed! You are being assessed on your abilities to draw what you observe.
q You do not need to draw every single cell you see on a slide. You only need to draw one or two representation of the type of cells in detail. Choose the best magnification. High power is not necessarily the best magnification because there is less light. Choose the magnification that gives you the most clarity, whether it is at medium or high power.
q Label all known structures and organelles. If you do not know the structures, it is okay to go online and to do some “research.” Label the structures based on what you learned from your research. Labels are always written and read horizontally, and leader lines never intersect one another.
q Use colored pencils to accurately color your drawings. Absolutely no ball-‐point pens or highlighters allowed.
q In the blank space provided next to each drawing, job down observations about the cells. Use the guiding questions presented above as a guide for your observations. Bullet point notes are fine, but be clear.
Conclusion directions to be completed after the lab: Look over the guiding questions presented to you at the start of this lab. Organize your thoughts into paragraphs and write a conclusion to this activity, using the guiding questions to help you. This is an inquiry activity designed to make you think about cells. Some of your own observations may challenge what you thought you originally knew about cells. You may not necessarily have all the answers, but you are expected to make inferences and claims. You are expected to support your ideas about these questions based on the evidence. Evidence, in this case, should mostly come from your own observations, drawings, and independent research you may have done. This conclusion will be turned in on edmodo.
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Cell Biodiversity Lab
Observations: (use guiding questions to help note observations)
Observations: (use guiding questions to help note observations)
Title: Magnification:
Title: Magnification:
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Cell Biodiversity Lab
Observations: (use guiding questions to help note observations)
Observations: (use guiding questions to help note observations)
Title: Magnification:
Title: Magnification:
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Cell Biodiversity Lab
Observations: (use guiding questions to help note observations)
Observations: (use guiding questions to help note observations)
Title: Magnification:
Title: Magnification:
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Disappearing Marine Iguanas Part 1:
1. Using the map and the minimal knowledge that Liz has at this point, propose three different hypotheses regarding the sudden high mortality of marine iguanas. Wait for a class discussion before proceeding to the next question.
2. After seeing hypotheses from all groups, choose the hypothesis that seems most likely to your group and determine what evidence you would need to support (or refute) it?
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Part 2: Examine the data that Liz ran into while researching ENSO in Figures 1-‐3. Then discuss the following questions in your groups.
1. Given what you know at this point about marine iguanas and the abiotic effects of enso, develop two possible directions of research that Liz should pursue to understand exactly why the iguanas suffered such a high mortality. Keep in mind that you need to consider indirect effects. While environmental temperature does change metabolic rates of ectotherms, the iguanas are exposed to a wide range of temperatures as they feed and bask on the lava. Direct mortality in response to a temperature change of a couple of degrees is unlikely. Wait for a class discussion before proceeding to the next question.
2. Choose one of those directions of research and determine what data you would need to find
to support your ideas.
3. Design an experiment that would help you collect the data you have identified in Question 2. Identify your independent and dependent variables below. Then plan out your investigation on the following pages, using the template provided. a) Independent Variable (IV): This is the treatment, or the variable that the
experimenter deliberately changes, to test the dependent variable. Often denoted as (x), or the cause of the change.
b) Dependent Variable (DV): the change that is observed and recorded as data as a result of the independent variable. Often denoted as (y), or the effect of the change.
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Problem (or the guiding question…)
Null Hypothesis: The null hypothesis refers to a general statement or default position that there is no relationship between two measured phenomena. State the null hypothesis below. Hypothesis 2: If there is a relationship between two measured phenomena, what hypothesis would this be? State the hypothesis below:
Null Hypothesis Hypothesis 2
If… If…
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The Test
I approve of this investigation: Date
What data will you collect? How will you analyze the data? What will be your control group? Is this a negative or positive control? What are your constants? Write out the procedure. Circle the materials within the procedure.
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Part 3: Liz took a deep breath; that paper wasn’t going to write itself. With only a few days left until the deadline it was time for her to get going. “So now, what do these studies tell me about enso and marine iguanas?”
Discuss the following questions with your group, and we will share out your ideas.
1. What conclusions do you think Liz made about the cause of population declines in marine iguanas?
2. Is it reasonable to assume that the data from the 1982–1983 and 1991–1992 enso events are representative of what happened in the later 1997–1998 event? Why or why not?
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3. Do we have what we need or do we need additional information? Is there a potential problem with one or more of the studies?
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Characteristics of Life Unit Study Guide Part 1: Review – here is a checklist of topics… Complete each of the following tasks to help yourself prepare for the upcoming test.
q Do you know the six characteristics of life and the theory about the makeup of living things?
q Can you recite the six common elements of life and determine which elements make up large molecules such as carbohydrates (sugars), lipids (fats), proteins, and nucleic acids?
q Do you know the levels of organization in the correct order? Make an acrostic poem, a song, or another memory device to help you remember the correct order.
q Can you clearly define the difference between a population, community, and ecosystem? q Can you determine how matter flows through the ecosystem? q Do you know the law of conservation of matter and what it means? q Can you explain homeostasis and how it is controlled? q Can you explain differentiation and why it is necessary in multicellular organisms? q Go back to your Cornell notes for this unit. Cover the right side of the page and attempt to
answer the questions on the left side. Review any areas where you struggled or needed to look at your notes for information.
q Revisit your Venn diagram on prokaryotic vs. eukaryotic cell. Can you explain the different classifications?
q Study the parts of a microscope. Come in during F.I.R.E. to practice labeling the parts. q How is your writing? Can you support your ideas and claims with evidence from reading
material, diagram, research, and observations? q Can you design a valid experiment with proper controls, constraints, and reliable data? Can
you use inductive reasoning to analyze/interpret data and deductive reasoning to formulate a conclusion?
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Part 2: Practice After reviewing, attempt the following questions. Try to complete as much as possible without looking back at your notes. If you cannot answer a question, look to your notes for help. Mark any topics that required you to look back at your notes and focus on these areas when you study.
1. List the six characteristics of life:
2. Create a flow chart in the space below showing the complex organization pattern of living things from largest (biosphere) to smallest (atom).
3. Which level in the above flow chart is the smallest level for living things?
4. What is homeostasis? Define it and give an example.
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5. Design an experiment that demonstrates that feedback mechanisms maintain homeostasis
in the eye, in response to light.
a. Identify the Guiding Question
b. Null Hypothesis
c. Hypothesis
d. Independent Variable (Experimental Treatments)
e. Dependent Variable
f. Control Group
g. Constants
h. Procedure
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6. Draw a food chain to show how matter and energy moves through the ecosystem. Label all
of the trophic levels within your food chain. (producer, primary consumer, etc.) Try to have at least four links in your food chain. Make sure the cycle of matter within the food chain is finished with decomposers. Include where matter and essential elements for life can enter your system. (CO2, O2. Nitrogen, Phosphorus, Sulfur, H2O) – If you are not sure where these elements enter the system, it is okay to look up this information in your textbook or on the internet.
7. Diagram the basic differences between a prokaryotic and eukaryotic cell. Think about the relative sizes of each type of cell, and draw them to scale. Label the characteristic features in each cell.
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8. Practice defending your idea on this statement through your writing. It is okay to use your lab, textbook, or any source to support your claim. Try to cite your source for credibility. For example, you can cite sources like this: according to National Geographic; based on observations made on the microscope lab; the Biology textbook states, etc. Have at least three pieces of supporting evidence. As you are writing, make sure you are clear. Define terms, as necessary, to demonstrate knowledge. For example, if you are talking about prokaryotic cells, it is probably important to define the word “prokaryotic” first. Use additional paper, if necessary.
All animal cells are round. True or False?
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9. The diagram below demonstrates cell differentiation. First, define differentiation. Then use your diagram to explain how a neuron (nerve cell) or an epithelial cell can differentiate from the same cell. (You are using your picture, in this case, for evidence and contextual clues)
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10. What are two ways that cells can reproduce? Define the two ways.
11. Which part of the microscope is responsible for...?
a. Holding a slide in place?
b. Adjusting the focus?
c. Controlling the amount of light?
12. How do you calculate magnification? Show an example calculation.
13. Label the parts of the microscope below:
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Eukaryotic vs. Prokaryotic Cell Unit Concept Cards
(see Reference pages 12 and 13 for directions)
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Characteristics of Life Unit Concept Map (see Reference pages 18-‐19 for directions)
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Cell Unit Parent/ Significant Adult Review Page
Student Portion Name Period
Unit Summary: Write a summary of the past unit using 5-‐10 sentences. Use your concept map to guide your writing. Your summary should explain concepts you learned in an integrated manner. A summary is not a simple list of topics covered in this unit. See Reference Page 22, for an example of a well-‐written summary. What is your favorite assignment in this unit and why:
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Adult Portion Dear Parent/ Significant Adult: This Interactive Notebook represents your student’s learning to date and should contain the work your student has completed. Please take some time to look at the unit your student just completed, read his/ her reflection and respond to the following Ask your child to defend why a pencil sharpener is not a living organism. Record his/her thoughts below. Please explain if your child has had any science background, prior to Foothill, and what assignment in this unit was the most challenging for your child, as he/she transitions from middle school. Parent/ Significant Adult Signature:
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