Introduction:

Lab Eq u i p m e nt Identi f i c a t ion

In this activity, you will work alone or in a small group to find the names of each piece of lab equipment pictured below. To help you, common pieces of lab equipment are listed to the right. You will need to place the correct number in the box to the right.

Common Lab Equipment PicturesCO MM ON LAB

EQUI P M ENT N AM ES

Apron Beaker Beaker Tongs Dissecting

Scissors Dropper

Bottles Electric

Balance Erlenmeyer

Flask Funnel Goggles Graduated

Cylinder Hot Plate Pipet Probe Rubber

Stopper Spatula Spot Plates Test Tube Test Tube

Rack Hanging

Balance Tweezers

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

17 18 19 20

SAF E TY Q U I Z P A RT 1 :WRITE THE LETTER O R L E T T ERS THAT NAME SAFE OR CORRECT ANSWER CHOICES. ***IF NONE, WRITE “N O N E ”! 1. When working in the laboratory:

Total Score:

/20a. wear loose clothing for maximum freedom of movement c. wear contact lenses rather than eyeglasses b. tie up long hair d. wear long sleeves to protect your arms

2. Food may be brought into the laboratory if:a. it is kept in your backpack c. you do not eat until your lab work is finished b. it does not produce crumbs or waste d. it is in a metal lunch box

3. You may taste the product of a chemical test or reaction if:a. it smells good c. you think you know what the substance is b. you have eaten it before d. you dissolve it in water first

4. When working with biological specimens:a. decaying material can be assumed to be harmless c. wash your hands with soap & water when done b. microorganisms should be assumed to be harmful d. handle living animals firmly to prevent escape

5. Your notebook accidentally catches fire during an experiment. You should immediately do the following:

a. notify your teacher before doing anything else c. remain calmb. throw it on the floor & stomp on it vigorously d. go to the fume hood or sink to stop the fire

P A RT 2 :WRITE THE LETTER OF THE BEST COMPLETION OF EACH STATEMENT 6. After heating a flask, it is b e s t to:

a. cool it by immersing it in cold water c. place it on an insulating padb. stand it on the lab table to cool d. test its temperature by touching it w/a wet fingertip

7. The laboratory procedure calls for the use of a scalpel, but you do not have one. You do have a single-edged

razor blade & a pair of dissecting scissors. The safest thing to do is:

a. ask your teacher for a scalpel c. use the single-edges razor blade b. skip that procedure d. use the dissecting scissors

8. You find a bottle of liquid on the laboratory shelf that is missing a label. You should:a. pour the contents of the bottle down the drain b. give the bottle to your teacherc. try to find another bottle that looks exactly like it & assume it is the same substance d. try identifying the liquid by tasting one drop or smelling it

9. To mix an ACID with WATER, pour:a. the liquid of smaller volume into that of the larger volume c. the ACID into the WATERb. small amounts of each, by turn, into a 3rd container d. the WATER into the ACID

10. Your lab manual directs you to mix solution “A” with solution “B” in a clean beaker & label the beaker. You:a. don‟t bother labeling the beaker if it is the only one you are going to useb. pour solution “A” into the beaker and mark it “A”; then add solution “B” & change label to “A” + “B”c. label the beaker “A + B,” pour solution “A” into solution “B”, & then pour the mixture into the labeled beakerd. label the beaker “A + B,” pour solution “A” into the beaker, add solution “B”, & stir

P A RT 3 : FOR EACH SAFETY PROBLEM IN “C OLU M N A ”, MATCH IT WITH THE SOLUTION IN “C OL U M N B ” 11. Not sure of what to do a. Dispose of waste only as directed by your teacher 12. An incorrect procedure causes an explosion b. Wash your hands after working with specimens 13. A work area is left in a messy condition c. Secure dissection specimens 14. A chemical splash sends material into d. Follow directions carefully, do not do anything you have

students eye not been directed to do

15. Long hair is burned by burner flame e. Be familiar with the lab procedure before coming to lab

16. Ingestion of chemicals from preserved specimen f. Clean up your work area before leaving the lab 17. Environmental pollution g. Read labels on bottles twice before taking samples 18. Liquid spills while labeling a beaker h. Label containers before adding chemicals 19. Specimen slips during a dissection i. Wear safety goggles 20. An incorrect chemical is accidentally used j. Secure hair with a rubber band

LAB RE P ORT T EMP L ATE

LA B REPORT TITLE

1. I N T R O DU C T I O N : a) Observation:

_b) State the Problem:

c) Hypothesis:_

d) Independent Variable(s):e) Dependent Variable:

f) Control Group:

__

2. M ATE RI AL AND ME THO DSa) Materials: b) Methods

(Procedure):* ** ** ** * * ** ** *

3. D AT A a) Data Table: b) Graph on separate page

4. W r a p U p : a) Conclusion (Based on the data):Ex. My data shows that

b) Accept or Reject Your Original Hypothesis (Explain why):Ex. I (accept/reject) my original hypothesis because my data indicates

Studen t Choice on G raphin g Crit eria

LAB S C E N ARIO

***Read the following lab scenario. Then write a lab report on Right Page and create agraph below based on the data in Data Table 1.All plants need water, mineral, carbon dioxide, sunlight and living space. If these needs are not met, plants cannot grow properly. A scientist wanted to test the effectiveness of different fertilizers in supplying needed minerals to plants. To test this idea, the scientists set up an experiment. Three containers were filled with equal amounts of potting soil and one healthy bean plant was planted in each of three containers. Container A was treated with Fertilizer A, Container B was treated with Fertilizer B, and Container C did not receive any fertilizer. All three containers were placed in a well-lit room. Each container received the same amount of water every day for 2 weeks. The scientist measured the heights of the growing plants every day. Then the average height of the plants in each container each day was calculated and recorded in DATA TABLE 1.

DATA TABLE 1: Average Height of Growing Plants (mm)

DAYContainer

1 2 3 4 5 6 7 8 9 10A 20 50 58 60 75 80 85 90 11

0120

B 16 30 41 50 58 70 75 80 100 108C 10 12 20 24 30 35 42 50 58 60

Students Write Lab Scenario Report Here

INVENTOR CARDS

CELL T HEORY HI ST ORI CAL TI MELINE ACTI VI TYList a few of the characteristics the following people have made to scienceList a few of the characteristics the following people have made to scienceList the Dates of the contributions that these people have made

o Robert Hooke:

o Hans & Zacharias Janssen:

o Anton van Leeuwenhoek:

o Matthias Schleiden:

o Theodor Schwann:

o Rudolph Virchow:

***Create a Timeline on page

showing the chronological order of these scientists and their contributions.

You will first put your information on Inventor Cards and then create your timeline. Here is what should be on the

Timeline***ALL 6 INVENTORS ARE ON THE TIMELINE Label the time line with dates of the above Scientists discoveries (on the inventor card) The earliest date should be on the left of the timeline and the most recent date should be on the right Label each date with corresponding scientist's name & contribution(s) in an organized and legible manner Be sure your spacing shows a reasonable approximation of the amount of time that elapsed between dates

1. What theory did these scientists provide evidence for?

2. What instrument was necessary before the cell theory could be developed?3. Which 3 scientists directly contributed evidence for the cell theory?

A.

B.

C.4. How did the earlier scientists and their contributions directly affect the discoveries of later

scientists (see #2)? For example what had to come first?

5. List the 3 Parts of the Cell Theory:1.

2.

3.

Timeline

A S H ORT HI S TORY OF THE M IC R O S COPE Historians disagree as to who invented the microscope. Spectacles were known in Florence, Italy in the late 1200‟s.

In the late 1500‟s, Dutch spectacle-makers began experiments with the lens. In 1608, H A N S L I P P ER S HE Y , applied for a patent on his magnifying tube, which enlarged distant objects. He reportedly also used variations of it to enlarge subjects near at hand. A few months later, Italian instrument maker G A L I L E O , made his own magnifying tube, and reported, “I have seen flies which look as big as lambs, and have learned that they are covered over with hair and have very pointed nails by means of which they keep themselves up and walk on glass, although hanging feet upwards, by inserting the point of their nails in the pores of the glass.” He discovered, to his dismay, that while a telescope focused on the stars need to be only two feet long, to magnify small objects nearby required a tube 2 or 3 times that length.

As early as 1625 a member of the academy of the Lynxes, the physician-naturalist JOH N FA BE R had a name for the

new device. “…the optical tube…it has pleased me to call, after the model of the telescope, a „microscope‟ because itpermits a view of minute things.”

Although many were very suspicious of the “artificial image” produced by the telescope, it was observable that it did enlarge distant objects. It was immediately useful. This was not the case for the microscope. Although a greatly enlarged image of everyday things was fascinating, no one could see any purpose for the microscope.

MICROSCOPE TIMELINE OF EVENTS

14TH century, Italian monks developed the art of grinding lenses. These lenses were made into spectacles toimprove the monks‟ failing eyesight.

In 1590, HA NS & LA CHA RIA S JA NSS EN (Dutch lens grinders) mounted 2 lenses in a tube to produce the first

CO MP OU ND MI CR OSCO PE (one with 2 main lenses) In 1665, RO BERT H OOK E used a crude Compound Microscope to observe thin slices of cork cells from „cork oak‟

trees. Cork is the very fast growing bark of the tree. The bark can be periodically stripped from a tree and usedto build ships, as it is very durable wood that resists rotting from water and mold when wood is constantly wet. Hooke may have studied cork b/c it was economically very valuable to the English and their ship-building industry.

Around the same time as Hooke, A NT ON VA N LE E UWE NHOEK , used a simple microscope (1 lens) to look at blood,

rainwater, teeth scrapings, etc.V

O CABU L A R Y : Li g ht M icr o s cope —uses mirrors or a light source to better view a specimen. Tr an sm is sio n El ec tro n M i c ro sco pe (1930’s)—image formed by electrons passing through a specimen. Higher

resolution than Scanning Electron Microscope. Sc ann ing E lec tro n M icrosco pe —(later than Transmission E.M.)—image formed by electrons bombarding the surface

of the specimen and secondary (low energy) electrons are emitted.C E L L

T H EORY ALL LIVING THINGS ARE MADE OF CELLS

CELLS ARE THE BASIC UNITS OF STRUCTURE & FUNCTION IN LIVING THINGS LIVING CELLS COME ONLY FROM OTHER LIVING CELLS

H A N S & Z A C H A R I A S J A N SS EN (1580-1638)o Dutch lens grinders (spectacle makers) / father & son / produced first Compound Microscope

ROBE RT H O OKE (1635-1703)o English Scientist / looked at thin slices of cork (cork oak) through a compound microscope / observed tiny,

hollow, room-like structures / called these structures “CELLS” b/c they reminded him of the rooms thatmonks lived in / only say the outer walls (cell walls) b/c cork cells are not alive

A NTO N VA N LE E UWE N HOEK (1632-1723)

o Dutch fabric merchant & amateur scientist / looked at blood, rainwater, scrapings from teeth through a

simple microscope (1 lens) / observed living cells; called some „animalcules‟ / some of these „animalcules‟ arenow called bacteria

MA TT HIA S S CHLE IDE N (1804-1881)o German Botanist / viewed plant parts under microscope / discovered that plant parts are made

of cells TH EODO R S HWA N N (1810-1882)

o German Physician / stated that all living things come only from other living cells aka Cell Theory RUDOL PH V IR CHO W (1821-1902)

o German doctor, anthropologist, pathologist, pre historian, biologist and politician / discovered “every cell stems from another cell”/ described the life cycle of Trichinella spiralis in swine

Stu dent Ch oice

3-4 QuestionsLevel 3 T he Ce l l T he o ry & M e m b r a n e T r a n s p o rt

T h e C e ll

• A cell is a membrane bound structure that is the basic unit of life• The first person to observe living cells was a Dutch microscope maker, Anton van Leeuwenhoek

(1632-1723)T h e C e ll Th e o ry

1. All living things are composed of one or more cells2. Cells are the basic units of structure and function in an organism3. Cells come only from the reproduction of existing cells

Fluid Mo sa ic Mo d el

• Used to describe the cell membrane• The lipid bilayer (aka: cell membrane) behavesmore like a fluid than a solid• This allows for a lateral movement proteins w/i the lipid bilayer• Pattern is constantly changing!

M e m b r a n e L i p i d s

• Pho s p h o li p id s : – Has a polar head– 2 non-polar tails– Hydrophilic head= close to water as possible– Hydrophobic tail = far away from water as possible

Lipid Bilay er

• The cell is surrounded by water• Molecules on both sides of the cell membrane• H20 molecules cause the phospholipids to form 2 layers…

lipid bilayer!• Phospholipid head face outward & tails inward

In t e g r al P r o t e i n s

• Proteins that are embedded into the lipid bilayer– Can be exposed to the inside and outside of the cell– Often carbs attached to i.p.– Exposed to the external environment– The carbohydrates can:

• Hold adjoining cells together

• Act as sites where viruses or chemical messages can attach (ex. Hormones)– Can form channels or pores– Transport

P e r i p h e ral P r o t e i n s :

• Located on both interior & exterior surfaces of the cell membraneMov em en t Ac ros s th e

M em bra neP a s s i v e tr a n s p o rt: 1. Diffusion2. Osmosis• Requires no energy• Movement of like species from area of high concentration to lowAc t i v e tr a n s p o rt: 1. Na+/k+ pump2. Endocytosis/exocytosis

3. Requires energySUMMARY: 3-4 Sentences

PLA SMOLYSIS OR CYTOLYSISFill in the answers: H Y P O TO N I C , H Y PER T ON I C or I S OT ON I C . State whether the cell would undergo PL AS M OL YS I S (“going out to play”) or C Y TOL YS I S . You are given the percentage of either the solute or the solvent. Fill in thepercentage of the other (they must equal 100%). Use an A RR O W to show the flow of the liquid into or out of the cell.Define Solute:Define Solvent: _

Example: S ug a r W a t e r : Sugar = the solute and Water= the solvent

1) 25 % H2O

% Solute

55% H2O % Solute

Cell: Shrink or Swell Environment:

2) % H2O45% Solute

25% H2O % Solute

Cell: Environment: Plasmolysis or Cytolysis

3) % H2O80% Solute

80% H2O % Solute

Cell: Environment: Plasmolysis or Cytolysis

4) 55 % H2O% Solute

50% H2O % Solute

Cell: Environment: Plasmolysis or Cytolysis

5) % H2O50% Solute

50% H2O % Solute

Cell: Environment: Plasmolysis or Cytolysis

6) % H2O88% Solute

% H2O30% Solute

Cell: Environment: Plasmolysis or Cytolysis

7) 100 % H2O % Solute

25% H2O % Solute

Cell: Environment: Plasmolysis or Cytolysis

8) 89 % H2O % Solute

50% H2O % Solute

Cell: Environment: Plasmolysis or Cytolysis

9) 25 % H2O% Solute

% H2O75% Solute

Cell: Environment: Plasmolysis or Cytolysis

3-4 QuestionsLevel 4 P a s s i v e

T r a ns p o rt • Di f f u s i o n = movement of like species from high [ ] to low [ ].• O s m os is = movement of a solvent from area of high[] to low [] across selectively

permeable membrane• I o n c h an ne l s = a specialized membrane movement of k+, ca2+, cl-, and na+ ions.• Fa c i l i t a t e d d i f f u s ion = process is used for molecules that cannot diffuse rapidly through the cell

membrane.

Hy p o to n ic

• [ ] of dissolved substances is lower outside cell than inside cell• Hypo means “below strength”• Water will move into cell causing it to swell• Cells could rupture if cell takes in too much water• This increases pressure inside of cell (t u r gor p r ess ur e )

Hy pe r to n ic

• [ ]of dissolved substances is higher outside the cell, lower inside cell• Hyper means “above strength”• H2O rushes out of cell causing it to shrivel• Can result in plasmolysis in plants which causes wilting• Hyper kids go out to play!!!

Is o t o n ic

• [ ] of dissolved substances outside the cell is the same as the inside of the cell• Iso- means “equal to”• Movement into cell = movement out of cell

Ac t i v e tr a n s p o rt

• Requires energy in the form of ATP (Adenosine Tri-Phosphate) and protein pumps• Endocytosis = cells ingest external fluid, macromolecules, and large particles• Pinocytosis = water• Phagocytosis = particles (solids)• Exocytosis = the process by which cells remove fluids, macromolecules, and large particles.

• Na/ k+ pumps– S t e p 1 : 3 Na+ ions attach to high level binding site– S t e p 2 : ATP is hydrolyzed, transferring a P to pump– S t e p 3 : The pump changes shape—moving Na+ outside!– S t e p 4 : Na+ break off & 2 K+ bind to site– S t e p 5 : (P) is hydrolyzed, changing the ATP to ADP– S t e p 6 : Pump changes shape & K+ attach to low level binding site– S t e p 7 : K+ leave and cycle starts again!!!

1. Cell Membrane 1. Cell Membrane2. Cell Wall 2. Chromosomes3. Mitochondria 3. Mitochondria4. Ribosomes 4. Ribosomes5. Endoplasmic Reticulum 5. Endoplasmic Reticulum6. Golgi Bodies (Apparatus) 6. Golgi Bodies (Apparatus)7. Cytoplasm 7. Cytoplasm8. Nucleus 8. Nucleus9. Nucleolus 9. Nucleolus

CELL PROJECT ORGANELLES TO INCLUDEPPllaanntt CeCellll OOrrggaanneelllleess AniAnimmalal CCeellll OOrrggaanneelllleess

10. Lysosomes 10. Lysosomes11. Vacuoles 11. Vacuole

Example of Rubric

NAME PERIOD_ IN

CELL PROJECT GRADING RUBRIC

Appearance UNATTRACTIVE

Did it last night

4

ORDINARY

Did it night before last

10

ACCEPTABLE

Did it w/ little time to spare

16

GORGEOUS

Did it w/ plenty of time to spare

20Locations of

cell parts

Can’t find my way!

More than half missing

Rough Roads Ahead!Only half

10

Detour NeededA couple missing

Made it there

with time to spare!All present

20Explanation off

unctions

Ridiculou

sMissing more

than halfMakes no

sense

Mediocre

Only half present Those present are sensible

10

Reasonabl

eA couple missing

Awesome

All present Makes plenty

of sense20

All projects must have des criptions o f the orga nelles that are listed on the

left page sheet & co lo r dra wings/pictu res

A. C e ll F a c t ory: In a S h o e b o x .The Cell has many organelles. Each organelle has its own specific function or job. Many times the

Eukaryotic Cell has been described as a factory. Each organelle has its own specific function in the cell. For example, the nucleus is the control center of the cell. So in your factory, the nucleus would be the Boss since it is in control of things. Create a 3-D model of a cell factory in a shoebox. List the job in the factory as well as the„real” function of the part in the cell. A complete list of the functions and the part of the factory that theyrepresent must also be included. It can be hand-written neatly or typed double space.

B. “Cell Island” – Tri-fold Brochure format

Create a travel brochure of either an animal cell or a plant cell. You must indicate which type of cell you are doing in the brochure. Imagine that you are a tour guide and giving a guided tour of the cell. You must describe the organelles and the functions they perform in the cell. The appearance of the cell part has to be related to the appearance of a common item A drawing also needs to be included of each item.C. C e l l M a p on a p os t e r

Create either an animal or plant cell map. Use the organelle list provided as a list of locations within the cellthat would be found on a map. Create a legend to help other‟s know how to read the map. For example, cytoplasm is streaming or moving like a river inside of the cell. Draw the cytoplasm as various streams or rivers interconnected throughout the cell. The style and shape of the lines you use for your river would be used in the legend to identify the cytoplasm or the “rivers”. At each location explain why something would want or need to travel to this location and how it would get there. Your map should be the size of a poster board. All information must be written neatly or typed and pasted to the poster. All parts must be neatly labeled. The entire projectmust be in color.

D. “ Ce ll ” p h on e u s e r g u id e Create a user‟s manual describing how each of the parts found on the “cell phone” work. Be creative!

Think about the user‟s manual that comes with a cell phone. The project must be presented in a booklet format and be typed with illustrations on each page.E. V i rt u a l C e l l p o w e r poi n t

Take us on a virtual tour of the plant or animal cell. Graphics and animations are a must in this project! All cell parts must be illustrated, discussed in detail and compared to some other item . The last slide must be a comparison of both animal and plant cells.F. C e l l V i d e o A d v e rti s e m e n t

Create an advertisement slogan and display on a video of either a plant or animal cell to “sell”. The presentation must be of the persuasive type. Be creative with each and every cell part! You can use the “infomercial” style to “sell” your cell!!!G. C e ll a s a n a m u se m e n t p a rk g u i d e / m a p

Create a guide like the one you get at an amusement park like Six Flags or White Water. Choose either theplant or animal cell and make its parts the “rides”. Take us on a journey though your park!H. P la n t an d Anim a l c e l l Ga m e

Create three games to help you learn about the structure and function of the plant and animal cells. The games must be your own creations – not something you “borrowed” from the Internet! Be creative and thought provoking. Must have color!

DUE DATE: I UNDERSTAND THIS PROJECT IS DUE ON OR BEFORE THE DUE DATE. IT WILL NOT BE ACCEPTED LATE. (NO HALF CREDIT!!!)

SIGNATURE x

CELL CITY AN ALO GYIn a far away city called Grant City, the main export and production product is the steel w id g e t . Everyone

in the town has something to do with steel widget making and the entire town is designed to build and export widgets. The t o wn h a ll has the instructions for widget making, widgets come in all shapes and sizes and any citizen of Grant can get the instructions and begin making their own widgets. Widgets are generally produced in sm a l l s h o p s around the city, these small shops can be built by the c a r pe n t e r 's u n i o n (whose headquarters are in town hall). After the widget is constructed, they are placed on sp e c i a l c a r ts which can deliver the widget anywhere in the city. In order for a widget to be exported, the carts take the widget to the p os t a l o f f i c e , where the widgets are packaged and labeled for export. Sometimes widgets don't turn out right, and the "rejects" are sent to the s c r a p y a r d where they are broken down for parts or destroyed altogether. The town powers the widget shops and carts from a hyd r a ulic d a m that is in the city. The entire city is enclosed by a large wooden f e n c e , only the postal trucks (and citizens with proper passports) are allowed outside the city.

Match the parts of the city (underlined) with the parts of the cell.

1. Mitochondria _2. Ribosomes _3. Nucleus _

4. Endoplasmic Reticulum _5. Golgi Apparatus _6. Protein _

7. Cell Membrane _8. Lysosome _9. Nucleolus _

** Draw an analogy of the cell using a different model. Some ideas might be: a school, a house, a factory, or anything you can imagine. Make sure you label the model with the name of the cell parts 1-9**

3-4 Questions: Level 3

•Organelles:

T he Cell

Headings Vocabulary Important info

In t e r n al O rg a n iza t ion

–Cell component that performs specific functions for the cell

Eukar yo t e s Organisms whose cells contain:

–Membrane-bound nucleus–Other organelles

Prokar yo t e s Unicellular organisms that lack amembrane- bound nucleus Lack other organelles

– Example= blue-green algae & bacteriumIn sid e th e C ell

•C y to p l a s m : –B/t the nucleus and the cell membrane–Where the organelles are located

C y to s o l: –Gelatin-like fluid that surrounds the organelles

Nucle us:

Large Near center of cell Contains most of cells genetic info Directs most activities of cell

– N u c l e a r M a t r ix = protein skeleton– N u c l e a r E nve l o p e = double membrane around nucleus– Ch r o ma t i n = combo of DNA & protein (stretched out chromosome)– Ch r o m o s ome = densely packed (“X”) chromatin– N u c l e a r Po r e = small holes (exit)– N u c l e o l u s = ribosome synthesis, production

Mitoc ho ndr ia

•The “mighty mouse” of the cell!!!

•Contain their own DNA•Surrounded by a double membrane•New mito. made when existing ones grow and divide•Transfer energy from organic compounds to ATP via

chemical rxn‟s•A T P = (Adenosine Tri-Phosphate) molecule that

most cells use as energy currency―Car (mitochondria)―Gasoline (chemical rxn)―Gas + engine = car starts (ATP made)

―Car runs (energy)•Surrounded by: 2 membranes (Outer & Inner)

1.Define Organelle:

T HE A N I M A L C E LL COLOR I N G

2.Use the Color key below to color the organelles of the animal cell. At least 1 type of each organelle within the cell is labeled with a letter. COLOR ALL ORGANELLES!

3.Write o n e function the organelle performs next to the color key below:

A. Cell membrane- brownB. Nucleus- light orange C. Nucleolus:- dark orangeD. Chromatin- black

E. Mitochondrion- red F. Golgi complex- purple G. Centriole:- light green H. Microtubule:- dark blue I. Vacuole:- yellowJ. Lysosome:- pinkK. Ribosome:- dark green L. Smooth ER:- white M. Rough ER:- light blue

B

3-4 Questions: Level 4

• C r i s t a e : –The long folds inside the inner fold–Enlarge surface area of inner membrane– chemical rxns take place

•Most numerous organelle in the cell•No membrane

R i b o s om e s

•60% RNA and 40% proteins make up ribosome's•Produced & assembled in the nucleolus•Many proteins are produced by a specialized cell, e.g. Antibodies

–Transported and used elsewhere in the organism•When ribosomes are attached to ER:

–Proteins inserted to membranes–Proteins exported from cell

E n d o p l a s m ic R e t i c u l u m ( E R)

•A system of membrane bound sacs and tubules•Intracellular “highway”

–Molecules move from one part of cell to another•2 types of ER:

–Smooth ER= (no ribosomes)–Rough ER= (covered

w/ribosomes) Rough ER :•In cells that make a lot of proteins•Used for export out of the cell•Also to be inserted into the cell membraneS m oo th ER :•Involved in production (synthesis) ofsteroid gland cells•Regulation of calcium levels•Breakdown of toxic substances by liver cells

•Processing•

Packaging•Secreting organelle•System of membranes “pancakes”

G o lgi A pp a r at u s

•Series of flattened sacs w/convex shape in the cytosol•Modifies proteins for export by cell

•Small•Spherical organelle•Enclose enzymes w/i single membranes•Digest protein, carbs., lipids, DNA, RNA

Ly s o s o m e

–Sometimes digest: old organelles, viruses, bacteria that were ingested•Rare in plant cells

T H E P L A N T C E L L C O LOR IN G 1. What do plant cells have that animal cells do not have?__

_ _ _ _ __ __

2. Use the color key below to color the organelles of t he animal cell. 'At least one TYPE of each organelle within the cell is, labeled with a letter. Color AL L organelles!

3. Write the function (in a plant cell) of each of the following organelles:A. Cell wall- light green _____________________________________________________ B. Cell membrane- brown _____________________________________________________ C. Nucleus- light orange______________________________________________________D. Vacuole- yellow________________________________________________________ __E. Chloroplast- dark green____________________________________________________ F. Golgi complex- purple______________________________________________________ G. Mitochondrion- red_______________________________________________________H. Microtubule- dark blue____________________________________________________I. Microfilament- dark blue___________________________________________________ J. Lysosome- pink__________________________________________________________ K. Ribosome- black__________________________________________________________ L. Endoplasmic Reticulum- light blue_____________________________________________ M. Cytoplasm______________________________________________________________4. What is the job of a chloroplast in the plant cell? ________________________________

C

3-4 Questions: Level 5

Cyt o s k e l e to

n•Network of long protein strands in the cytosol•No membrane•Aids in movement of organellesM ic r o f i l a m e n t s : Threads of a protein called Actin. Smallest strand makes up cytoskeletonM ic r o t u bl e s :•Largest strands•Hollow tubes•When cell is about to divide bundlescome together and extend across the cellS p i n d l e f i b e r s : •Thick bundles•Assist in movement of chromosome during cell division

Ho w C e lls M ov e •Cells use hair-like structures that extend from surface of the cell•Short & in large quantities = cilia•Long & less numerous = flagella

3-4 Sentence Summary:

Study ing Anim al Cells and Plant Cells ( Anal ysis & Drawing s)

Epithelial cells (High Power) Epithelial cells (Low Power)

Plant Cell (High Power) Plant Cell (Low Power)

Ana lyze a nd Co nclud e

1. Recognizing Patterns In what observable ways are animal and plant cells similar in structure and in whatobservable ways are they different?

2. Comparing Structures Compare and contrast the cytoplasm of epithelial cells and onion skin cells.

3. Analyzing Methods What is the reason for staining onion skin cells?

4. Inferring Conclusions Iodine solution causes the movement of chloroplasts to stop. Explain why.

5. Inferring Conclusions If some of the epithelial cells were folded over on themselves but were still transparent, what could you conclude about their thickness?

6. Further Inquiry Write a question about cell structure that could be explored in a later investigation.

Studyi ng A nima l Cells and Plant CellsS KILLS • Using a compound microscope· DrawingOBJ ECT IVES· Identify the structures you can see in animal cellsand plant cells.

• Compare and contrast the structure of animal cellsand plant cells.

MAT ERI ALS compound light microscopeprepared slide of human epithelial cells from the lining of the mouth

onion skin forcepsmicroscope slides and cover slips dropper bottle of stain solution

Be fo r e Y o u B e g i n

You can see many cell parts with a light microscope. In animal cells, the c yto p las m , c e l l m em b r a n e , n u cl e u s , n u cl e ol u s , and v ac u o l es can be seen. In plants cells, the c e l l w a l l and c h l o r o p las t s can also be seen. Stains add color to cell parts and make them more visible witha light microscope. A stain can even make the en d o p las m ic re t i c u l um visible. In this lab, you will use a light microscope to examineanimal and plant cells.

1. Why might a stain be needed to see cell parts under a microscope?

2. Based on the objectives for this lab, write a question to explore about cell structure.

PART A : PLA NT CEL LS

P R O C ED U RE

1. Examine a prepared slide of plant cells under l o w p ow e r with a compound light microscope. Find cells that are separate from each other, and place them in the center of the field of view. Switch to h i g h p ow e r , and adjust the diaphragm until you can see the cells more clearly. Identify as many cell parts as you can.

***Note: Remember to use only the fine adjustment to focus at high power.***

2. Draw a Plant cell. L a b el the c e l l w a l l and a c h l o r o p las t , as well as the c en t r a l v ac u ol e , the n u cl eu s , and the c e l l m em b r a n e if they arevisible.

PART B: AN IM A L C E L LS 1. Using a toothpick, carefully scrape/remove a small sample of cheek cells. Smear the toothpick onthe slide and add a drop of water on the slide. Then add a cover

slip.2. Observe the cells under lo w p ow er F IRS T . Look for an area of the cells in which you can

see the cells clearly, and move the slide so that this area is in the center of the field of

view (FOV). Switch to h igh p ow er SE C ON D , and, if necessary, adjust thediaphragm. Identify as many cell parts as you can.3. If you see movement it is called cytoplasmic streaming.4. Make a wet mount of another Cheek Cell using Lugol's iodine solutioninstead of water. Promptly wash off spills to minimize staining. Observethese cells under low and high power.

***CAUTION: Lugol's solution will stain your skin and clothing***.

5. Draw two or three epithelial cells as they look under high power. L a b el the

cell membrane, the cy to p lasm , the n u cl e a r en v e l o p e , and the n u cl eus of at least one of the cells. Make a second drawing of these cells as you imagine they might look

in the lining of your mouth in this circle.

PART C: CL E A N U P AND DISPOSAL

1. Dispose of solutions, broken glass, etc. in the waste containers designated by your teacher. Do not pour chemicalsdown the drain or put lab materials in the trash unless your teacher tells you to do so.

2. Clean up your work area and all lab equipment. Return lab equipment to its proper place. Wash your hands thoroughly before you leave the lab and after you finish all work

T he V irtu a l Ce l l http://www.ibiblio.org/virtualcell/index.htm

1.The “Virtual Cell” will allow you to get a close-up view of several organelles in 3D! You will be able to choose certainorganelles within the cell and manipulate them by zooming in on the organelle, rotating the image, and dissecting several organelles to view their contents. The intent of the activity is to provide you with a betterfeeling of the appearance (structure), function, and location of the organelles.

I. You should explore the following organelles within "The Virtual Cell": Check them off as you go. 1. Mitochondria 2. Centrioles 3. Smooth ER 4. Rough ER 5. Lysosomes 6. Golgi Body 7. Nucleus (chromatin, nucleolus, ribosomes)

II. Click on the "Virtual Cell Tour" and answer the following questions:

1. Describe the process in which proteins are packaged by the Golgi Body (apparatus).

2. Describe the structure of a Lysosome.

3. What are the functions of a Lysosome.

4. Describe the outer and inner structure of mitochondria.

5. Why is the inner membrane of mitochondria ruffled?

6. Where might have mitochondria originated from? Why?

7. Describe the arrangement of microtubules that compose the centrioles. (Hint: look carefully at the image)

8. Describe the outer membrane of the nucleus.

9. Describe the inner contents of the nucleus.

10. Describe the appearance of the nucleolus.

11. Describe the appearance of the endoplasmic reticulum.

12. What makes rough ER "rough"?