Transcript Levels of Organization

8/23/11 Squirrel of Organization pg 19
Sponge:
P. 56: Explain this statement. 1. Cells are the
basic unit of structure and function in all living
things.
All living things are made up of cells.
P. 67: 2. What are two advantages of being
multi-cellular?
The cells are specialized and can perform
different functions, and if one cell dies it does
not effect the organism.
Cells Vocabulary & Levels of
Organization (glue to pg. 20)
Take five minutes to read over “Life
under the Microscope” and then
find the correct term for the
definitions on the inside of your
sheet. Remember to use good
reading strategies as you read!
Level 1: Cells
• Smallest working unit of living things.
• May serve a specific function/job within
an organism, or may live alone
(unicellular).
• Ex: bone cells, cartilage cells, red blood
cells.
Level 2: Tissues
(No, not THAT kind of tissue!)
• Made up of cells that are similar in
structure/function that work together to
perform a specific function or job.
• Ex: Humans have FOUR basic tissues:
connective (fat, cartilage, bone, blood);
epithelial (skin), nervous and muscular
Level 3: Organs
• Made of tissues that work together to
perform a specific activity.
• Ex: lungs, heart, stomach, brain.
What other organs can you think of?
Level 4: Organ Systems
Groups of one or more organs
working together to perform
specific functions for the
organism.
Our human body has 11 organ
systems. Can you name them?
Level 5: Organism
• Entire living things that carry out all basic
life functions.
Meaning… they are made of cells, share
similar chemicals, can take in and use
energy, grow and develop, reproduce, and
sense and respond to changes in their
surroundings. They’re ALIVE!
Organisms are usually made up of many cells
but some organisms can be made up of only
one cell such as bacteria.
“Squirrel of Organization”
In each circle, draw a colorful
representative picture to match
that specific level. For
example, in the circle labeled
“cell”, draw a picture of a
specific type of cell you might
find in a squirrel.
8/23/11 Cell Structure & Function pg 19
Objective: To determine the
structure and function of cell
organelles.
Bell work: List in order the
levels of organization and
provide an example of each.
Cell Organelle Graphic Organizer
glue to pg 20
The cell theory tells us that…
1. All living things are made up of cells
2. Cells are the smallest working units of all
living things
3. All cells come from pre-existing cells
through cell division
What is a Cell?
Cell: the smallest unit that is
capable of performing life
functions.
Examples of Cells
Amoeba Proteus
Plant Stem
Bacteria
Red Blood Cell
Nerve Cell
Prokaryotic
1. Do not have
organelles with
membranes
2. Simple one-celled
organisms Bacteria ONLY!
3. I like to say “PRO?”
“NO!” (NO nucleus,
NO organelles)
Eukaryotic
1. Contain organelles surrounded by membranes
2. Complex organisms - most living things
3. For this, I like to say “EU?” “TRUE!” (TRUE nucleus,
TRUE organelles)
Plant
Animal
Let’s Compare…
Make your own analogy!
For each organelle on the following slides,
think of a picture analogy that will help you
to remember the organelle and what it
does! You will draw this in the last column
of your organizer.
The first one is already done for you!
Cell Membrane
All Prokaryotic &
Eukaryotic cells
Structure:
- Located on outside of
cell.
- Made of phospholipid
bilayer: phosphates and
lipids (fats)
Function:
- Determines what goes
in/out of cell
- Protects and supports
cell
Cytoplasm
All Prokaryotic &
Eukaryotic cells
Structure:
Jelly-like material
found inside cell
membrane
Function:
Supports and protects
cell’s organelles.
Contains some
nutrients for cell.
Nucleus/Nucleolus/DNA
Nucleus ONLY in Eukaryotes
(Free-floating DNA in
Prokaryotes)
Structure:
- Has a nuclear membrane to
allow materials in and out
- Contains genetic material – DNA
(chromosomes) which contain
instructions for traits
- Contains dark central ball called
the nucleolus (makes ribosomes)
Function: Directs cell activities.
Ribosomes
All Prokaryotic &
Eukaryotic Cells
Structure:
- Not bound by a membrane
- Cell contains thousands.
- Found on endoplasmic
reticulum & freely floating
throughout cell
Function: Make protein
Mitochondria
Eukaryotic cells only
Structure:
Rod shaped and found
throughout cell
Function:
- “Powerhouse” of cell
- Produces energy from sugar
through chemical reactions
(Cellular Respiration)
Chloroplast
Eukaryotic PLANT cells only
Structure:
- Found in plant cells
- Contains green chlorophyll
Function:
Photosynthesis uses
sunlight to make sugar for
plant
Golgi Bodies/Complex/Apparatus
All Eukaryotic Cells
Structure: Made of 5-8
sacs
Function:
- Processes and packages
proteins & lipids
- Move materials within the
cell and out of the cell in
small sac called “vesicle”
Endoplasmic Reticulum
All Eukaryotic Cells
Structure:
- Series of tubes and
sacs
- Smooth: without
ribosomes
- Rough: with
ribosomes
Function: Transports
proteins and breaks
down drugs in the cell
Lysosome
All Eukaryotic Cells
Structure:
Vesicle built by the Golgi
bodies
Function:
- Digests excess or worn
out organelles, food
particles, and engulfed
viruses or bacteria.
- “Disposal” of the cell
Vacuole
All Eukaryotic Cells
Structure:
- Large & few (plant cell)
- Small & many (animal cell)
- Contains water
Function:
- Help plants maintain
shape
- Storage, digestion, &
waste removal
Cell Wall
All Prokaryotic cells
and Eukaryotic PLANT
cells only
Structure:
Rigid wall found only in
plant cells & bacteria
cells
Function:
Supports & protects
cells
How many can you remember?
Left Side Homework
Write the following directions in your own
words:
Pick your favorite organelle from our lesson
today, and draw that organelle as a
superhero comic book character
performing it’s job.
Creativity, coloring, and the job it performs
will all be factors in your grade!
8/24/11 Bacteria, Plant and Animal Cells pg 21
Objective: To identify the locations of
prokaryotic and eukaryotic cell organelles.
Bell work: Why is the location of the nucleus
important to the function of the cell?
Glue Cells Sheet to pg 22
Now, let’s look at the Bacteria Cell:
Color the key (the squares) of the bacteria cell
sheet using the color coding provided.
1. Cell Membrane - purple
2. Cytoplasm - white
3. DNA: free-floating in Bacteria Cells (no
nucleus) – orange
4. Ribosome - black
5. Cell Wall – light green
For both the Plant & Animal Cells
Color the key (the squares) of BOTH the plant and animal
cells using the color coding provided.
1. Cell Membrane - purple
2. Cytoplasm - white
3. Nucleus (including Nuclear Membrane, Nucleolus and
Chromosomes/DNA (4/5) are not shown but are still present in
plant cells – orange
6. Ribosome - black
7. Mitochondria - red
8. Vacuole – light blue
9. Golgi Body - yellow
10. Endoplasmic Reticulum - dark blue
11. Lysosome - pink
** Unique to Plant Cells:
12. Chloroplast – dark green
13. Cell Wall – light green
Homework for Tonight
Color the cells according to the
keys provided. You MAY NOT use
colors other than those you were
given today. Make sure to review
your organelles.
8/26/11 The Microscope pg 23
Objective: To identify the
structures and functions of the
microscope and how to use it.
Bell work: What happens to an
image when it is seen through a
microscope?
History of the Microscope
1000 A.D - First use of lenses to view images of Greek & Roman
writings
1590 – Dutch lens makers Hans & Zacharias Janssen make the first
microscope by placing two lenses in a tube
1665 - Robert Hooke is first to describe and coin the
phrase "cell" when observing a slice of cork using a
microscope power of 30X
1675 – Anton van Leeuwenhoek “father of microscopy”
uses a simple microscope with one lens and is the first to
describe bacteria
Label both the diagram and the function:
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Body Tube - Hollow tube that may hold
lenses or mirrors.
Nosepiece - Holds the objective lenses;
rotates to use different lenses.
Middle Objective - Objective with power of
10x
Low Objective - Objective with power of 4x
(Smallest objective)
High Objective - Objective with power of 40x
(Longest objective)
Stage Clips - Holds the slide in place
Iris Diaphragm - Controls how much light
shines through
Lamp - Provides the light that shines through
the slide
Eyepiece - The part you look through - also
has a 10x lens in it
Arm - Supports the body tube and makes a
good handle for carrying the microscope
Stage - The place where you set the slide
Coarse Adjustment Knob - Used for finding
stuff under low power, moves the stage up
and down, too
Fine Adjustment Knob - Used for highpower focusing
Base - Supports the weight of the
microscope
How should you ALWAYS carry a microscope?
Tucked in like a football; with one hand under the
base and one around the arm.
Eyepiece Magnification
Total Magnification =
(10x)
X
Objective Magnification
(# on Objective lens)
Find the Total Magnification for the following objective
lenses:
1. objective = 4x
4X10=40 times!
2. objective = 10x
10X10=100 times!
3. objective = 40x
40X10=400 times!
Microscope Review
1. Body Tube
2. Nosepiece
3. Middle Objective
4. Low Objective
5. High Objective
6. Stage Clips
7. Iris Diaphragm
8. Lamp
9. Eyepiece
10. Arm
11. Stage
12. Coarse Adjustment
Knob
13. Fine Adjustment Knob
14. Base
Microscope “E” Lab
Objective: To demonstrate proper use of the microscope.
Here’s what a letter “e” from a newspaper might look like
on a prepared slide. Use this image to help you answer
the following questions.
Write a Hypothesis on your paper about what you think
will happen once you look at the letter “e” through the
microscope:
We know that microscopes will make images appear larger.
What else do you think will happen to the image of the letter
“e” when looked at through the microscope?
Data and Conclusions:
1. Using the COARSE adjustment knob with the microscope on LOW power,
raise the stage until the “e” can be seen clearly. Draw what you see below
in the LOW POWER circle. Change the nosepiece to MED/HIGH Power you’ll notice the “e” is out of focus. DO NOT TOUCH the Coarse
Adjustment knob, instead use the FINE adjustment knob to sharpen your
picture. Draw what you see in the MED/HIGH power circle.
2. Compare what you see through the eyepiece and the “e” that you see on
the stage. Don’t say it looks bigger…look closely! What happened? Why
do you think this happened?
3. Looking through the EYEPIECE, move the slide to the upper right area of
the stage. What direction does the image move through the eyepiece?
4. How does the ink appear under the microscope compared to normal view?
5. Why do you think a specimen placed under the microscope has to be thin?
6. Was your hypothesis from above supported? Why or why not?
7. How does the letter “e” as seen through the microscope differ from the
way an “e” normally appears?
9/7/10 Moving Cellular Materials – Page 25
Objective: To learn how
cells move materials
Bell work: Watch the
demonstration. When you
smell the air freshener,
raise your hand. Answer
the following:
How is each student’s
distance from the teacher
related to when he or she
smelled the air freshener?
Why do you think this
pattern occurred?
Watch Tim and Moby from BrainPop talk
about Moving Cellular Materials
Now answer the following questions on
the left side:
1. What part of the cell helps the cell
maintain homeostasis?
2. Can you apply your knowledge of the
cell membrane to how a cell interacts
with its environment?
Cellular Transport Foldable
Fold your paper in half, then half again, then
half again like me!
Open it up. You should have 8 equal-sized
squares. Fold the “doors” into the center,
so that your paper looks like a window with
closed “shutters”. Cut the “shutters” so that
you have four total doors.
1
2
3
4
Cellular Transport Foldable
On the front of each door, explain the
following processes:
DOOR 1: Osmosis
DOOR 2: Diffusion
DOOR 3: Transport Protein
DOOR 4: Transport by Engulfing
Underneath each door, correctly illustrate
the process. Use the textbook pages 8085 to help you. Worth 100 points and to
be TURNED IN tomorrow! After I grade
them you will glue them to page 26.
Osmosis & Diffusion Lab
Tomorrow in class you will be participating in a
mini-lab. Today, we are going to begin the
lab with the following set-up:
Procedure:
1. Fill two beakers ¾ full with water.
2. Add salt and stir one beaker until no more
salt will dissolve. There will be some salt left
on the bottom of the beaker.
3. Label the beakers with “fresh” or “salt” water.
4. Weigh and record the initial weight of a stalk
of celery, a piece of carrot, 2 grapes and 3
raisins and place in each beaker.
5. They will soak in the solutions overnight and
we’ll measure them again tomorrow.
Exit Ticket: Lab – page 25
What will happen to the carrots,
celery, grapes & raisins in fresh
water? What about in the salt
water? Do you expect all of the
foods to act the same way?
Explain your answers.
9/8/10 Diffusion and Osmosis Lab
Page 27
Objective: To understand how cells
transport materials
Bell work: Draw or write an analogy for
Active and Passive Transport using a
bicycle and a hill.
“Cells: The Building Blocks of Life” Movie
Watch the movie segment and answer the
questions about cellular processes.
Diffusion and Osmosis Lab
Page 28
Procedure
1. Using the balance, find
and record the mass of
each of your vegetables
for both the salt water and
the fresh water to the
nearest tenth of a gram.
2. Record the data in the
tables provided.
Exit Ticket – page 27
Using the graph paper
provided, create two
BAR graphs: one for all
salt water produce and
one for all fresh water
produce. Each produce
item should have two
bars comparing initial
and final weight!
Please color your bar
graph and also answer
any questions on your
handout from today’s
lab!
9/9/10 Ecosphere Mystery! Page 29
Objective: Explain
what happens during
the process of
photosynthesis and
respiration
Bell work:
There is no need to
add the nutrients
necessary for life.
How do the shrimp
and algae survive?
Graphic Organizer
Use the following words to fill in the organizer:
Glucose(2) carbon dioxide(2) oxygen(2)
Water(2)
photosynthesis
sugar
Sunlight
mitochondria
chloroplast
Energy
ATP
cellular respiration
Photosynthesis occurs
inside the chloroplast
of the PLANT cell. It
uses the carbon
dioxide and water
given off by animals
along with sunlight to
create sugar (also
known as glucose) for
food as well as oxygen
as waste.
Cellular Respiration occurs inside the
mitochondria of the ANIMAL and PLANT
cells. It uses the Oxygen and Glucose made
by PLANTS to create Energy (ATP) for daily
cell processes and also creates Carbon
Dioxide and Water as waste.
It’s a Cycle!...
The Cycle of Life
What is the equation for photosynthesis?
H2O + CO2 + sunlight => C6H12O6 + O2
What is the equation for cellular respiration?
C6H12O6 + O2 => H2O + CO2 + ENERGY (ATP)
They’re backwards of one another!!!
Is there life on other planets?
You are a crew-member on a space ship that is on an
exploration mission searching for life on other planets. The
commander of the ship has sent you and three of your crewmates
to the surface of a newly discovered planet. Your mission is to
solve a mystery. You must find out what gas the other life forms
exhale. Your only clue is a CD video clip of one of the other life
forms exhaling through a straw into a clear container labeled
“bromothymol blue.” At the beginning of the video clip the solution
inside the “bromothymol blue” container is yellow; however, after
the other life form exhales into the container for a period of time
the “bromothymol blue” solution turns from yellow to blue.
The atmosphere of this new planet is 21% oxygen and
does not contain any known toxins so your commander sends
you to the surface without a space suit. You and your team are
equipped with a solution of bromothymol blue, safety glasses
(four pairs), a clear container, a straw and a plastic bag
containing water and a sprig of an aquatic plant. Each member of
your team has been assigned one of the following roles:
documentation officer, timekeeper, peacekeeper, or materials
manager. You have 25 minutes from the time of your arrival on
the new planet to solve the mystery and ready yourself to return
to your ship.
How do we do this?
Here are some questions to ask yourself as you
work…
1. What color does the bromothymol blue
solution turn in the presence of carbonate
water?
2. What color does the bromothymol blue
solution turn after you exhale into it for
approximately two minutes?
3. What do you think would happen if you put
the aquatic plant into the bromothymol blue
solution?
4. What gas (or gases) can bromothymol blue
serve as an indicator for?
Need more help?
5. What gas do you exhale?
6. What gas do plants give off?
7. How long (in seconds) did you have to
exhale into the bromothymol blue solution
to elicit a color change?
Is there life on other planets?
What type of gas does the alien
life form breathe?
How do you know? Explain,
using evidence from your
experiment.
9/10/10 You’re an Organelle! Page 31
Objective: Demonstrate knowledge of cell functions by
performing a “play” in which you act as an organelle and
work together to complete basic cell functions.
BW: What did the alien from yesterday’s lab breathe
in? Out? How do we know?
You’re an organelle!
Task 1 (You will have 15-20 minutes to complete this.)
1.
2.
You will be assigned an organelle that you will pick out of
a basket.
Using your textbook (pages 60-67), write a sentence
answering each of the following questions on your notes
page. Be sure you understand your job as you will
have to act the part!
1. What is my job in the cell?
2. What do I look like?
3. Where in the cell would you find me?
3. On your construction paper, write the name of your
organelle and draw a large picture of it. Carefully
add your string and wear it!
You’re an organelle!
The Plot (acting out the play 10-15 minutes):
We are now going to perform the roles of the
individual organelles.
In our play so far, what organelle is missing
and what is its job?
I’M THE NUCLEUS and I direct the cell’s
activities!!
Scenario: First we’ll make FOOD inside the
plant cell, and then when an animal eats the
plant, we’ll use that food to make ENERGY
or ATP during cellular respiration! Then
we’ll use that energy to make protein!
You’re an organelle!
Mini-Lesson:
Why is the location of the
organelle within the cell
important?
Exit Tickets
1) Compare the process of photosynthesis to
the process of baking a cake.
2) What organelle uses the food made during
photosynthesis to produce energy?
3) Describe the relationship between the
nucleus, endoplasmic reticulum and the
ribosomes.