From Cells to Organisms Student Notebook
Table of Contents
Activity Page Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Living/Nonliving Card Sort 21
22
Five Materials Observation 23
24
Life in Different Environments 25
26
Microscope Care and Use 27
Microscope Images 28
Field of View and Magnification 29
Focal Plane 30
Brine Shrimp Alive! 31
32
Looking at Elodea 33
34
Plant Cell Structures and Functions 35
36
Looking at Spirogyra 37
38
Paramecia 39
40
Looking at Euglena 41
42
Protist Cell Structures and Functions 43
44
Response Sheet – Investigation 3 45
46
Minihabitat Safari 47
48
Human Cheek Tissue 49
50
Animal Cell Structures and Functions 51
52
Cells Reading 53
Cells Reading 54
Cells Reading 55
Cells Reading 56
Cells Reading 57
Cells Reading 58
Celery Investigation A 59
60
Celery Investigation B 61
62
Leaf Observations 63
64
Response Sheet – Investigation 5 65
66
Multicellular Levels of Complexity 67
68
Water, Light, and Energy Reading 69
Water, Light, and Energy Reading 70
Water, Light, and Energy Reading 71
Water, Light, and Energy Reading 72
Water, Light, and Energy Reading 73
74
Structure and Function: Organization of the Human Body 75
Structure and Function: Organization of the Human Body 76
Structure and Function: Organization of the Human Body 77
Structure and Function: Organization of the Human Body 78
Structure and Function: Organization of the Human Body 79
80
Germination and Growth in Different Salinities 81
82
Comparing Growth 83
84
Parts of a Flower 85
86
Flower Dissection A 87
Flower Dissection B 88
Plant-Reproduction Cards 89
90
Response Sheet – Investigation 6 91
92
Pollination Syndrome A 93
Pollination Syndrome B 94
Are Viruses Living Organisms 95
Tree of Life 96
97
98
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
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Investigation 1: What Is Life?
No. 1—Notebook Master
Card name L NL U
Amoeba
Apple
Baby
Blue cheese
Blue-green algae
Bread mold
Cactus
Clouds
Coral
Corn
Cotton boll
E. coli
Eggs
Fire
Horse
Jelly�sh
Kelp
Living/Nonliving Card Sort
Card name L NL U
Mushrooms
Onions
Potatoes
Rhinovirus
Robot
Rocking horse
Spider and web
Streptococcus
Sulfolobus
Sun
Tornado
Trees and leaves
Yeast
Yogurt
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Investigation 1: What Is Life?
No. 2—Notebook Master
Fir
st
ob
serv
ati
on
s
(dry
)
(in
clu
de
dra
win
gs)
Ch
an
ge
s
ob
serv
ed
aft
er
10
min
ute
s
(in
clu
de
dra
win
gs)
Ch
an
ge
s
ob
serv
ed
aft
er
24
ho
urs
(in
clu
de
dra
win
gs)
Ch
an
ge
s
ob
serv
ed
aft
er
__
__
__
__
(in
clu
de
dra
win
gs)
A B C D E
Five Materials Observation
Liquid number__________
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Investigation 1: What Is Life?
No. 3—Notebook Master
Life in Di!erent Environments
Liquid 1____________________________
Material What evidence of life do you observe?
A
B
C
D
E
Liquid 2____________________________
Material What evidence of life do you observe?
A
B
C
D
E
Liquid 3____________________________
Material What evidence of life do you observe?
A
B
C
D
E
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MICROSCOPE CARE AND USE
Always use two hands to carry a microscope—one hand holding the neck and onesupporting the microscope from below. If the microscope has a built-in light, gather up thepower cord to keep it from getting underfoot.Water and dust are the two main enemies of a microscope. Be sure to wipe up any water thatfalls on the scope, and always cover microscopes with a dust cover when they are not in use.Never use tissue or a paper towel to clean a microscope lens. Even though they feel soft, theycan scratch the lenses. Use lens paper only to clean the lenses.When first examining an object, start with the lowest power objective lens (the lens withthe smallest number on it). Use the coarse adjustment knob to bring the objective lensclose to the slide. Do not look through the lens at this time. Check the distance between theobjective lens and the slide carefully while bringing the objective lens close to the slide. Thelens should never touch the slide.Look through the eyepiece. Use the coarse adjustment to bring the object into focus.Always turn the coarse focus knob so the objective lens moves away from the stage, so thatyou will not break the slide or damage the lens. Never use the coarse adjustment to focuscloser to the object while looking through the eyepiece. Adjust the amount of light coming tothe object with the diaphragm located under the stage.Once you have the object in focus, to increase the magnification rotate the objective lens toa higher power and use the fine adjustment to focus the object.Label the parts of the microscope.
NamePeriod Date
Investigation 2: Introduction to the Microscope
Student Sheet27
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1. Draw the letter e.
• Set the objective lens to 4x.• Place the dry-mount slide of the letter e
on the stage of the microscope.• Center the image and draw exactly what you see.
Field of view
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MICROSCOPE IMAGES
2. Move the slide away from you.
• Move the slide away from you.• What direction did the image move?• Draw an arrow in the circle to indicate
the direction the image moved.
3. Move the slide to the right.
• Move the slide to your right.• What direction did the image move?• Draw an arrow in the circle to indicate
the direction the image moved.4. Observe the color photograph.
• Make a dry mount of a piece of colored photo.• Draw and color what you see.• Compare the colors you see with and without
the microscope.5. Observe the feather.
• Prepare a dry mount of the feather. Usea second slide as a coverslip.
• View the feather tip using the 10x objective.• Draw what you observe.
Field of view
Field of view
Field of view
Field of view
NamePeriod Date
6. Answer these questions on page 8 or on a blank sheet of paper.
• Is the image seen through the microscope oriented the same way as the object onthe stage of the microscope? Explain.
• If you want to move the image to the right, which way should you move the slide?• If you want to move the image up, which way should you move the slide?
Investigation 2: Introduction to the Microscope
Student Sheet28
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FIELD OF VIEW AND MAGNIFICATION
The width of one square in the nylon netting material(measured with the millimeter ruler) is___________________.Part 1: The 4x objective
1. Place the netting and ruler slide on the stageof the microscope. Select the 4x objective.
2. Draw exactly what you see in the field of view.• What is the width of the field of view?___________• What is the width of one mesh square? __________• What is the total magnification with this
objective lens? _______________________________• Mark 1 mm on the scale below the field of view.
Field of view
Part 2: The 10x objective
1. Select the 10x objective.2. Draw exactly what you see in the field of view.• What is the width of the field of view?___________• Estimate the width of one mesh square to the
nearest 0.1 mm._______________________________• What is the total magnification with this
objective lens? _______________________________• Mark 1 mm on the scale below the field of view.
Part 3: The 40x objective
1. Select the 40x objective.2. Draw exactly what you see in the field of view.• What is the width of the field of view?___________• Estimate the width of one mesh square to the
nearest 0.1 mm._______________________________• What is the total magnification with this
objective lens? _______________________________• Mark 1 mm on the scale below the field of view.
NamePeriod Date
Investigation 2: Introduction to the Microscope
Student Sheet29
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Field of viewPart 1: Focus on layers of ribbon
1. Make a wet mount of three layers of ribbon.
2. Set the objective lens for 100x magnification.
3. Focus on the top layer of ribbon. Then use thefine focus to focus down through the layers.
• How many layers can you get into focus at onetime? _____________________________________
• Which direction do you turn the right-hand finefocus to focus down through the layers? _______
• Use colored pencils to draw exactly what you seewhen the middle layer is in focus.
Part 2: Mystery ribbons
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FOCAL PLANE
Mystery slide
Questions
1. How did you figure out which ribbon was on the bottom?
2. Why can’t you get all three layers of ribbon in focus at the same time?
3. What is “focal plane”?
Name
Period Date
Investigation 2: Introduction to the MicroscopeStudent Sheet
1. Make a wet mount of three layers ofribbon. Keep the order a secret. Recordthe order of ribbons, top to bottom, on thelines to the left under the heading “Ourslide.”
2. Trade mystery-ribbon slides with anotherteam.
3. Use your microscope to determine theorder of the colored ribbons used to makethe mystery-ribbon slide. Record thecolors and the order to the right underthe heading “Mystery slide.”
Our slide
Top
2
3Top
2
3
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BRINE SHRIMP ALIVE!
Part 1: Brine shrimp in the vial
1. Place the vial containing brine shrimp in one of the vial holders.Shine a flashlight through the vial at the water’s surface. Wheredo the brine shrimp go? Why do you think they do that?
2. Compare the size of the brine shrimp now to the size of theshrimp when they first hatched. How are they different?
Part 2: Brine shrimp under the microscope
1. Use a dropper to take up a few shrimp. Put one drop onthe surface of a slide. If no shrimp are on the slide, wipethe slide dry and put on another drop.
2. Use a piece of blotter paper to soak up part of the water.3. Do not put a coverslip on the slide.4. Observe and draw a picture of the brine shrimp.5. How big are the brine shrimp? mm
Part 3: Adding yeast to brine shrimp
1. Carefully add one drop of Congo red–dyed yeast to the slide.2. Observe the tiny red yeast and the brine shrimp. Describe what you observe.
Questions
1. What evidence did you collect to support the idea that brine shrimp are living organisms?
2. What characteristics of life were not confirmed by your observations of brine shrimp?
Field of view at 100x
NamePeriod Date
Investigation 2: Introduction to the Microscope
Student Sheet31
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Investigation 3: The Cell
No. 11—Notebook Master
Looking at Elodea
Part 1: Observe elodea leaf layers.
1. Place a small elodea leaf on a slide, top side up, bottom side against
the slide. Prepare a wet mount, using pond water and a coverslip.
2. Focus the microscope at 40X and then increase to 100X.
3. Increase the magni�cation to 400X. Using the �ne focus knob,
carefully focus up and down through the di�erent layers of the leaf.
How many layers can you see?__________
4. Describe what you observe.
Part 2: Observe elodea details and cell size.
5. Look carefully for movement inside the leaf. Describe what you
observe.
6. Draw a few representative large
brick-like structures to scale in the
circle. Do not �ll in the entire �eld
of view. Use color and include de-
tail.
7. How many of the large green
“bricks” �t lengthwise across the �eld of view?
__________
8. Estimate the size of one of the “bricks.”
_____________________
Part 3: Label the drawing.
Label the cell wall, chloroplasts, and cytoplasm.
High power (400X)
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Investigation 3: The Cell
No. 12—Notebook Master
Plant Cell Structures and Functions
Cell structure Function
Cell membrane
Cell wall
Chloroplasts
Cytoplasm
Endoplasmic reticulum
Mitochondrion
Nucleus
Ribosomes
Central vacuole
Cell membraneCell wall
Chloroplast
Centralvacuole
Cytoplasm
Mitochondrion
Ribosome
Endoplasmicreticulum
Nucleus
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Looking at Spirogyra
Part 1: Observe Spirogyra
1. Use a pipette to obtain a small sample of water from the container marked
Spirogyra. Spirogyra is a type of common pond alga whose cells are joined
in chains. Make sure the sample includes from two to four of the green
strands that are floating in the water.
2. Put a drop of the sample on the middle of the slide and add a coverslip.
3. Focus the microscope at 40X and then increase to 100X
4. Increase the magnification to 400X and focus on one cell. Observe where
one Spirogyra cell ends and another begins. In the space below describe
what you observe.
Part 2: Observe Spirogyra details and cell size.
5. At high power magnification, look for the following parts of a Spirogyra cell
a. The cell wall (the rectangular boundary around a single cell)
b. The cytoplasm (the inner fluid of a cell)
c. The nucleus (a dark body near
the center of the cell)
d. The chloroplasts (green spirals
that look like ribbon)
e. The vacuoles (large, clear
spaces)
6. Estimate the length of one spirogyra
cell. ___________
7. Draw a model of how the cells appear
under high magnification.
8. Label the cell wall, chloroplasts, and
cytoplasm.
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Investigation 3: The Cell
No. 13—Notebook Master
Paramecia
Part 1: Movement and behavior
1. Put one small drop of paramecium culture on the center of your
slide. Do NOT put a coverslip on.
2. Focus the microscope at 40X to make sure you have paramecia on
your slide. Increase the magni�cation to 100X.
3. Describe the movement and behavior of the paramecia.
Part 2: Paramecium up close
4. Remove the slide from the stage and add one drop of methyl
cellulose. Put on a coverslip. If necessary, blot up extra liquid.
5. Find one paramecium that is still moving, focus under low power,
and increase to medium and then to high power. Focus using
the �ne focus knob. Describe the paramecium and draw it in the
circle below.
6. Estimate the length of the paramecium.__________
Part 3: Label the drawing.
1. Label the cell membrane, cytoplasm,
cilia, and any other structures you
observe.
2. What is the purpose of the cell
membrane?
High power (400X)
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Looking at Euglena
Part 1: Movement and behavior
1. Use a pipette to obtain a small sample of water from the container marked
Euglena. Place two or three strands of cotton in the depression on the
slide. The cotton helps confine the euglena to a smaller area.
2. Put a drop of the sample on the middle of the slide and add a coverslip.
3. Focus the microscope at 40X to make sure you have a euglena on your
slide. Increase the magnification to 100X
4. Describe the movement and behavior of the euglena.
Part 2: Euglena up close
5. At high power magnification find one euglena that is still moving. Describe
the euglena and draw it in the circle below.
6. Estimate the length of one euglena cell.
___________
7. Label the cell membrane, chloroplasts,
and nucleus
8. How is the euglena different from the
paramecia?
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Investigation 3: The Cell
No. 14—Notebook Master
Protist Cell Structures and Functions
Cell structure Function
Cell boundary that controls what enters and
leaves the cell.
Internal �uid that contains the cell structures.
A membranous structure that assembles
proteins and parts of the cell membrane.
Digests cellular waste and merges with a food
vacuole to digest food.
Converts the energy in food into usable
energy for the cell.
Contains the cell’s genetic material (DNA),
which determines the nature of cell structures
and substances.
Makes proteins. (Found either free or bound
to the surface of the endoplasmic reticulum.)
Stores water and expels excess water.
Stores food and merges with a lysosome to
digest food.
Cell membrane
Cytoplasm
Mitochondrion
Ribosome
Endoplasmicreticulum
Nucleus
Lysosome
Contractilevacuole
Food vacuole
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Investigation 3: The Cell
No. 15—Notebook Master
Two students were having a discussion. One said,
All cells are living things. Every cell in an elodea plant is an organism, just like the one-celled paramecium we looked at.
The second student said,
Well, you’re partly right. I agree that all cells are living things, but an elodea cell is not an organism.
Evaluate what each student said. Explain your thinking.
First student:
Second student:
Response Sheet —Investigation 3
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Investigation 3: The Cell
No. 16—Notebook Master
Minihabitat Safari
Is there anything living in the minihabitat?
1. Prepare a wet mount from one region of your minihabitat. Look
for life at 40X.
2. If necessary, add one drop of methyl cellulose. Put on a coverslip
and blot away any extra liquid. Increase the magni�cation to 100X
and then 400X as needed.
3. Draw to scale any organisms you observe. Use the next page in
your science notebook to describe their behavior and to add more
organisms.
4. Use “Microorganism Guide” in Science Resources to help identify any
organisms you �nd.
Organism_______________
Estimated size___________
Organism_______________
Estimated size___________
Organism_______________
Estimated size___________
Organism_______________
Estimated size___________
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Investigation 3: The Cell
No. 17—Notebook Master
Human Cheek
Tissue
Part 1: Prepare a cheek tissue sample.
1. Gently rub the inside of your cheek with a cotton swab.
2. Roll the rubbing onto the center of a slide. Add one drop of
methylene blue and let set for 1 minute.
3. Hold the slide over a waste container and rinse it with a few drops of
water. Add a drop of water if necessary, place a coverslip on top, and
blot any extra water from the edges.
4. View the slide, starting at 40X. Use the search image your teacher
provides to help you focus on the stained cheek tissue. Increase
magni�cation to 400X.
Part 2: Record observations.
5. Describe what you see at 400X and
draw it in the circle below.
6. Estimate the diameter of one cell.
Part 3: Questions
7. What is the inside of your cheek made of?
8. What do you think other parts of your body are made of?
9. Label the cell membrane and nucleus in one of the cheek cells.
Clean up as directed.
High power (400X)
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FOSS Diversity of Life Course, Second Edition© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Investigation 3: The Cell
No. 18—Notebook Master
Animal Cell Structures and Functions
Cell membrane
Cytoplasm
Mitochondrion
Ribosome
Endoplasmicreticulum
Nucleus
Lysosome
Vacuole
Cell structure Function
Cell boundary that controls what enters and
leaves the cell.
Internal �uid that contains the cell
structures.
A membranous structure that assembles
proteins and parts of the cell membrane.
Digests cellular waste.
Converts the energy in food into usable
energy for the cell.
Contains the cell’s genetic material (DNA),
which determines the nature of cell structures
and substances.
Makes proteins. (Found either free or bound
to the surface of the endoplasmic reticulum.)
Stores water and other materials.
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Investigation 3: The Cell
No. 19—Notebook Master
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Investigation 3: The Cell
No. 20—Notebook Master
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FOSS Diversity of Life Course, Second Edition© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Investigation 3: The Cell
No. 21—Notebook Master
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FOSS Diversity of Life Course, Second Edition© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Investigation 3: The Cell
No. 22—Notebook Master
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FOSS Diversity of Life Course, Second Edition© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Investigation 3: The Cell
No. 23—Notebook Master
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FOSS Diversity of Life Course, Second Edition© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Investigation 3: The Cell
No. 24—Notebook Master
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FOSS Diversity of Life Course, Second Edition© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Data
Day 0
(set-up)
Day 1
(�nal) Change
Water in control
vial (volume)
Water in celery
vial (volume)
Celery mass
Part 1
1. Take the celery stalk out of the vial. Measure the amount of
water in the celery vial, using a graduated cylinder. Record.
2. Record the amount of water in the class control (evaporation)
vial.
3. Calculate the changes in volume of water in the vials. Record.
4. How much water was lost to evaporation? __________
5. How much water was lost in the celery vial? __________
6. Do the amounts match? __________ Why or why not?
Part 2
7. Predict the current mass of the celery stalk. (Remember that for
water, 1 mL = 1 g.) __________
8. Determine the actual mass of the celery. Record.
Celery Investigation A
Investigation 5: Plants: The Vascular System
No. 38—Notebook Master
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Part 2. (continued)
9. Does your prediction match the actual mass of the celery?
__________ Record any ideas you have about your results.
10. Calculate the change in mass of the celery. Record in the data
table.
Part 3
11. How much of the water from the celery vial ended up in the
celery? __________ How do you know?
12. What do you think happened to the rest of the water that was lost
from the celery vial?
13. Determine the amount of water unaccounted for in your vial.
Part 4
14. In your notebook, describe any patterns you notice in the class
celery and class data.
water lost
from celery
vial
water that
evaporated
any increase
in mass of the
celery
water
unaccounted
for
Celery Investigation B
Investigation 5: Plants: The Vascular System
No. 39—Notebook Master
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Tradescantia leaf (100X) Tradescantia leaf (400X)one stoma
Crisp celery leaf (400X)
(optional)
Wilted celery leaf (400X)
(optional)
1. Label the guard cells and one stoma in the high-power drawing.
2. Describe the structure of a stoma.
3. Explain how stomata work.
Leaf Observations
Investigation 5: Plants: The Vascular System
No. 40—Notebook Master
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A student noticed a plant outside that had really wilted leaves. He
remarked to a friend,
Those leaves must be losing a lot of water to become so wilted. I bet that the stomata are totally open right now.
Do you agree or disagree? What would you add to the
conversation?
Response Sheet—Investigation 5
Investigation 5: Plants: The Vascular System
No. 41—Notebook Master
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Multicellular Levels of Complexity
Investigation 5: Plants: The Vascular System
No. 42—Notebook Master
Atoms
Cells
Multicellular
organism8
7
6
5
4
3
2
1
C, H, O, etc.
Proteins, etc.
Cell wall, etc.
Tracheid cells
Vascular land plant
8
7
6
5
4
3
2
1
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Investigation 5: Plants: The Vascular System
No. 43—Notebook Master
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Investigation 5: Plants: The Vascular System
No. 44—Notebook Master
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Investigation 5: Plants: The Vascular System
No. 45—Notebook Master
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Investigation 5: Plants: The Vascular System
No. 46—Notebook Master
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Investigation 5: Plants: The Vascular System
No. 47—Notebook Master
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Structure and Function: Organization of the Human Body
How is the human body similar to a well-tuned machine?
Many people have compared the human body to a machine. Think about some common machines,
such as drills and washing machines. Each machine consists of many parts, and each part does a
specific job, yet all the parts work together to perform an overall function. The human body is like a
machine in all these ways. In fact, it may be the most fantastic machine on Earth.
Levels of Organization
The human machine is organized at different levels, starting
with the cell and ending with the entire organism (see Figure
on right). At each higher level of organization, there is a
greater degree of complexity.
Cells
The most basic parts of the human machine are cells – an
amazing 100 trillion of them by the time the average person
reaches adulthood! Cells are the basic units of structure and
function in the human body, as they are in all living things.
Each cell carries out basic life processes that allow the body to survive.
Many cells in our bodies do not look like the “typical” animal cell that we have all seen. Differences
in cell structure include different shapes and different amounts and types of specific types of
organelles. These differences in structure are related to differences in the function of different types
of cells, as illustrated in diagram on the right. For some types of cells, a flexible structure that allows
the cell to change shape is crucial for the cell’s function. The white blood cell shown in the image to
the right defends our body against infection by squeezing
themselves between other cells to get to the infected area
to engulf, kill, and digest bacteria.
One of the images is of a nerve cell (neuron). Nerve
cells are the primary cells in the nervous system. They
are responsible for relaying electrical messages to cells
and tissues in other organ systems.
Some columnar epithelial cells have small hair-like
structures (cilia) attached. These structures can move
back and forth, therefore these cells are located where
movement of substances like mucus within the lining of
the nose and lungs are necessary.
75
Think Question #1: Observe the very specialized structure of the nerve cell
(neuron) in the previous diagram. Explain how the structure of nerve cells
contributes to their function.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Think Question #2: What is the relationship between the structure of a white
blood cell and its function in the body? Cite evidence from the text to support
your response.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Group of Cells Form Tissues
After the cell, the tissue is the next level or organization in the human body. A tissue is a group of
connected cells that have a similar function. There are four basic types of human tissues: epithelial,
muscle, nervous, and connective tissues. These four tissue types (see Figure below), make up all the
organs of the human body.
· Connective tissue is made of cells that form the body’s structure. Examples include bone and
cartilage.
· Epithelial tissue is made of cells that line inner and outer body surfaces, such as the skin and
the lining of the digestive tract. Epithelial tissue protects the body and its internal organs,
secretes substances such as hormones, and absorbs substances such as nutrients.
· Muscle tissue is made up of cells that have the unique ability to contract, or become shorter.
When cardiac muscle tissues contract, it causes the rhythmical beating of the heart and
76
circulating of the blood. When skeletal muscle tissues contract, it enables the body to move.
Smooth muscle tissue controls slow contractions in the walls of the stomach and intestines.
· Nervous tissue is made up of neurons, or nerve cells, that carry electrical messages. Nervous
tissue makes up the brain and the nerves that connect the brain to all parts of the body.
Group of Tissues Form Organs
A single type of tissue alone cannot do all the jobs that are needed to keep you alive and healthy.
Two or more tissues working together can do a lot more. An organ is a structure that consists of two
or more types of tissues that work together. The heart (see Figure below) is made up of four types of
tissues.
Groups of Organs Form Organ Systems
Your heart pumps blood around your body. But how does your heart get blood to and from every cell
in your body? Your heart is connected to blood vessels such as veins and arteries, which are also
organs is your body. Organs that work together form an organ system. Together, your heart, veins,
and arteries form your circulatory system. An organ system is a group of organs that work together to
carry out a complex overall function for an organism. Each organ of the system does part of the
larger job. Other examples of systems are: excretory, digestive, respiratory, muscular, and nervous.
Think Question #3: What is the relationship between the structure of a muscle cell
and it function? Include an example from the text to support your response.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Think Question #4: Explain the interaction of tissues and organs within the
circulatory system. Use examples from the text.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
77
Deep Dive into the Structure and Function of the Digestive System
Your digestive system is uniquely constructed to perform its specialized function of turning food into
the energy you need to survive and packaging the residue for waste disposal. This is a major job;
therefore, many kinds of cells, tissue, and organs must interact to carry out the process. To help you
understand how the many parts of the digestive system work together, let’s review the structure and
function of this complex system.
The organs in the human digestive system include the:
· Oral cavity where teeth, jaw muscles and saliva work
together to begin breaking down food into smaller
particles.
· Esophagus which carries this mixture of food and
digestive juices to the stomach where acid helps to kill
any germs in the food; the stomach stores the partially
digested food and gradually releases small amounts of it
for further digestion in the small intestine.
· Pancreas and liver which supply the small intestine with
enzymes and other molecules that further aid in the
digestion of food molecules.
· Small intestine where enzymes break down food
molecules into smaller molecules that are absorbed into
the blood. This is also where the circulatory system
becomes involved in the process by moving the necessary
nutrients around the body and transporting unwanted
materials away. Most digestion and absorption occur in
the small intestine which is a much longer organ than
shown in diagram to the right.
· Large intestine where water is absorbed into the body and
the feces or waste is stored for excretion.
Think Question #4: Imagine a digestive system where food entered the small
intestine directly without first going through the oral cavity and stomach. What
would be the disadvantages of this type of digestive system?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Think Question #5: The digestive and circulatory systems must work together in
order for your body to break down food and get the energy from it necessary for
survival. Explain how these two systems interact to carry out the processes.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
78
Think Question #7: Populate the table below with examples that support the
following claim: “Structure and Function is a general principle that applies to
cells, tissues, organs, and body systems.”
Example from reading Explain how this example supports the
claim
Example: Columnar epithelial cells. Attached hair like cilia move back and
forth (structure) to assist with movement
of substances (function).
Cell:
Tissue:
Organ:
Organ System:
**Adapted from the following sources: CK12.org and the Department of Biology @ University of
Pennsylvania
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The kind of seed we are investigating: ____________________
Number of seeds “planted” in each dish: _____
1. Record the number of seeds with roots and the number of
seeds with shoots in the table below.
0 spoons
salt 1 spoon salt
2 spoons
salt
4 spoons
salt
Day
2
Day
_____
2. On the �nal day, make your observations and comments.
Germination and
Growth in Di!erent
Salinities
# seeds
with
roots # seeds
with
shoots
0 spoons salt
4 spoons salt2 spoons salt
1 spoon salt
Investigation 6: Plant Reproduction and Growth
No. 49—Notebook Master
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FOSS Diversity of Life Course, Second Edition© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
Part 1: Think about the seeds you investigated.
The kind of seed we are investigating: ____________________
1. In which condition/s did most of your seeds germinate?
In which condition/s did the fewest of your seeds germinate?
2. In which condition/s do the roots and the shoots of your seeds
appear the healthiest? (Compare length of roots and shoots,
branching of roots, number of root hairs, greenness.)
3. How does increasing the concentration of salt a�ect the
germination and growth of your seeds?
Part 2: Compare all the seeds at each concentration of salt.
4. Which seeds (oats, wheat, barley, or corn) grew the best at 0 spoons,
1 spoon, 2 spoons, 4 spoons of salt? (Compare number of seeds
germinated, healthiest looking.)
0 spoons
salt 1 spoon salt
2 spoons
salt
4 spoons
salt
Seed type
showing
most salt
tolerance
5. Which type of food crop is best suited to saline (salty) soil?
6. Answer in your notebook: Is saline soil a suitable environment for
germinating and growing food crops? What is your evidence?
Comparing Growth
Investigation 6: Plant Reproduction and Growth
No. 50—Notebook Master
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Investigation 6: Plant Reproduction and Growth
No. 51—Notebook Master
Simple �ower
Petal
Anther
Stigma
Stamen Pistil
Ovary
Sepal Pollen grain
Pollen tube
Egg
Ovule Sperm
Parts of a Flower
Filament
Sperm
EggPollen tube
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Investigation 6: Plant Reproduction and Growth
No. 52—Notebook Master
Dissection of a ____________________�ower
Flower Dissection A
1. Look into the center of the #ower. Draw a picture showing how
the stamen and the pistil are arranged. Label your drawing.
2. Observe the end of the stamen closely. Make a close-up
drawing showing the structure at the end of the stamen. Label
your drawing.
3. Gently push your �nger into the center of the #ower. Look
closely at your �nger with a hand lens. Describe what you see.
4. If a microscope is handy, put some of the
material on a slide and observe it at 100X and
400X. Draw what you see under high power.
Label your drawing.
400X
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Investigation 6: Plant Reproduction and Growth
No. 53—Notebook Master
5. Remove the sepals. How many are there?_______ Stick one
sepal upside down on the tape near the right end.
6. Remove the petals. How many are there?_______ Stick one
petal upside down on the tape next to the sepal.
7. Remove the stamens. How many are there?______ Put all the
stamens on the tape.
8. The remaining part is the pistil, which
includes the ovary. Use a hand lens to
observe the stigma of the pistil. Draw
and label it.
9. Ask your teacher to cut open the ovary.
Examine the inside of the ovary with
your hand lens. Draw and label what
you see.
Place the pistil with the ovary cut
side down on the tape next to
the stamens.
10. Slide the card out from under the tape. Place the card on top of
the mounted #ower parts. Press down �rmly to stick the card to
the tape. Carefully lift up the ends of the tape and fold them to
the back of the card to complete the #ower mount. Label all
the parts.
Flower Dissection B
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Investigation 6: Plant Reproduction and Growth
No. 54—Notebook Master
A A p
oll
en
gra
in, u
sua
lly
carr
ied
by
an
ima
l or
air
,
lan
ds
on
th
e s
tig
ma
of
an
oth
er
!o
we
r.
F Th
e s
pe
rm c
ell
fe
rtili
zes
an
eg
g.
Th
e e
gg
an
d s
pe
rm m
erg
e t
o f
orm
a s
ing
le c
ell
wit
h
info
rma
tio
n f
rom
th
e m
ale
an
d f
em
ale
.
B Th
e p
are
nt
pla
nt
form
s a
fo
od
so
urc
e f
or
the
de
velo
pin
g e
mb
ryo
.
G Th
e p
oll
en
gra
in f
orm
s a
lon
g t
ub
e d
ow
n t
he
len
gth
of
the
pis
til i
nto
th
e o
vu
le.
C A s
pe
rm c
ell
tra
vels
do
wn
th
e p
oll
en
tu
be
.
H Th
e s
ee
d-c
on
tain
ing
ov
ary
de
velo
ps
into
a f
ruit
.
D Fru
it is
dro
pp
ed
or
con
sum
ed
by
an
an
ima
l, a
nd
the
se
ed
is r
ele
ase
d.
I Th
e s
ing
le c
ell
div
ide
s, a
nd
ea
ch o
f th
ose
ce
lls
div
ide
s, a
nd
so
on
un
til t
he
ma
ny
ce
lls
de
velo
p
into
an
em
bry
o.
E Po
lle
n g
rain
s, w
hic
h c
on
tain
th
e m
ale
sp
erm
cell
s, f
orm
on
th
e a
nth
ers
.
J Ov
ule
s, w
hic
h c
on
tain
th
e f
em
ale
eg
g c
ell
s, f
orm
in t
he
ov
ary
.
Plant-Reproduction Cards
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FOSS Diversity of Life Course, Second Edition© The Regents of the University of CaliforniaCan be duplicated for classroom or workshop use.
One of your good friends was absent the day plant reproduction
was discussed in class. She is trying to write a paragraph describing
#owering-plant reproduction.
All I know is that baby plants come from seeds —I don’t know where seeds come from.
What would you tell your friend that would help her understand
how #owering plants reproduce?
Response Sheet —Investigation 6
Investigation 6: Plant Reproduction and Growth
No. 55—Notebook Master
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Investigation 6: Plant Reproduction and Growth
No. 56—Notebook Master
Pollination Syndrome A
Part 1: Observe your �ower.
1. Describe the shape and color of the #ower.
2. Describe any scent the #ower has.
3. List any other characteristics that you think might attract pollinators.
Part 2: Use the “Flower Information” resource.
Look for an example of a #ower that is similar to yours.
4. Where are the anthers and the stigma located in relationship to
each other?
5. Where would a pollinator �nd nectar?
6. Where would a pollinator �nd pollen?
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Investigation 6: Plant Reproduction and Growth
No. 57—Notebook Master
Pollination Syndrome BPart 3: Possible Pollinators
Think about how an animal or insect pollinator might interact with
your #ower.
8. What characteristics might a pollinator have that would a�ect its
ability to pollinate your #ower?
Part 4: Use the “Flowers and Pollinators” resource.
Look at the tables in the resource. List your #ower’s characteristics
below. On the right-hand side, list what kinds of pollinators might be
attracted to the #ower, based on the characteristics (there may be only
one, or there may be several possible pollinators).
Flower characteristic Pollinator(s)
Shape/size
Color
Scent
Food
Day/night timing
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Virus Cell
Needs energy
Needs water
Grows (in multicellular
organisms, cells increase in
number, as well.)
Reproduces Asexual or sexual
reproduction; DNA is
genetic material
Needs suitable
environment
Responds to
environment
Exchanges gases
Eliminates waste
Structure Cell structures and
organelles
Changes over
time (evolves)
In your notebook, write your conclusion. Are viruses living
organisms? What is your evidence? If you cannot make a decision,
what other information do you still need?
Are Viruses Living Organisms?
Investigation 8: Diversity of Life
No. 64—Notebook Master
Bacteriophage T4 virus
infecting an E. coli
bacterium (bacterium is
200 nm long)
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Spirochaetes
Chlamydias
Hyperthermophilic bacteriaCyanobacteriaLow-GC Gram-positives
High-GC Gram-positives
Deinococcus/Thermus
Proteobacteria
Crenarchaeota
Euryarchaeota
Hapto
phyte
s
Bro
wn a
lgae
Diato
ms
Oom
ycete
s
Din
ofla
gella
tes
Apic
om
ple
xans
Cilia
tes
Eudic
ots
Monocots
Magnoliid
s
Sta
r a
nis
e
Wate
r lilie
s
Am
borella
Conife
rs
Gneto
phyte
s
Gin
kgo
Cycads
Ferns
Horseta
ils
Whis
k ferns
Clu
b m
osses a
nd r
ela
tives
Horn
worts
Mosses
Liv
erw
orts
Chara
les
Cole
ochaeta
les
Chlo
rophyte
s
Red A
lgae
Gla
ucophyte
s
Kin
eto
pla
stid
s
Eugle
nids
Hete
rolo
boseans
Parabasalid
s
DiplomonadsForaminiferansCercozoansRadiolarians
Amoebozoans
Club Fungi
Sac Fungi
Arbuscular Mycorrhizal Fungi
"Zygospore Fungi"
"Chytrids"
Microsporidia
Choanoflagellates
Glass sponges
Dem
osponges
Calcareous sponges
Pla
cozo
ans
Cte
nophore
s
Cnid
aria
ns
Bry
ozoans
Fla
tworm
s
Rotife
rs
Rib
bon w
orm
s
Bra
chio
pods
Phoro
nid
sA
nnelid
sM
ollu
sks
Arrow
worm
sP
ria
pulid
sK
inorhynchs
Loric
iferans H
oresehair w
orm
s
Nem
ato
des
Tardig
rades
Onychophorans
Chelicerate
sM
yria
pods
Cru
sta
ceans
Hexapods
Echin
oderm
s
Hem
ichord
ate
s
Cephalo
chord
ate
s
Uro
chord
ate
s
Hagfishes
Lam
pre
ys
Chondrich
thya
ns
Ray-f
inned fi
shes
Lobe-finned fi
shes
Lungfishes
Amphibians
Mammals
Turtles
Lepidosaurs
Crocodilians
Birds
Tree of Life
Investigation 8: Diversity of Life
No. 65—Notebook Master
This version of the tree of life is based on an appendix in Life: The
Science of Biology, 9th ed., by D. Sadava, D. M. Hillis, H. C. Heller, and
M. Berenbaum (Sinauer Associates and W. H. Freeman, 2011).
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