TEKS BIOLOGY 10 A & B, 6A ,6B & E
Integument, Cell Cycle, Intro to DNA
TAKS Objective 2 – The student will demonstrate an understanding of living systems and the
environment.
TEKS Science Concepts 10 A & B
The student knows that, at all level of nature, living systems are found within other living systems,
each with its own boundary and limits. The student is expected to:
(A) interpret the functions of systems in organisms including circulatory, digestive, nervous,
endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and
immune;
(B) compare the interrelationships of organ systems to each other and to the body as a
whole;
6 A ,B, & E
The student knows the structures and functions of nucleic acids in the mechanisms of genetics. The
student is expected to
(A) describe components of deoxyribonucleic acid (DNA); and illustrate how information
fro specifying traits of an organism is carried in the DNA;
(B) explain replication, transcription, and translation using models of DNA and ribonucleic
acid
(C) compare the processes of mitosis and meiosis and their significance to sexual and
asexual reproduction
TAKS Objective 2
page 1
Biology
For Teacher’s Eyes Only
Teacher Background: There are twelve major organ systems in the human body (i.e., circulatory, skeletal,
respiratory, excretory, integumentary, nervous, digestive, endocrine, reproductive, immune, lymphatic, and
muscular systems). In this TEKS, we will introduce students to the common structures of the integumentary
system and their basic functions. A brief description of this system follows:
Integumentary System – Skin is the outer covering or integument of the animal body and is the largest
organ of the body. It covers the entire visible surface of the body including hair, fingernails, and toenails.
We have two main layers of skin the epidermis (outer layer) that contains melanocytes which makes
melanin that produces a tan, freckles and moles in an attempt to protect our skin from sun damage.
Additionally, there is the dermis (inner layer) which contains blood and lymphatic vessels, nerves, nerve
endings, sweat glands and oil glands. Hair follicles also grow out of the narrow cavities of the dermis. The
skin has several very important functions. These functions include protection for underlying tissues, acting
as a sense organ, maintaining a balance of chemicals in the body, and regulating body temperature to
maintain homeostasis.
Student Prior Knowledge
Students should be familiar with the components associated with body systems TEKS 6.10 (C) identify
how structure complements function at different levels of organization including organs, organ systems,
organisms, and populations and the functions of these systems.
TAKS Objective 2
page 2
Biology
More Than Skin Deep
5 E’s
ENGAGE
Fingerprinting Activity
Upon completion, ask discussion questions like these:







Are your fingerprints the same on your five fingers? No
Do any of your fingerprints have the same pattern as those of your three classmates? No
Why is a fingerprint a good way to identify a person? They are unique to each individual.
Where else on your body might you have the kinds of skin patterns seen on your fingertips? Toes
What would happen if you were missing an organ? For most you could not survive very
long…there are a few you can live without (spleen, one kidney, etc…)
Would you consider skin to be an organ? Why or why not? Answers will vary…Yes skin is an
organ because it is a group of specialized cells and tissue that work together to perform specific
functions.
Our skin can help identify who we are, but what are some other functions of our integument?
Temperature control, protection, barrier from disease, etc…
EXPLORE
Human Epidermal Cells Lab
Students will examine their own skin cells under the microscope and explore the MD Anderson Project
SAFETY curriculum to discover the overall function and components of the integumentary system.
TAKS Objective 2
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Biology
EXPLAIN
Answer questions at the end of lesson one that is provided with the MD Anderson Project SAFETY
curriculum
Complete the Skin PowerPoint Presentation.
Epidermis
Dermis
ELABORATE
Interactive Tutorial on Burns
http://www.nlm.nih.gov/medlineplus/tutorials/burns/htm/index.htm
Informational Brochure on Burns
Have students participate in research of different degrees of burns and the layers of skin that they affect.
TAKS Objective 2
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Biology
EVALUATE
1. In a science journal, the learner will construct a diagram of the layers of the skin, including the
epidermis, dermis, etc….
2. Using the MD Anderson Sun SAFETY CD, the learner will pass the end of lesson assessments with
70% proficiency.
3. The learner will produce a brochure on burns and treatment. A minimum score of 70% on the scoring
rubric is required.
TAKS Objective 2
page 5
Biology
TAKS Objective 2
page 6
Biology
Fingerprinting
Overview:
Our skin has multiple functions. One function assists police personnel in the identification process. Many
people know that each person has a fingerprint that is unique to them; however, does each of your fingers
have a unique print. Your purpose in this lab is to determine if each of your own fingers has a unique
fingerprint.
Materials:
Black ink pad
Magnifying glass
Procedures:
1. Use the data table.
2. Press the tip of your thumb onto the surface of the ink pad. Check to make sure that ink transferred
onto your thumb.
3. Roll your thumb from left to right across square 1 on the data table. Immediately lift your thumb
straight up from the paper.
4. Repeat steps 4 and 5 with each of your other four fingers. Use squares 2 through 5 on your data
table.
5. Wash and dry your fingers.
6. With a magnifying class, observe the prints. Identify the patterns of each fingerprint by comparing
it with the diagram. Complete the data table.
7. Compare your fingerprints with those of three other classmates.
TAKS Objective 2
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Biology
Ridge Patterns:
www.ece.uah.edu/.../fingerprint_recognition.htm
TAKS Objective 2
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Biology
TAKS Objective 2
page 9
Biology
Data Table:
Finger
Fingerprints
Right Hand
Ridge Patterns
Pattern Name
1
2
3
4
5
TAKS Objective 2
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Biology
Questions:
1. Are any of your fingerprint patterns the same on your five fingers? If so, which ones are repeated
and which fingers are they on?
2. Do any of your fingerprints have the same patterns as those of your three classmates?
3. Why is a fingerprint a good way to identify a person?
4. Where else on your body might you have the kinds of skin patterns seen on your fingertips?
TAKS Objective 2
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Biology
Human Epidermal Cells
Overview:
What do your skin cells look like? It is easy to remove some of your skin cells and look at them under
the microscope. Therefore, in this lab you will be observing your own epidermal cells.
Materials:
Clear tape
Microscope slide
Soap/Water
Slide cover slip
Methylene blue stain, 1% aqueous
Dissecting needle
Microscope
Forceps
Procedures:
1. Safety---Wear chemical splash goggles gloves and aprons when working with a vital stain.
Methylene blue will stain nearly everything and is difficult to remove. Prevention is the key when
working with vital stains.
2. Wash the underside of a wrist that will be sampled for epidermal cells with soap and water.
3. Stick a clean piece of clear tape on the underside of the washed wrist.
4. Using your forceps to avoid fingerprinting the tape, gently remove the piece of tap from the wrist.
5. Place the tape, sticky-side up, on a clean microscope slide.
6. Stain the top, sticky side of the tape with 2 to 3 drops of 1 % methylene blue solution.
7. Use a dissecting needle to gently place a cover slip over the sticky tape. Lower the coverslip down
onto the tape and them remove the dissecting needle. This should prevent staining your fingers.
8. Examine the slide under a microscope. Look for cells with low power first, and then switch to high
power for a more detailed observation.
9. Record your observations of epidermal cells by making drawings. Label your drawings with
appropriate magnifications. Use your knowledge of the size of microscopic field to estimate the
size of the cells.
TAKS Objective 2
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Biology
More Than Skin Deep
Answer KEY
Correctly identify the label components on the following diagram:
•
A. Basal Cells/
•
G. subcutaneous tissue
•
B. muscle
•
H. fat
•
C. sebaceous gland
•
I. arterial blood vessel
•
D. hair shaft
•
J. sweat gland
•
E. epidermis
•
K. hair follicle
•
F. dermis
Melanocytes
TAKS Objective 2
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Biology
More Than Skin Deep
Correctly identify the label components on the following diagram:
•
A. _________________________-
•
G. _________________________
•
B.__________________________
•
H. _________________________
•
C. _________________________
•
I. __________________________
•
D. _________________________
•
J. __________________________
•
E. _________________________
•
K. __________________________
•
F. _________________________
TAKS Objective 2
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Biology
Burn Flyer
Obtained from the Nemours Foundation
http://kidshealth.org/parent/firstaid_safe/sheets/burns_sheet.html
Also available in Spanish
©1995-2007 The Nemours Foundation. All rights reserved.
TAKS Objective 2
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Biology
Cell Cycle Overview/Structure of DNA
5 E’s
ENGAGE
Humans shed their entire epidermis every 15 to 30 days.
Bloodhounds detect this upon tracking
How do we replace our entire epidermis this quickly?
EXPLORE
Exploration 1
Cell Cycle Internet Activity
http://www.cellsalive.com/cell_cycle.htm
Students will search for unique characteristics of the two main stages of the cell cycle (Interphase and
Mitosis). They will complete two charts that will help them discover that interphase has several stages (G0,
G1, S and G2). Additionally, they will discover the phases of mitosis (Prophase, Metaphase, Anaphase,
Telophase) and their functions.
Exploration 2
Berry Full of DNA Lab
Students will extract DNA in its raw form from strawberries and observe.
TAKS Objective 2
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Biology
Exploration 3
DNA Jewelry
Students will “replicate” a sequence of DNA using beads.
Materials:
Quantity

1 roll

1 pkg

1 pkg

30

24

1 pkg

1 pkg

1 pkg

1 pkg

30

1 box
Preparation:
1.
2.
3.
Description
Copper Wire, 28 Gauge
Large “E” beads (3mm dia.) Gold—Phosphate
Large “E” beads (3mm dia.) Clear—Deoxyribose
Key chain rings
Silver Earring Wires
Gold Tubular Beads (Long)—Adenine
Red Tubular Beads (Short)—Thymine
Blue Tubular Beads (Long)—Guanine
Green Tubular Beads (Short)—Cytosine
Plastic Petri Dishes, Envelopes, or Cups to hold beads
Paper clips
Measure and cut the copper wire into 86 cm lengths for each student.
In each students Petri dish or container provide the students with the following:
 26 Gold Large “E” Beads
 26 Clear Large “E” Beads
 8 Gold Long Tubular Beads
 8 Red Short Tubular Beads
 5 Blue Long Tubular Beads
 5 Green Short Tubular Beads
Also, provide each student with a key chain wire or earring wire.
EXPLAIN
Through questioning and answers, during a detailed PowerPoint with graphics, video and animations,
students will be introduced to and explain in detail the process of replication and the structure of DNA.
TAKS Objective 2
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Biology
ELABORATE
Elaboration 1
DNA Computer Model
Students will generate a DNA model using the draw tool in Microsoft word.
Elaboration 2
PBS Video --- Photo 51
Student will follow a film guide while watching the video that describes the contributions of
various scientist and the historic implications of the research that allowed the discovery of
the molecular structure of DNA
EVALUATE
1. Using the internet, students will complete two charts with the phases and function of the cell cycle
and mitosis. A grade of pass/fail will be given.
2. After observing the extracted DNA and participating in a class discussion, the learner will document
the observable characteristics of DNA in their journal. A grade of pass/fail will be given.
3. Using text and directions, students will construct and replicate a model of DNA placing sugars,
phosphates, and nitrogenous bases (Adenine – Thymine and Cytosine with Guanine) with at least 4
of the 5 structures in their correct sequence.
TAKS Objective 2
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Biology
The Never Ending Cycle??
Go to http://www.cellsalive.com/cell_cycle.htm
While reading through the information and watching the animations, you and your partner, search for and
name the defining aspects of each of the following stages.
Stages
Unique Features
1. All cells enter this phase at some point.
G0
2. Can be a temporary or permanent resting period
3. Mature neurons stay in this phase
1.
G1
2.
3.
4.
Interphase
S
1.
1.
G2
2.
3.
1.
Mitosis
2.
3
List Phases.
Cytokinesis
TAKS Objective 2
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Biology
Berry Full of DNA
Exploring Properties of Strawberry DNA
Lab Activity
Question: How do the physical properties of strawberry DNA relate to the structure of DNA molecules?
Lab Overview:
In this lab, you will observe the physical properties of DNA. You will break open strawberry cells, prepare
a filtered extract containing strawberry DNA, and separate out molecules of DNA in a test tube. What does
DNA look like in a test tube? What properties can be observed with the unaided eye?
Introduction:
Strawberries are a good source of DNA because they are octoploidy, have 8 copies of each type of
chromosome. You will break open the cells of a strawberry, and then separate the DNA from the
remaining cell parts. You will never be able to each a strawberry again without thinking about how much
DNA is in it! After the lab, you may be able to take home a sample of pure strawberry DNA.ry DNA.
Materials (per pair of students)
 Self-sealing plastic storage bag of good quality
 Strawberry
 10 mL DNA extraction buffer (soapy, salty water)
 Filtration Apparatus: cheesecloth, funnel and test tube
 Ice-cold ethanol in a beaker
 Plastic pipette
 Glass rod or inoculating loop
 Safety goggles or glasses
 Microcentrifuge tube (optional)
TAKS Objective 2
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Biology
Procedure:
1. Place 2-3 strawberries in a self sealing plastic storage bag. Pres the air out and seal it.
Knead the bagged strawberries with your fist for 2 minutes.
2. Add the DNA extraction buffer to the bag. Press the air out carefully and seal the
bag.
3. Knead the bagged strawberry with the DNA extraction buffer for 1 minute.
4. Carefully pour the strawberry/buffer solution into the filtration apparatus. Let the
solution drip directly into the test tube, as shown below:
5. When the test tube is about 1/8 full, take the funnel out of the test tube. (You can
discard any extra strawberry pulp with the cheesecloth.)
6. Slowly drizzle cold ethanol from the dropper bottle along the side of the test tube,
until the test tube is about half full with liquid. The ethanol should form a distinct
layer on top of the filtered extract.
TAKS Objective 2
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Biology
7. Dip the loop or rod into the tube right where the ethanol and extract layers are in
contact with each other, as shown below. Keep the tube at eye level so you can see
what is happening. Pay attention to the characteristics of the DNA as it precipitates.
8. If available, obtain a micro-centrifuge tube from your teacher, then save some of the
DNA you prepared by scraping it into the tube. Be sure to cap the tube tightly.
TAKS Objective 2
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Biology
Berry Full of DNA
Draw what you observed in the space below:
Observations:
1. How does the appearance change as you add the detergent and swirl it in?
2. What do you think in happening in this step?
TAKS Objective 2
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Biology
3. Describe the appearance of the mixture when you first began to place the ice-cold
alcohol on the strawberries with buffer solution.
4. Describe what happened when you first twirled the stick in or near the DNA-alcohol
interface.
5. When you lifted the stick out of the tube and a fiber of DNA following, did you think
that this was a single molecule of DNA? Why? Why not?
6. How would you describe the appearance of DNA to someone who has never seen it?
TAKS Objective 2
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Biology
DNA Jewelry Teacher Prep
Materials:
Quantity

1 roll

1 pkg

1 pkg

30

24

1 pkg

1 pkg

1 pkg

1 pkg

30

1 box
Description
Copper Wire, 28 Gauge
Large “E” beads (3mm dia.) Gold—Phosphate
Large “E” beads (3mm dia.) Clear—Deoxyribose
Key chain rings
Silver Earring Wires
Gold Tubular Beads (Long)—Adenine
Red Tubular Beads (Short)—Thymine
Blue Tubular Beads (Long)—Guanine
Green Tubular Beads (Short)—Cytosine
Plastic Petri Dishes, Envelopes, or Cups to hold beads
Paper clips
Preparation:
1.
2.
3.
Measure and cut the copper wire into 86 cm lengths for each student.
In each students Petri dish or container provide the students with the following:
 26 Gold Large “E” Beads
 26 Clear Large “E” Beads
 8 Gold Long Tubular Beads
 8 Red Short Tubular Beads
 5 Blue Long Tubular Beads
 5 Green Short Tubular Beads
Also, provide each student with a key chain wire or earring wire.
TAKS Objective 2
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Biology
DNA Jewelry
Making Your DNA Molecule
Part I
Make your DNA molecule according to the directions given to you.
Part II
Decoding Your DNA Model
Color Key:
Model:
(Tape Model Here)
=____________
A
T
=____________
G
=____________
=____________
C
D
P
Sugar
=____________
Phosphate
=____________
Decoding Directions:
Read your model from the top down, and use the strand that has the phosphate at the
top as the sense strand. Color in the symbols with the colors that correspond to the
color of the beads in your model. Then, based on your model, fill in the transcribed
mRNA and the amino acids for which they code in the spaces on the next page. You
may need to draw additional rungs on the ladder to correspond to the number of rungs
in your model. The first 3 rungs are done for you.
TAKS Objective 2
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Biology
5’
DNA
Transcription
Amino
Acid
“Sense” Strand
“Non-Sense” Strand
(mRNA)
3’
For
Coded
A
___ U___
(Start)
G
3’
5’
TAKS Objective 2
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Biology
DNA Jewelry Directions
Step One
Measure out 34 inches / 86 centimeters of 28 gauge wire. Find the midpoint and place the beads in the following manner at the halfway point.
During this and all following operations, be careful not to put "kinks" in
the wire because that will weaken the wire and make it difficult to thread the
wire through the narrow openings in the tubular bugle beads.
Step Two
Run the end of the wire on the right, in the previous frame, through the
green and silver bead on the left. Run the end of the wire on the left through
the blue and silver bead on the right.
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Biology
Step Three
Double check that the beads are in the center of the wire. Pull the wires
gently to snug up the beads against each other. They should look like the
photo below.
Step Four
Add a gold (phosphate) and a silver (deoxyribose) to the right and left
wires. Add your choice of one of the matching nitrogen bases to each wire.
Remember that the purine adenine pairs with the pyrimidine thymine and
the purine guanine pairs with the pyrimidine cytosine. Cross the wires, and
gently remove the slack in the wire as you did before.

TAKS Objective 2
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Biology
Step Five
Repeat the previous steps as many times as you wish. The sequences are up
to you--DNA has an infinity of possible combinations of base pairs.

Step Six
Keep the wire rather taut when you pull the gold colored phosphate seed
beads out to the sides of the molecule. This is shown in the following photo.

TAKS Objective 2
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Biology

Step Seven
Earrings can be made any length-- twelve base pairs make a nice single
twist of the double helix. You can, of course, make other ornaments with this
technique-- like Christmas tree decorations.


Step Eight
When you place your last base pair onto your DNA molecule, allow a bit of
wire to extend from between the last two base pairs. With a pair of pliers, or
even a paperclip, form a small loop so you can later attach the ear hook.


Step Nine
Give the wire a little twist.

TAKS Objective 2
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Biology
Step Ten
The remaining wire should be threaded down through the gold phosphate
seed beads... again be careful not to put "kinks" into the wire. The loops tend
to kink as you pull the wire through at this point.


Step Eleven
Cut the excess wire off at the bottom of the helix.
If you want to make even more sturdy jewelry, you can cross the wires at
the bottom and thread them up the opposite side. This technique makes a
very strong helix, but the wire shows.


TAKS Objective 2
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Biology
Step Twelve
At this point, spend a few moments adjusting all of the beads in your helix.
When all seem in their proper positions, give the "ladder" a little counterclockwise twist.
Add an ear attachment hook to the loop at the top and wear this beautiful
symbol of life's main molecule.... or give it to someone who will!


TAKS Objective 2
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Biology
DNA Computer Model
Get the Information from Pam!!!!!!
TAKS Objective 2
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Biology
Mitosis
5 E’s
ENGAGE
Using the MD Anderson Sun SAFETY Materials show the Grace Video. Tell
students this is what happens when our cells do not undergo mitosis properly.
Then tell the students they are about to see a short clip of a cell going through
nuclear division. There job is to listen for and count how many phases are in
mitosis. Play the short Mitosis Movie Clip.
EXPLORE
Exploration 1
Onion Root Tip Internet Activity
Exploration 2
Onion/White Fish Cells Lab
Students will observe actual cells underneath the microscope or use the
microscope prints to identify cells in different phases of mitosis.
TAKS Objective 2
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Biology
EXPLAIN
Complete the Mitosis Power Point with animations and pictures. Have
students identify, describe and explain the different phases of the cell cycle
and stages of mitosis.
ELABORATE
Elaboration 1
Mitosis Dance
Elaboration 2
MD Anderson Sun SAFETY ---Different Types of Skin Cancers
EVALUATE
1. After observing the chicken bone soaked in vinegar and water and
participating in a class discussion, the learner will produce a Venn
diagram, table or sketch in his/her journal to compare and contrast the
bones. A grade of pass/fail will be given.
2. After observing both models of the bones and participating in a class
discussion, the learner will record the differences between hollow and
solid bones. A grade of pass/fail will be given.
3. Using the text, and class notes, the learner will produce a labeled sketch in
his/her journal that describes the components of a bone. A grade of
pass/fail will be given.
4. Using the text, information from the website, and class notes, the learner
will demonstrate an understanding of the structures and list at least 4
functions of the skeletal system by creating labeled drawings and
providing a 100-word summary of the overall function of the skeletal
system. A minimum score of 70% on the rubric is required.
TAKS Objective 2
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Biology
5. After completing the Q-tip skeleton, the learner will identify the following
major bones of the body: skull, spine, ribs, pelvis, femur, tibia, fibula,
humerus, radius, ulna, phalanges, and collar bone.
TAKS Objective 2
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Biology
TAKS Objective 2
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Biology
TAKS Objective 2
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Biology
Onion Root Tip Mitosis
Internet Lab Activity
1. Go to www.biology.arizona.edu
2. Click on Cell Biology
3. In the Activities section, click on Online Onion Root Tip Mitosis
4. Read all the information concerning the various stages of mitosis and
complete the mitosis notes.
5. Then read and follow all directions for the lab activity.
6. Be sure to complete your Mitosis Notes, Onion Root Tip data table,
percentages, graph and an overall conclusion for this lab activity.
TAKS Objective 2
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Biology
Onion Root Tip Data Table:
Interphase Prophase Metaphase Anaphase Telophase
Total
Number
of
Cells
36
Percent
of
Cells
100%
Graph:
Conclusion:
TAKS Objective 2
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Biology
TAKS Objective 2
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Biology
Onion/Whitefish Mitosis Lab
In this assignment, you are going to estimate how much time a cell spends in
each phase of the cell cycle by determining the numbers of cells in each phase
in a micrograph of actively dividing cells. You need to understand the process
of mitosis and be able to identify the different stages of mitosis BEFORE
beginning this lab. Please refer to your text or other online references.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Go to http://www.jdenuno.com/PDFfiles/Mitosis.pdf to access the virtual
microscope images of onion root tip and whitefish blastula cells
undergoing mitosis.
Observe every cell in one field of view and determine the cell cycle phase.
You may want to use reference images of mitosis stages to help you
identify the cells.
Record in the data table below.
Count 3~4 full fields of view. You need to count at least 200 cells!
Repeat this process with the images of whitefish blastula cells.
Calculate the percentage of cells in each phase.
Consider it takes, on average, 16 hours (960 minutes) for onion root-tip
cells and 24 hours (or 1,440 minutes) for whitefish blastula cells to
complete the cell cycle.
Calculate the amount of time spent in each phase of the cell cycle from the
percent of cells in that stage. (multiply % time in phase times # minutes in
cell cycle)
Use the data to construct a pie chart for onion root tip cells and whitefish
blastula cells.
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Biology
Results:
Data Table 1: Mitosis in Onion Root Tip Cells
Number of Cells
Mitosis
Phase
Field 1 Field 2 Field 3
Field 4
Percent of
Total Cells
Counted
Time in Each
Phase
Percent of
Total Cells
Counted
Time in Each
Phase
Total
Interphase
Prophase
Metaphase
Anaphase
Telophase
Total
Cells
Counted
Data Table 2: Mitosis in Whitefish Blastula Cells
Number of Cells
Mitosis
Phase
Field 1
Field 2
Field 3
Field 4
Total
Interphase
Prophase
Metaphase
Anaphase
Telophase
Total
Cells
Counted
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Biology
Analysis:
Graph
1.
If your observations had not been restricted to the area of the root tip that
is actively dividing, how would your results have been different?
2.
Based on the data in Tables 1 and 2, what can you infer about the relative
length of time an onion root-tip cell and a whitefish blastula cell spends in
each stage of cell division?
Conclusion for Assignment 1:
State the total time an onion cell and a whitefish blastula cell spends
undergoing mitosis.
TAKS Objective 2
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Biology
Mitosis Dance
TAKS Objective 2
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Biology