Science In General—LIFE
9th Grade
Table of Contents
Page
1
3-4
5
Title
Concept
Title and Permissions Page
Table of Contents
Safety Concerns
Life Science
Content Standard C
As a result of their activities in grades 9-12, all students should develop understanding of:
The Cell
7-31
33-67
Mighty Microscopes
Part I
Part II
Cells and Me
Part I
Part II
Part III
Part IV
microscope structure and function
microscope use
cell model
osmosis and diffusion
enzyme function
DNA extraction
Molecular Basis of Heredity
69-112
Mean Lean Genes
Part I
Part II
Part III
Part IV
Part V
dominant/recessive
incomplete dominance
sex determination
mutations
evolution
Biological Evolution
113-152
Making More
Part I
Part II
Part III
(Covered also in Mean Lean Genes)
characteristics of life
mitosis
meiosis
Interdependence of Organisms
153-175
Basically Plants
Part I
Part II
Copyright 2012 Dave and Rozann Seela
plant structure and function
flowers and plant reproduction
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Science In General—LIFE
Interdependence of Organisms (Continued)
177-205
They’re Not Just Seeds
Part I
Part II
Part III
plant germination and behavior
separation of chlorophyll
seed dissection
Matter, Energy, and Organization in Living Systems
207-252
253-281
283-316
317-351
Parts of the Whole
Part I
Part II
Part III
Part IV
Yeast Beast and Flame
Part I
Part II
Part III
Nutrient Know-How
Part I
Part II
Part III
Part IV
What’s For Lunch?
Part I
Part II
Part III
body systems
structure and function
biological organization
blood structure and function
requirements for life/life cycle
fermentation/energy
respiration/energy
testing for fat
testing for sugar
testing for starch
testing for protein
types of consumers
food chain
food web
Behavior of Organisms
(Covered also in They’re Not Just Seeds)
Glossary
353-395
Pages For Notes
396-400
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Teacher to Teacher
Part I
The most important aspect in Part I is safety. In a student’s enthusiasm, they may
overlook the potential danger of something. Be aware of things like food allergies, etc.
Make sure the kids check with you, if they have ANY doubt of whether a material is
appropriate or safe. You can choose to direct the students to place each item as you
describe its purpose in the animal or plant cell. Do the plant and animal cell as separate
parts of the lesson.
The student’s explanation of what cell organelles do for plant or animal cells is also
very important. The evaluation method is up to you; posters, bulletin board, presentation,
etc. Perhaps the student’s desk boundary can be the cell wall, or a tape boundary can
represent the cell membrane.
A calculator would be a great nucleus, (use tape to
represent its membrane). An eraser or a flashlight battery could be the mitochondria,
string could represent the endoplasmic reticulum. Empty beakers could be vacuoles, plant
leaves might represent chloroplasts. Let imagination be the only limitation to represent
cell organelles. Try to use items which represent, resemble, or somehow remind the
student of the real thing.
Part II
Soaking the bags before the activity might make filling and tying them much easier.
It’s very important to tie the bags very tightly for Part II. If the lesson fails, it is most likely
due to strings not being tied tightly enough. It will take time for the membrane bags to
change their volume. Depending on temperature, it might possibly be ten minutes or so.
The color may not leave either bag. Food coloring molecules are fairly large.
Part III
In Part III remind students not to put a key into the lock upside down, or force the
key into a lock, it could damage the lock or key or both. It’s a great idea to do the padlock
part of the lesson as a teacher-led demonstration if you don't have enough locks. Remind
the kids to be careful with the sharp pointed pencil compass and scissors. If you wish, you
could have the circles prepared before class to keep the students from having to use the
pencil compass.
Part IV
Peel the banana. Slice the banana very thin; keep all the slices refrigerated until
the class is ready to use them. Denatured alcohol is available at hardware stores a lot
cheaper than science supply places. You can substitute rubbing alcohol for the denatured
ethyl alcohol, but it may not work as well. You will need a whole banana or so for each
three groups of students. You can do the activity as a demonstration, if you have limited
materials. Have the students dispose of the material into a single container. After class
you can dispose of all waste to the trash and can be sure all is collected. A transparent or
clear shampoo works best, one which works well and is inexpensive is Suave® Daily
Clarifying Shampoo. If needed, use adhesive tape or a rubber band to hold the filter off the
bottom of the cup. Remember the alcohol is flammable! Remind the students not to eat
anything in the science laboratory.
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Teacher Background Information
Part I
Today we know the Cell is the basic unit of Life, but this wasn’t always true. Since cells
were too small for the human eye to see, nobody had seen them. Robert Hooke is given credit
for cell discovery with his simple Microscope. He named the cell after the simple room of a
religious monk, in Latin; cellula. We shortened it to just cell. He didn’t really discover the first
living cells. What he found were only found in the dead cell walls of a once living tree called
the cork tree. He was observing a very thin slice of cork bark. Living cells are extremely small.
Some organisms have trillions of them. We humans, for example, have perhaps as many as
100 trillion of them, depending on our age and size. Cells vary in size. A just fertilized ostrich
egg is only one cell, while a fertilized human egg is smaller than the period at the end of this
sentence.
Part II
We get confused talking about diffusion and osmosis. Diffusion happens when a
material spreads out into a larger area. Smoke coming from a chimney diffuses into the air as
the air and smoke molecules mix. Diffusion is fastest in gases, and rarely happens in solids.
Osmosis is a special kind of diffusion. It is the diffusion of water across a SemiPermeable Membrane (meaning it’s “picky”, the membrane only allows some stuff through).
The sausage casing in your activity models how your Cell Membrane does the same thing.
Osmosis restores our water balance when we’re Dehydrated from sweating. It keeps our cells
and tissues fully Hydrated, as soon as new water is provided by drinking water or sport drinks.
So, diffusion and osmosis are similar and yet different, but both are important.
Part III
The chemical an Enzyme is going to break down or Decompose or build up (Synthesis)
is called the Substrate. When the enzyme combines with the substrate, it forms what is called
the Enzyme-Substrate Complex. It's just like the key in the padlock that hasn't unlocked the
lock yet. You could turn the key and open the lock or remove the key and leave it locked. The
enzyme-substrate complex can either create the "build up" or "break down" change it is
designed to do, or they can break up and nothing happens. The chemical change could
happen without the catalyst but it would take a lot of Energy. A substance that makes a
Chemical Change happen easier is called a Catalyst. Enzymes are very special catalysts in our
body that make important chemical changes happen much easier, using less energy and much
lower Temperatures.
Part IV
You used detergent (shampoo) in the lesson. Shampoo helps break down the Cell and
Nuclear Membranes of the banana cells. “Mashing” the cells helps to break them as well. The
DNA is now free to float around the water. One kind of separation in Chemistry is called an
Extraction. You’re using one chemical to remove another chemical from a Mixture. Your
mashed banana and the rest of the stuff you added is now a mixture. The action of the
detergent and salt helps the DNA to Precipitate, or “clump” together in the test tube. Many
chemical procedures use Precipitation to separate materials for studying. DNA is a chemical
found in most living things. DNA carries a “model” or template for the making of a unique and
special living thing. Your DNA is different than anybody else’s, unless you have an identical
twin. Even though all DNA is made of the same substances, the arrangement is the key to its
action and uniqueness.
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Extension/Assessment/Further Investigation Ideas
Part I
1. Read and write about how a light and an electron microscope are built and work.
2. Bacteria are becoming resistant to some Antibiotics. Read and write about this, the
problems it causes, what could happen, and what science is doing to stop this problem.
3. What are GMO’s? (Genetically Modified Organisms) Describe some of these.
4. Tell how plant and animal cells are similar and different in Structure and Function.
5. Read and write about career opportunities in Cell Biology or any part of Biology.
6. Read and write about the Cell Theory by Schleiden and Schwann.
7. How are Meiosis and Mitosis similar and different?
8. Prokaryotic cells divide by Binary Fission. Read and write about this process.
9. Tell how Osmosis and Diffusion function to keep cells alive.
10. How are osmosis and diffusion alike and different?
Part II
11. Have a trainer or coach explain why sport drinks rehydrate you faster than water.
12. Find out how much money is spent on sport drinks in the US and world each year.
13. Describe the factors that would increase or decrease diffusion rate.
14. Find out what the terms Hypertonic, Hypotonic and Isotonic means. How do these
terms relate to our lesson? Use the membrane to explain your answer.
15. Find out what the term Turgor Pressure means. How does this term relate to our
lesson? Use the membrane to explain your answer.
Part III
16 . If you have a key ring with house keys, room keys, or school keys show them to the
kids. Ask them if just any key will start your car, open your house, or get you into the school
room? Of course, only the right key will work. Compare this to how enzymes work.
17. Research Enzyme Deficiency diseases, like being lactose intolerant. Find out what
enzyme is missing or faulty. How do people adapt their diets or life with a disease like this?
18. Where else are enzymes used other than in living things? Explain your research.
19. Read and write about meat tenderizers and enzymes.
20. Enzymes can be Denatured by heat, poisons, or other substances. Find out more
about denaturing proteins and how this can lead to serious problems for us.
Part IV
21. The Human Genome Project produced a “map” of human DNA. Check out the
progress and findings of the HGP.
22. What Diseases are carried in a person’s DNA? Research Sickle Cell Anemia as an
example. Use the Internet for learning more about the HGP and genetic diseases. Make a
bulletin board of what you learn about DNA, Cloning, and altering DNA.
23. Find out what four components make up DNA.
24. What is Cloning? Read and write about Grafting (a form of cloning).
25. How can your DNA be damaged? Read and write about Birth Defects.
26. How are the different forms of Cancer related to DNA?
27. Read and write about Selective Breeding of plants and animals.
28. Learn more about GMOs. (Genetically Modified Organisms) What pros and cons
can you identify about the use of these living things?
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Student/Lab Group: ______________________________________ Think It Through Ques ons—Part I
1. Why do you need cells? 2. What are some disease causing cells? 3. How do cells fight disease in your body? 4. Name some and describe an eukaryo c cell. 5. Name some and describe a prokaryo c cell. Science Writing Heuristics
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Part I
Before You Begin
We are all made of cells. So are plants and animals. Let’s find out what you
know about cells by making your own plant and animal cells.
Safety Alert:
Materials (* means you must supply the item)
safe classroom or household items which represent cell parts*
Some
Household
Stuff Can Be
Dangerous!!
Directions Don’t make any cells with potentially dangerous materials.
1. You’re going to use safe classroom or household items to make a plant and
animal cell model. Your teacher will tell you whether it will be a plant or an animal cell.
2. Use what the teacher provides, or bring your own items. If you have any doubt
about whether to use something or not, ask the teacher.
3. Determine if you are making a plant or an animal cell. You then decide which
organelles of the following list apply to the correct cell: cell wall, cell membrane, small
vacuole, large water vacuole, mitochondria, chloroplast, cytoplasm, nucleus,
chromosomes, endoplasmic reticulum, ribosomes. Remember to record everything in your
Science Journal.
4. Make a list of what material you chose to represent each cell organelle. Beside
each one, explain what function each organelle does for the type of cell you made.
The Science You Just Used
Cells, of any living thing can be grouped into two main categories; Prokaryotic and
Eukaryotic. Eukaryotic cells are the more complicated and detailed. Plant and animal
cells, as well as human cells, are all eukaryotic cells. Eukaryotic cells have an organized
Nucleus and many more and very complex Cell Organelles. Eukaryotic cells are much
bigger, as much as 1000 times the Volume of prokaryotic cells. However, even eukaryotic
cells are extremely small.
Prokaryotic cells don’t have a nucleus, and lack many of the
cell organelles. These cells are much simpler and smaller. Bacteria are great examples of
Prokaryotic cells. However, both kinds of cells can do the basic processes of life which
keep them alive.
Questions to Get You Started
1. Which kind of cells are
the largest and most
complicated?
2. What kind of cells are
bacteria?
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1. plant photosynthesis is important to life? It makes food and oxygen for all living things. 2. animals need photosynthesis, even if they can’t do it? It makes food for all living things. 3. cell walls help plants? Cell walls give plants support and structure. 4. cell walls aren’t needed by animals? Animals need to bend and move, so cell walls would not allow this flexibility. 5. animal and plant cells are different? Because they have different purposes. Plant cells have chloroplasts and cell walls, animal cells don’t. 1. How can cells make more of themselves? By cell division or mitosis. 2. Prokaryo c and eukaryo c cells are alike. How? They are both living cells, have some similar organelles. 3. Prokaryo c and eukaryo c cells are different. How? Eukaryo c cells are more complicated, they have more organelles, etc. 4. How are bacteria and human cells different? Bacteria are simpler cells, but both bacteria and our cells do the basic life processes. 5. Cells affect reproduc on. How? There are male and female reproduc ve cells, e.g. pollen, sperm, egg. Cells also split by mitosis. Cells make male and female cells by meiosis. Copyright 2012 Dave and Rozann Seela
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Name____________________________
Part I Student Assessment
Let’s See What We’ve Learned! 1-2. Tell what an eukaryo c cell is like. 3. What forms of life have these kinds of cells? 4‐5. Tell what an prokaryo c cell is like. 6. What forms of life have these kinds of cells? 7‐8. Tell how plant and animal cells are alike. 9‐10. Tell how plant and animal cells are different. Op onal; What types of cells cause disease? Copyright 2012 Dave and Rozann Seela
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Name____________________________
Part I Student Assessment
Let’s See What We’ve Learned! 1-2. Tell what an eukaryo c cell is like. has a nucleus, more organelles, more complicated 3. What forms of life have these kinds of cells? plant and animal cells 4‐5. Tell what an prokaryo c cell is like. simpler, no nucleus 6. What forms of life have these kinds of cells? bacteria 7‐8. Tell how plant and animal cells are alike. nucleus, cell membrane, other organelles similar 9‐10. Tell how plant and animal cells are different. cell wall, chloroplasts Op onal; What types of cells cause disease? bacteria, cancer cells, etc.
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Student/Lab Group: ______________________________ Part:_____ Science Journal
1. What steps in this lesson were difficult for me and why? 2. What steps in this lesson were easy for me and why? 3. What did I learn in this lesson that I didn’t know before? 4. Why is the science in this lesson important to us? Copyright 2012 Dave and Rozann Seela
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Student/Lab Group: ______________________________ Part:_____ Science Journal
5. Record any measurements or data you took in this lesson. 6. What important observa ons did we see in this lesson? 7. Make drawings of what you observed or did in this lesson. 8. Internet ideas and sights related to this lesson. Copyright 2012 Dave and Rozann Seela
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Student/Lab Group: ______________________________ Part:_____ Science Journal
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Student/Lab Group: ______________________________ Part:_____ Science Journal/Observa ons
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Let’s Give It a Try…Now It’s Your Turn to
Do It Yourself!
1. Write your own “Wonder Why” ques on for each part. 2. Write your own “Think Like a Scien st” ques on for each part. 3. Calculate your own mathema cal problem for this lesson. Copyright 2012 Dave and Rozann Seela
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Student/Lab Group: ______________________________________ Think It Through Ques ons—Part II
1. How do sport drinks help us? 2. Explain what happens in osmosis? 3. How does osmosis help keep us alive? 4. Tell why drinking ocean water could be fatal? 5. What does a membrane have to do with osmosis? Science Writing Heuristics
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Part II
Before You Begin
There are trucks leaving and picking up deliveries to take things into and out of
stores. But how do cells get the things they need into and out of them?
Materials (* means you must supply the item)
2 sausage casings
4 clear plastic cups
yellow food coloring
syringe
green food coloring
marker*
salt
water*
string
spoon
flexible measuring tape
Safety Alert:
Slippage
Directions
1. Fill 4 cups each with 180 ml of water. Use your marker to label them A, B, C, and D.
2. Cup A, add nothing, Cup B add yellow food coloring, Cup C add 25 gr of salt and stir,
Cup D add green food coloring and 25 gr of salt and stir.
3. Soak both sausage casing membranes in water until they are soft.
4. Cut four 3” pieces of string. Tie one end of both membranes with a
string. It must be very tight.
5. Use the syringe to put 6 cc of yellow water from Cup B into one
membrane. Tie off the open end very tightly. Observe this bag, put all
A
observations in your Science Journal.
6. Use the syringe to put 6 cc of water from Cup D
into the second membrane. Tie off the open end very
tightly. Observe this bag, put all observations in your
B
Science Journal.
7. Record the circumference of both of these “cells”
with the flexible measuring tape before the next steps.
8. Put the yellow “cell” (fresh water) into Cup C (salt water). Observe
and record observations in your Science Journal.
9. Put the green “cell” (salt water) into Cup A (fresh water).
Observe and record all observations in your Science Journal.
10. Measure and record the circumference of the “cells” again.
The Science You Just Used
What happened? The yellow fresh water “cell”
may have floated in salty water and gradually gotten
smaller. The green salty water “cell” sank and gradually got tighter and tighter.
It might even have raised a little off the bottom. Osmosis is the Diffusion
or movement of water Molecules through a Membrane. Water left the
yellow fresh water “cell” to balance the water
C
content on both sides of the membrane. Water
went into the green salty water “cell” to do the
same thing.
The same thing happens in our
D
Cells. This is how water and other materials get
into and out of a cell membrane which surrounds
all cells.
Questions to Get You Started
1. If you’ve been exercising heavily, which bag represents
your cells?
2. How can you get water back into your cells after exercising?
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1. cell water levels change? Water enters and leaves cells through membranes as needed. 2. cells need membranes? To control substances coming into and out of cells. 3. we get thirsty when we eat salty food? Water is removed from our cells, this makes us thirsty. 4. our cells water levels are so important? Too high of a water level can break the cell, too low of a water level causes dehydra on and causes the cell not to work correctly. 5. nutrients can get into our cells? They pass through membranes for cells to use. 1. How can our water levels be changed very fast? By ge ng intravenous fluids. Using sport‐type drinks isn’t as fast. 2. How do IV medicines affect us so quickly? They are not absorbed by the stomach, they are immediately in the blood. 3. What would happen if your “cell” wasn’t ed ghtly? To model a real cell, a real cell wouldn’t have a leak to let stuff in and out. 4. What happens to cells put into dis lled water? Why? They break. Because so much water crosses the membrane into the cells. 5. Drinking ocean water could kill you. Why? The high salt concentra on in sea water would dehydrate your cells. Copyright 2012 Dave and Rozann Seela
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Name____________________________
Part II Student Assessment
Let’s See What We’ve Learned! 1‐2. How is osmosis like what happens when the school day begins or ends? 3. T or F Osmosis happens in the air. 4. T or F Diffusion only happens in our cells. 5. T or F Diffusion is a special example of osmosis. 6. T or F Salt passes through the membrane in this lesson. 7‐8. Explain what happens when a membrane filled with salty water is put into fresh water. Draw a picture to help with your explana on, if you want. 9‐10. Explain what happens when a membrane filled with fresh water is put into salty water. Draw a picture to help with your explana on, if you want. Op onal; Tell how sport drinks help hydrate the body. Copyright 2012 Dave and Rozann Seela
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Name_________________________
Part II Student Assessment
Let’s See What We’ve Learned! 1‐2. How is osmosis like what happens when the school day begins or ends? molecules come into or out of a membrane, just like the kids go into and out of school, etc. 3. T or F Osmosis happens in the air. 4. T or F Diffusion only happens in our cells. 5. T or F Diffusion is a special example of osmosis. 6. T or F Salt passes through the membrane in this lesson. 7‐8. Explain what happens when a membrane filled with salty water is put into fresh water. Draw a picture to help with your explana on, if you want. it sinks and fills ghtly 9‐10. Explain what happens when a membrane filled with fresh water is put into salty water. Draw a picture to help with your explana on, if you want. it floats and shrinks Op onal; Tell how sport drinks help hydrate the body. water passes into cell, osmosis, etc. Copyright 2012 Dave and Rozann Seela
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Student/Lab Group: ______________________________________ Think It Through Ques ons—Part III
1. Why could life not exist well without enzymes? 2. What are catalysts? 3. What does it mean that an enzyme is specific? 4. How is a full key ring like a group of enzymes? 5. What does it mean when a person is lactose intolerant? Science Writing Heuristics
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Part III
Before You Begin
Laundry detergents, laundry additives, and science all talk about enzymes. What
are enzymes? What do they do? And what do they have to do with keys?
Safety Alert:
Materials (* means you must supply the item)
2 padlocks
keys for same
paper*
scissors*
pencil*
pencil compass
Pencil
Compass,
Scissors
Directions Be careful with the sharp pencil compass.
1. What do you think would happen if you used a key other than the correct key for a
lock. How often do keys wear out? (Not!) Take one lock and put the key into the lock. What
two things could happen? (The lock could open, or you could remove the key and nothing
happens).
2. Close the lock. Use the key to open it. Discuss among your group if they think the
lock would open if you put the key in upside down. (However, don't do this!)
3. Take the second lock and repeat. Then switch the keys and try again.
4. Using the pencil compass, carefully draw a circle about four inches across.
5. Draw a squiggly, zigzag line from the top of the circle to the bottom. Cut along the
line. Separate the two halves. Remember to always record information in your Science
Journal.
6. Put the two half-circles back together. Notice how closely one side of the circle
matches the other one. Trade one half of your circle with a half from another lab group.
7. Try to put these two half-circles together. They don't match up at all.
The Science You Just Used
Enzymes are very special substances living things make. Enzymes belong to a
group of chemicals called Proteins. Enzymes have special shapes, just like your keys and
cut paper circles did. These special shapes allow them to fit only with certain other
chemicals. Once they are fit perfectly against these other chemicals, they can either break
them up or join them into even bigger substances. These are Chemical Changes. Enzymes
do very important functions over and over in our body, and they aren't altered or worn
out by the changes they cause.
Just like a key can unlock/lock
a padlock and not wear out.
There are thousands and
thousands of different enzymes
in cells, each one doing a
special job. You might have
many keys for certain locks, and
your body must have the correct
enzymes to certain chemical
changes.
Questions to Get You Started
1. What could happen if your
body was missing a certain enzyme?
2. Why is it important
enzymes don't wear out and can be
reused?
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1. a lock works for this lesson? It represents a substance our body must break down or use. 2. a key works for this lesson? It causes a change in the lock, but it is not changed or used up, like how an enzyme works in the body. 3. keys are useful to keep things safe? A key usually unlocks only one lock. 4. an enzyme and substance are like a key and lock? A certain enzyme makes just one kind of chemical change happen. 5. enzymes are important to life? Enzymes make chemical changes happen easier. 1. What makes an enzyme work? It binds with a material, makes the change, then does it again. 2. Why is a key in a lock like an enzyme ac ng on a substance? The enzyme’s shape works for one specific kind of chemical change. 3. What could damage an enzyme? Radia on, heat, some chemicals, etc. 4. What are enzymes made of? They are special shaped proteins which catalyze a chemical change. 5. How does a catalyst work? It speeds up a chemical change but it’s not changed or used up. Copyright 2012 Dave and Rozann Seela
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Name____________________________
Part III Student Assessment
Let’s See What We’ve Learned! 1‐4. In this lesson you used a paper circle. Tell how you changed this circle and how it represents enzymes and how they work. 5‐8. In this lesson you used a key and lock. Tell how a key and lock are like an enzyme and the chemical it reacts with. 9. T or F Enzymes can react with any body chemical they want to. 10. T or F Enzymes can cause chemical changes in the body. Op onal; Read and write about enzymes and how they work in the body. Copyright 2012 Dave and Rozann Seela
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Name_________________________
Part III Student Assessment
Let’s See What We’ve Learned! 1‐4. In this lesson you used a paper circle. Tell how you changed this circle and how it represents enzymes and how they work. student explana on 5‐8. In this lesson you used a key and lock. Tell how a key and lock are like an enzyme and the chemical it reacts with. student explana on 9. T or F Enzymes can react with any body chemical they want to. 10. T or F Enzymes can cause chemical changes in the body. Op onal; Read and write about enzymes and how they work in the body. student research Copyright 2012 Dave and Rozann Seela
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Student/Lab Group: ______________________________________ Think It Through Ques ons—Part IV
1. Tell why DNA is important to you. 2. What happens when DNA replicates? 3. Tell why we look like our parents. Use DNA in the answer. 4. How is the DNA similar or different between two clones? 5. Why is damage to your DNA so serious? Science Writing Heuristics
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Part IV
Before You Begin
In this lesson you get to see some real DNA from a banana. You have DNA too,
but it’s just arranged differently than a banana’s.
Safety Alert:
Materials (* means you must supply the item) (Don’t eat in the science lab!)
Slippage,
2 paper cups
plastic spoon and fork
coffee filter
Flammable
Alcohol,
salt packet
graduated cylinder
denatured alcohol
Don’t
eat the
clear shampoo
pipette
gloves
test tube
banana!
goggles
banana slices*
distilled water
(CAUTION; ALCOHOL IS TOXIC & FLAMMABLE! WEAR GOGGLES AND APRONS.)
Directions Wear your goggles, gloves and aprons. NO eating.
1. Measure out one spoon of clear shampoo into a cup. Add the table salt packet.
Add 50 ml of distilled water. Use the spoon to gently stir.
2. Add two or three banana slices to the salt and water solution.
Mash the banana slices gently with your plastic fork for several
minutes. Don’t spill. Don’t let the mixture foam too much.
3. Arrange the filter in an empty paper cup so the filter’s
bottom is hanging about a half inch or more off the cup’s
bottom. Fold the filter’s top edge over the cup edge to hold it.
4. When the mashing is finished, gently pour the
liquid into the filter. There needs to be about a tablespoon
or more of liquid come through the filter. That’s where the
DNA is. Use the pipette and add 2 ml of the liquid which
came through the filter. Remember to record everything in
your Science Journal.
5. Add 20 ml of denatured alcohol to the test tube.
GENTLY squeeze the pipette’s contents into the test tube.
DON”T SHAKE IT! Hold the tube or place it into a clean cup for several minutes. Watch the
tube for something to happen.
6. Insert the pipette in the test tube and touch the white stuff. Try to gently “twirl”
or twist the pipette and the stuff might wrap around it. Don’t squeeze the bulb. It’s DNA!!
7. Dispose of all materials as the teacher says; wash your hands, tables, and
equipment.
The Science You Just Used
The white stringy material in the test tube is DNA; short for Deoxyribonucleic Acid.
This chemical contains the “blueprint” or directions
for producing and making a living thing “run”. The
DNA you just separated is banana DNA; the only
instructions in it are for making and running just
banana trees. Your DNA would be totally different
than the banana’s. All DNA is made from the same
basic chemicals, but every DNA form is arranged in a
different pattern. It’s a lot like English, there’s only 26
letters in the alphabet, but look at how many ways
those letters can be arranged. That’s the secret to
why there are so many different kinds of living things.
Their DNA is arranged different from other living thing’s DNA.
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1. water was added? The water dissolves some materials, and helps separate others. 2. we used bananas? A so fruit works well, other so plant materials also may work. 3. we had to mash the banana? To break the cells so DNA can be separated. 4. salt and shampoo were added? They helped break up cells and separate the DNA from the mixture. 5. you used the filter? The filter removed the broken plant materials so the DNA could go through the filter. 1. How is DNA in all living things alike? All DNA contains some similar segments which make it up. 2. How is DNA in all living things different? DNA has the same four chemical bases arranged in different orders. 3. What is the Human Genome Project? It is a project which found the arrangement of human DNA. 4. How much alike is the DNA of human beings? Humans are probably 1% or less different from each other in their DNA. 5. How can we clone plants? Pieces of plants can be cut off and iden cal or clone plants are produced from these pieces. Many different plant types are cloned this way. Copyright 2012 Dave and Rozann Seela
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Name____________________________
Part IV Student Assessment
Let’s See What We’ve Learned! 1. What fruit did you get DNA from? 2‐5. Tell what you did to separate DNA from the fruit. (What did you add to the fruit, what did you do, etc.?) 6‐8. Describe the DNA you found in the test tube. 9‐10. What does DNA do for a living thing? Op onal; Why is DNA important to police and law enforcement? Copyright 2012 Dave and Rozann Seela
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Name_________________________
Part IV Student Assessment
Let’s See What We’ve Learned! 1. What fruit did you get DNA from? banana 2‐5. Tell what you did to separate DNA from the fruit. (What did you add to the fruit, what did you do, etc.?) student descrip on for separa ng DNA, alcohol, soap, and salt were used, etc. 6‐8. Describe the DNA you found in the test tube. thin, white, stringy, etc. 9‐10. What does DNA do for a living thing? DNA is our “instruc ons” for our structure, and our living processes Op onal; Why is DNA important to police and law enforcement? to ID criminals, solve crimes, etc. Copyright 2012 Dave and Rozann Seela
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Science Living things are made of individual cells. Their science keeps life alive. Cells do the basic processes of life on the level of the individual cell. Cells like bacteria can make us sick. Within our bodies are the white blood cells which fight disease. Other cells called platelets keep us from bleeding to death from a small cut by clo ng the blood. Living things reproduce by cells, either by the cells dividing or cells combining, like in sexual reproduc on. Light microscopes for seeing cells use transmi ed and refracted light to produce the microscope images we see. Technology We use cells for many things. Humans have used yeast and their fermenta on for making bread for thousands of years. In addi on yeast have made alcohol for drinking for nearly as long. Today more advanced technology uses yeast for producing alcohol for fuel. Other by‐products of this fuel process are carbon dioxide for dry ice or plant growth, and a protein‐rich food for both humans or animals. An bio cs are medicines produced by some fungi. Technology has used these an bio cs to cure diseases. Engineering Engineers have been developing various forms of GMO, or gene cally modified organisms, for a long me. These living cells have had their DNA or other cell chemistry changed by an engineering process for a specific purpose. One form of GMO is a soybean which is immune to a powerful plant killing herbicide used to kill weeds around them. Disease causing microbes become immune to an bio cs, so new an bio cs could be produced from this gene c engineering. Mathema cs Cells reproduce very fast. Their growth can show what is called exponen al growth which increases at a much faster rate than by simple mul plica on. Blood cell numbers are closely monitored to determine the health or problems occurring within the blood. A doctor closely monitors many blood condi on “numbers” to determine how healthy you are. The sheer number of cells in a living thing are almost beyond coun ng and yet their size scale is tremendously small. Copyright 2012 Dave and Rozann Seela
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So, How Does This Science Affect Me?
1. What make us sick? What cells fight disease? 2. What are some good and bad things about GMO’s? 3. Why should we drink more water instead of other drinks? 4. Why is DNA so important to me? Where did I get my DNA? 5. How could ocean water be made safe to drink? 6. What does the group of diseases called cancer have to do with cells? 7. How do we use the single cell yeast? 8. What single cell living things cause things to rot? 9. How can we slow down the growth of these cells which cause ro ng? 10. What are the posi ves and nega ves of using preserva ves in food? 11. Why are enzymes important to me? 12. What happens to our body and cells during different kinds of cancer? 13. What do cells have to do with reproduc on? Copyright 2012 Dave and Rozann Seela
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Ge ng a Job into Focus
You’ve been learning about cells and why cells are so important from a teacher. The teacher has been leading the class. Their job is to teach, help you, and keep you safe. Have you ever thought of becoming a science teacher? A science teacher must be well trained in STEM. They must learn about the science, like the cells you just worked with. They must also be able to use all the latest technology which has been designed to help you learn and make their job more efficient. Engineers are constantly developing new ways of teaching and helping students to learn about science and their world. A teacher must always use math in the classroom for calcula ng grades, developing lessons and making their classroom work. Cells are ny parts of a living thing. Each living thing is made of perhaps millions, billions, or even trillions of cells. All of a living thing’s cells work together to make it stay alive. It’s a lot like all the jobs around school which have to work together for the school to func on. The science teacher helps you learn about cells and science, but even the best teacher can’t possibly func on as an educator without the bus drivers, the secretaries, custodians, the administrators, the school board, and other technicians found in your school. There are many ways you can help make a difference in someone's life by being involved in educa on. Copyright 2012 Dave and Rozann Seela
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Cells and a Scien st
Robert Hooke is known for the discovery of the cell. But he was also an architect, Surveyor to the city of London a er its great fire, and a physicist. He was interested in Astronomy and observed the universe with his telescope while at the same me using his microscope to study the invisible world. He improved the pendulum, worked with naviga on and longitude, and helped improve mekeeping. His book Micrographia set the scien fic world on fire. His accomplishments and work with other scien sts should have given him the fame of a Newton. But he wasn’t an easy person to get along with, basically a jerk! This and other problems meant much of his fame is unknown. Cells are the smallest thing you can call alive, whether you have one cell or a giant blue whale with countless cells. Your body has maybe 100 trillion cells, that’s 100 with 12 more zeroes behind it! Your cells are about one ten millionth of a meter in size and weigh about a billionth of a gram. Compare that to the largest cell, an unfer lized ostrich egg which weighs over 3 pounds and measures in inches. The Human Genome Project unlocked many of the secrets of human DNA, the chemical which controls cells, including ours. For instance we once thought humans had over 2 million genes, but we now know each human gamete or sex cell has between 20,000 and 25,000 ac ve genes. Remember your DNA is truly unique to you and is totally different than other life forms’ DNA. However, all DNA is made of the same basic four components. It’s the order of these parts which makes DNA so unique. Copyright 2012 Dave and Rozann Seela
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Calcula ng Science
A. Cells can reproduce quickly. For example a bacteria can split into two cells in as li le as 20 minutes. There are 60 minutes in one hour. Let’s assume we start with just one bacteria. How many cells could there be in one hour, if all of the cells divide at the same rate and survive? Answer— B. How many bacteria could there be reproduced from this one bacteria in 6 hours? Answer— C. The cells in some embryos can divide in as li le as 6 minutes. How many cells could develop from just one cell in one hour? Answer— D. If all these embryo cells survived, how many cells could just one cell produce in 3 hours? Answer— Remember to ALWAYS show your work when you’re calcula ng. Copyright 2012 Dave and Rozann Seela
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Answer Pages
Cells and Me Part I 1‐2. has a nucleus, more organelles, more complicated 3. plant and animal cells 4‐5. simpler, no nucleus, smaller 6. bacteria 7‐8. nucleus, cell membrane, other organelles similar 9‐10. cell wall, chloroplasts Op onal; bacteria, cancer cells, etc. Ques ons to Get You Started 1. (eukaryo c) 2. (prokaryo c) Cells and Me Part II 1‐2. molecules come into or out of a membrane, just like the kids go into and out of school, etc. 3. F 4. F 5. F 6. F 7‐8. it sinks and fills ghtly 9‐10. it floats and shrinks Op onal; water passes into cell, osmosis, etc. Ge ng You Started Ques ons Part II 1. (fresh water bag in salty water) 2. (by drinking water or sport drinks) Cells and Me Part III 1‐4. student explana on 5‐8. student explana on 9. F 10. T Op onal; student research Ques ons to Get You Started 1. (it could cause disease, or death) 2. (you don't have to keep making more of them) Cells and Me Part IV 1. banana 2‐5. student descrip on for separa ng DNA, alcohol, soap, and salt were used, etc. 6‐8. thin, white, stringy, etc. 9‐10. DNA is our “instruc ons” for our structure, and our living processes Op onal; to ID criminals, solve crimes, etc. So, How Does This Science Affect Me? 1. Bacteria, fungi and viruses, etc. Our white blood cells fight disease. 2. Their use increases food produc on, some think their use causes gene c problems, etc. 3. Our body uses water, our body requires water, it has no calories, etc. 4. DNA controls body func ons and makes us unique, we got it from our parents at concep on. 5. You have to remove the salt in some way, this takes a lot of energy and is expensive. 6. Cancers are diseases where cell growth is out of control. 7. Yeast ferment foods, make wine, produce bread, etc. 8. Bacteria, fungi, etc. 9. We can use preserva ves, freeze food, can food, refrigerate food, dehydrate food, etc. 10. These keep food from spoiling and being wasted, some chemicals affect people, etc. 11. They control chemical changes I need to stay alive. 12. Cancer cells grow out of control, these affect healthy cells, ssues, and organs, etc. 13. Life reproduces by using cells in different ways. Copyright 2012 Dave and Rozann Seela
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Answer Pages
Calcula ng the Science A. 1 cell x 2 = 2 cells (20 minutes) x 2 = 4 cells (20 minutes) x 2 = 8 cells in one hour B. 8 cells x 2 = 16 cells (20 minutes) x 2 = 32 cells (20 minutes) x 2 = 64 cells a er 2 hours 64 cells x 2 = 128 cells (20 minutes) x 2 = 256 cells (20 minutes) x 2 = 512 cells a er 3 hours 512 cells x 2 = 1024 cells (20 minutes) x 2 = 2048 cells (20 minutes) x 2 = 4096 cells a er 4 hours 4096 cells x 2 = 8192 cells (20 minutes) x 2 = 16,384 cells (20 minutes) x 2 = 32,768 cells a er 5 hours 32,768 cells x 2 = 65,536 cells (20 minutes) x 2 = 131,072 cells (20 minutes) x 2 = 262,144 cells a er 6 hours C. 1 cell x 2 = 2 cells (6 minutes) x 2 = 4 cells (6 minutes) x 2 = 8 cells (6 minutes) x 2 = 16 cells (6 minutes) x 2 = 32 cells a er 1/2 hour 32 x 2 = 64 cells (6 minutes) x 2 = 128 cells (6 minutes) x 2 = 256 cells (6 minutes) x 2 = 512 cells (6 minutes) x 2 = 1024 cells in 1 hour D. 1024 x 2 = 2048 cells (6 minutes) x 2 = 4096 cells (6 minutes) x 2 = 8192 cells (6 minutes) x 2 =16,384 cells (6 minutes) x 2 = 32,768 in 1 1/2 hours 32,768 x 2 = 65,536 cells (6 minutes) x 2 = 131,072 cells (6 minutes) x 2 = 262,144 cells (6 minutes) x 2 = 524,288 cells (6 minutes) x 2 =1,048,576 in 2 hours 1,048,576 x 2 = 2,097,152 cells (6 minutes) x 2 = 4,194,304 cells (6 minutes) x 2 = 8,388,608 cells (6 minutes) x 2 = 16,777,216 cells (6 minutes) x 2 = 33,554,432 cells in 2 1/2 hours 33,554,432 x 2 = 67,108,864 cells (6 minutes) x 2 = 134,217,728 cells (6 minutes) x 2 = 268,435,456 cells (6 minutes) x 2 = 536,870,912 cells (6 minutes) x 2 = 1,073,741,824 cells in 3 hours Copyright 2012 Dave and Rozann Seela
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NOTES
Copyright 2012 Dave and Rozann Seela
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