Chapter Resources: Cells

Transcripción

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Glencoe Science
Chapter Resources
Cells
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
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Glencoe Science
Photo Credits
Section Focus Transparency 2: (l) Index Stock/ASAP Ltd., (r,inset) Wanner/Eye of Science/Photo Researchers;
Section Focus Transparency 3: Lester V. Bergman/CORBIS
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.
Permission is granted to reproduce the material contained herein on the condition
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Cells program. Any other reproduction, for use or sale, is prohibited without prior
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Table of Contents
To the Teacher
■
iv
Hands-On Activities
MiniLAB: Modeling Cytoplasm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Try at Home Observing Magnified Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Comparing Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Design Your Own Comparing Light Microscopes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: The Compound Light Microscope. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Observing Cells. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
■
Transparency Activities
Section Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Additional Assessment Resources available with Glencoe Science:
•
•
•
•
•
•
•
•
•
ExamView® Pro Testmaker
Assessment Transparencies
Performance Assessment in the Science Classroom
Standardized Test Practice Booklet
MindJogger Videoquizzes
Vocabulary PuzzleMaker at msscience.com
Interactive Chalkboard
The Glencoe Science Web site at: msscience.com
An interactive version of this textbook along with assessment resources are available
online at: mhln.com
iii
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To the Teacher
This chapter-based booklet contains all of the resource materials to help you teach
this chapter more effectively. Within you will find:
Reproducible pages for
■ Student Assessment
■ Hands-on Activities
■ Meeting Individual Needs (Extension and Intervention)
■ Transparency Activities
A teacher support and planning section including
■ Content Outline of the chapter
■ Spanish Resources
■ Answers and teacher notes for the worksheets
Hands-On Activities
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab
preparations. These student-oriented labs are designed to explore science through a stimulating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and
answers to all questions are provided in the Teacher Guide and Answers section.
Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skills
activity written by renowned educator Dinah Zike that provides students with a tool that
they can make themselves to organize some of the information in the chapter. Students may
make an organizational study fold, a cause and effect study fold, or a compare and contrast
study fold, to name a few. The accompanying Foldables worksheet found in this resource
booklet provides an additional resource to help students demonstrate their grasp of the
concepts. The worksheet may contain titles, subtitles, text, or graphics students need to
complete the study fold.
Meeting Individual Needs (Extension and Intervention)
Directed Reading for Content Mastery: These worksheets are designed to provide students
with learning difficulties with an aid to learning and understanding the vocabulary and
major concepts of each chapter. The Content Mastery worksheets contain a variety of formats
to engage students as they master the basics of the chapter. Answers are provided in the
Teacher Guide and Answers section.
iv
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each lab
and MiniLAB found in the Student Edition. The materials lists, procedures, and questions
are repeated so that students do not need their texts open during the lab. Write-on rules are
included for any questions. Tables/charts/graphs are often included for students to record
their observations. Additional lab preparation information is provided in the Teacher Guide
and Answers section.
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Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed
Reading for Content Mastery is provided for those Spanish-speaking students who are
learning English.
Reinforcement: These worksheets provide an additional resource for reviewing the concepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.
The Reinforcement worksheets are designed to focus primarily on science content and less
on vocabulary, although knowledge of the section vocabulary supports understanding of
the content. The worksheets are designed for the full range of students; however, they will
be more challenging for your lower-ability students. Answers are provided in the Teacher
Guide and Answers section.
Enrichment: These worksheets are directed toward above-average students and allow them
to explore further the information and concepts introduced in the section. A variety of
formats are used for these worksheets: readings to analyze; problems to solve; diagrams
to examine and analyze; or a simple activity or lab which students can complete in the
classroom or at home. Answers are provided in the Teacher Guide and Answers section.
Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in the
teacher version—Content Outline for Teaching. They can be used to allow students to take
notes during class, as an additional review of the material in the chapter, or as study notes
for students who have been absent.
Assessment
Chapter Review: These worksheets prepare students for the chapter test. The
Chapter Review worksheets cover all major vocabulary, concepts, and objectives
of the chapter. The first part is a vocabulary review and the second part is a concept review.
Answers and objective correlations are provided in the Teacher Guide and Answers section.
Chapter Test: The Chapter Test requires students to use process skills and understand content.
Although all questions involve memory to some degree, you will find that your students will
need to discover relationships among facts and concepts in some questions, and to use higher
levels of critical thinking to apply concepts in other questions. Each chapter test normally
consists of four parts: Testing Concepts measures recall and recognition of vocabulary and
facts in the chapter; Understanding Concepts requires interpreting information and more
comprehension than recognition and recall—students will interpret basic information and
demonstrate their ability to determine relationships among facts, generalizations, definitions,
and skills; Applying Concepts calls for the highest level of comprehension and inference;
Writing Skills requires students to define or describe concepts in multiple sentence answers.
Answers and objective correlations are provided in the Teacher Guide and Answers section.
Section Focus Transparencies: These transparencies are designed to generate interest
and focus students’ attention on the topics presented in the sections and/or to assess
prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.
The reproducible student masters are located in the Transparency Activities section. The
teacher material, located in the Teacher Guide and Answers section, includes Transparency
Teaching Tips, a Content Background section, and Answers for each transparency.
v
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Teaching Transparencies: These transparencies relate to major concepts that will benefit
from an extra visual learning aid. Most of these transparencies contain diagrams/photos
from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching
Transparency Activity includes a black-and-white reproducible master of the transparency
accompanied by a student worksheet that reviews the concept shown in the transparency.
These masters are found in the Transparency Activities section. The teacher material includes
Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student
Worksheet. This teacher material is located in the Teacher Guide and Answers section.
Assessment Transparencies: An Assessment Transparency extends the chapter content and
gives students the opportunity to practice interpreting and analyzing data presented in
charts, graphs, and tables. Test-taking tips that help prepare students for success on standardized tests and answers to questions on the transparencies are provided in the Teacher
Guide and Answers section.
Content Outline for Teaching: These pages provide a synopsis of the chapter by section,
including suggested discussion questions. Also included are the terms that fill in the blanks
in the students’ Note-taking Worksheets.
Spanish Resources: A Spanish version of the following chapter features are included in this
section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activities, and content overviews for each section of the chapter.
vi
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Reproducible
Student Pages
■
Hands-On Activities
MiniLAB: Modeling Cytoplasm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Try at Home Observing Magnified Objects . . . . . . . . . . . . . 4
Lab: Comparing Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Design Your Own Comparing Light Microscopes. . . . . . . . . . . . . . . 7
Laboratory Activity 1: The Compound Light Microscope . . . . . . . . . . . 9
Laboratory Activity 2: Observing Cells . . . . . . . . . . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17
■
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
■
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 44
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Cells
1
Hands-On Activities
Hands-On
Activities
2 Cells
Date
Class
Hands-On Activities
Name
Modeling Cytoplasm
Procedure
1. Add 100 mL of water to a clear container.
2. Add unflavored gelatin and stir.
3. Shine a flashlight through the solution.
Analysis
1. Describe what you see.
2. How does a model help you understand what cytoplasm might be like?
Cells
3
Name
Date
Class
Procedure
1. Look at a newspaper through the curved side and through the flat
bottom of an empty, clear glass.
2. Look at the newspaper through a clear glass bowl filled with water
and then with a magnifying lens. Record your observations in Table 1 below.
Data and Observations
Table 1
Tools
Observations
Flat bottom of glass
1.
Curved side of glass
2.
Bowl filled with water 3.
Magnifying glass
4.
Analysis
On the following lines, compare how well you can see the newspaper through each of the objects.
4 Cells
Hands-On Activities
Observing Magnified Objects
Name
Date
Class
Hands-On Activities
Comparing Cells
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Why do you use the low power objective to locate cells on a slide?
2. What is a chloroplast?
If you compared a goldfish to a rose , you would find them unlike each other.
Are their individual cells different also?
Real-World Question
How do human cheek cells and plant cells compare?
Materials
microscope
microscope slide
coverslip
forceps
tap water
dropper
Elodea plant
prepared slide of human cheek cells
Goals
■
Compare and contrast an animal cell and a plant cell.
Safety Precautions
Procedure
1. In the table in the Data and Observations
section, check off the cell parts as you
observe them.
2. Using forceps, make a wet-mount slide of a
young leaf from the tip of an Elodea plant.
3. Observe the leaf on low power. Focus on
the top layer of cells.
4. Switch to high power and focus on one cell.
In the center of the cell is a membranebound organelle called the central vacuole.
Observe the chloroplasts—the green diskshaped objects moving around the central
vacuole. Try to find the cell nucleus. It
looks like a clear ball.
5. Draw the Elodea cell in the space in the Data
and Observations section. Label the cell wall,
cytoplasm, chloroplasts, central vacuole, and
nucleus. Return to low power and remove the
slide. Properly dispose of the slide.
6. Observe the prepared slide of cheek cells
under low power.
7. Switch to high power and observe the cell
nucleus. Draw and label the cell membrane,
cytoplasm, and nucleus. Return to low
power and remove the slide.
Cells
5
Name
Date
Class
(continued)
Table 1
Cell part
Elodea
Cytoplasm
1.
Nucleus
2.
Chloroplasts
3.
Cell wall
4.
Cheek
Cell membrane 5.
Elodea cell
Cheek cell
Conclude and Apply
1. Compare and contrast the shapes of the cheek cell and the Elodea cell.
2. Draw conclusions about the differences between plant and animal cells.
Communicating Your Data
Draw the two kinds of cells on one sheet of paper. Use a green pencil to label the
organelles found only in plants, a red pencil to label the organelles found only in animals,
and a blue pencil to label the organelles found in both. For more help, refer to the
Science Skill Handbook.
6 Cells
Hands-On Activities
Name
Date
Class
Design Your Own
Hands-On Activities
Comparing Light Microscopes
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Why should you wear gloves during this experiment?
2. Describe a stereomicroscope.
You’re a technician in a police forensic laboratory. You use a stereomicroscope
and a compound light microscope in the laboratory. A detective just returned
from a crime scene with bags of evidence. You must examine each piece of
evidence under a microscope. How do you decide which microscope is the best
tool to use?
Real-World Question
Test Your Hypothesis
Will all of the evidence that you’ve collected
be viewable through both microscopes?
Make a Plan
compound light microscope
stereomicroscope
items from the classroom—include some living or
once-living items (8)
microscope slides and coverslips
plastic petri dishes
distilled water
dropper
1. As a group, decide how you will test your
hypothesis.
2. Describe how you will carry out this
experiment using a series of specific steps.
Make sure the steps are in a logical order.
Remember that you must place an item
in the bottom of a plastic petri dish to
examine it under the stereomicroscope
and you must make a wet mount of any
item to be examined under the compound
light microscope. For more help, see the
Reference Handbook.
3. If you need a data table or an observation
table, design one on a separate sheet of
paper.
Goals
Follow Your Plan
Form a Hypothesis
Compare the items to be examined under the
microscopes. Form a hypothesis to predict
which microscope will be used for each item
and explain why.
Possible Materials
■
■
Learn how to correctly use a stereomicroscope and a compound light microscope.
Compare the uses of the stereomicroscope
and compound light microscope.
Safety Precautions
1. Make sure your teacher approves the
objects you’ll examine, your plan, and your
data table before you start.
2. Carry out the experiment.
3. While doing the experiment, record your
observations and complete the data table.
Cells
7
Name
Date
Class
(continued)
1. Compare the items you examined with those of your classmates.
2. Classify the eight items you observed based on this experiment.
Conclude and Apply
1. Infer which microscope a scientist might use to examine a blood sample, fibers, and live snails.
2. List five careers that require people to use a stereomicroscope. List five careers that require
people to use a compound light microscope.
3. Infer how the images would differ if you examined an item under a compound light microscope and a stereomicroscope.
4. Determine which microscope is better for looking at large, or possibly live, items.
Communicating Your Data
Write a short description of an imaginary crime scene and the evidence found there. Sort
the evidence into two lists—items to be examined under a stereomicroscope and items to
be examined under a compound light microscope. For more help, refer to the Science
Skill Handbook.
8 Cells
Hands-On Activities
Analyze Your Data
Name
Date
The Compound Light Microscope
Hands-On Activities
1
Laboratory
Activity
Class
A microscope is a scientific tool used to see very small objects. Objects you cannot see with
your eyes alone can be seen using a microscope. In this experiment, you will look at a small letter
e cut from a magazine, some thread, and a strand of hair using a compound light microscope.
Strategy
You will learn the names of the parts of a compound light microscope.
You will learn how to use a compound light microscope.
You will learn to prepare objects for viewing under a compound light microscope.
You will examine several objects under a compound light microscope.
You will determine how the lens system of a compound light microscope changes the position of
an object being viewed.
Materials
microscope
scissors
magazine
coverslip
dropper
water
strands of hair
nylon thread
wool thread
Procedure
Part A—Using the Compound Light Microscope
3. Place the slide on the microscope stage.
Move the slide to center the letter e over the
hole in the stage. Use the stage clips to hold
the slide in place.
4. Turn on the light if your microscope has
one. WARNING: Do not use direct sunlight
as a light source. It can damage eyes. If it
does not, adjust the mirror so that the light
is reflected through the eyepiece.
1. Study Figure 1. Identify the parts of your
microscope so that you will understand the
directions for this activity.
2. Cut out a small letter e from a magazine
and place the letter on a microscope slide.
WARNING: Use care when handling sharp
objects. Put a small drop of water on the
letter and place a coverslip over the water
and the letter.
Eyepiece
Figure 1
Coarse adjustment
Arm
Revolving nosepiece
Fine adjustment
Low power objective
Stage clips
High power objective
Fine adjustment
Coarse adjustment
Arm
Stage
Diaphragm
Base
Base
Lamp
Mirror
Cells
9
Name
Date
Class
Laboratory Activity 1 (continued)
Click the low power objective lens back
into place before going on to step 9.
9. When the letter e is clearly visible, draw in
Figure 2b the position of the letter as you
see it through the microscope. Next, move
the slide to the left as you look through
the eyepiece. Note which way the letter
appears to move. Move the slide forward.
Note which way it appears to move now.
10. Remove the slide and clean it.
Part B—Preparing Microscope Slides
1. Place a drop of water on a clean glass slide.
Put a strand of hair from your head and a
hair from your forearm on the water drop.
Place a coverslip over the drop of water and
the two different strands of hair.
2. Observe the hair using the procedure you
used in Part A to observe the letter e.
3. In the space for Figure 3a in Data and
Observations, draw the two hair strands as
they appear through the microscope. Label
the hairs “head” and “arm.” Notice which
strand appears thicker and show this difference in your sketch.
4. Repeat Part B using a strand of nylon
thread and a strand of wool thread. Draw
and label the threads in Figure 3b in Data
and Observations.
In the spaces below, draw what you observed.
Figure 2
Figure 3
b
a
Letter e without
microscope
10 Cells
Letter e through
microscope
a
b
Arm and
head hairs
through
microscope
Wool and
nylon threads
through
microscope
Hands-On Activities
5. Look to see how the letter e is positioned
on the slide before looking through the
eyepiece. In the space for Figure 2a in Data
and Observations, draw the letter as you
see it without the aid of the microscope.
6. Click the low power objective lens (shortest, if more than one lens is present) into
position. The lens should be directly over
the hole in the stage. Bring the lens close to
the slide using the coarse adjustment knob.
NOTE: Be careful not to touch the slide
with the lens. This might break the lens and
the slide.
7. Look through the eyepiece of the microscope. Carefully bring the letter into focus
by slowly turning the coarse adjustment
knob. If you cannot see the letter, move
the slide a little bit to be sure the letter is
under the lens. If your microscope has
only one objective lens, proceed directly to
step 9; skip step 8.
8. Click the high power objective lens into
place. If your microscope has a high
power objective, it will also have a fine
adjustment knob. Look through the eyepiece again. Carefully bring the letter e
into focus by slowly turning the fine
adjustment knob. NOTE: Never turn
the coarse adjustment knob when the
high power objective lens is in place.
Name
Date
Class
Questions and Conclusions
1. Compare your drawing of the letter e without the microscope to your drawing of the letter
seen through the microscope. Describe how the microscope changes the position of the letter.
2. In what direction does the slide under the microscope appear to move when you move it to the left?
3. Describe the differences in thickness you observed between arm hair and head hair.
4. Describe the differences you observed between wool thread and nylon thread.
5. What is the total magnification of your microscope? (Multiply the magnification of the eyepiece lens by the magnification of the objective lens. These numbers are printed on the lenses.)
6. Describe how you would correctly prepare a microscope slide of an insect wing for viewing
under the microscope.
7. What precautions must be taken when using the high power lens?
Cells
11
Hands-On Activities
Name
Date
Class
Figure 4
a.
g.
b.
c.
h.
d.
i.
e.
j.
k.
f.
Strategy Check
Can you name the parts of a compound light microscope?
Can you use a compound light microscope?
Can you prepare slides of objects to be viewed under a compound light microscope?
Can you examine an object under the compound light microscope?
Can you explain how the lens system of your compound light microscope changes the
position of any object as it is viewed through the eyepiece?
12 Cells
Hands-On Activities
8. From memory, correctly label the parts of the compound light microscope in Figure 4. (Turn
to the Procedure only as a self-check.)
Date
2
Laboratory
Activity
Class
Observing Cells
If you were asked how a tree, a fly, and you are alike, you might answer, “We are all alive.” If you
could examine each under a microscope, you might answer, “We all contain cells.” One very
important similarity among all living things is that each is made of very small units called cells.
Strategy
You will prepare living things for microscopic viewing.
You will see that each living thing is made of cells and be able to name the parts of a cell.
You will compare plant cells to animal cells.
Materials
water
dropper
microscope slide
forceps
cork shavings
coverslip
microscope
lettuce leaf
prepared slide of
frog blood
Procedure
Part A—Observing Cork Cells
Part C—Observing Lettuce Leaf Cells
1. Add a drop of water to a clean microscope
slide. Use forceps to add a small piece of
cork. Cover with a coverslip.
2. View the cork under low power magnification. Change to high power if your microscope has a high power lens.
3. Draw what you observe under Data and
Observations, Part A. Label what you see.
1. Add a drop of water to a clean microscope
slide.
2. Remove a small piece of lettuce leaf and
place it in the drop of water. Cover with a
coverslip. Identify as many cell parts as you
can.
3. Under Data and Observation, Part C, draw
what you observe. Label the cell wall,
chloroplast, cytoplasm, nucleus, and
vacuoles. (The nucleus may be difficult to
observe.)
Part B—Observing Frog Blood Cells
1. View the prepared slide of frog blood
under low power magnification. Change to
high power if your microscope has a high
power lens.
2. Draw what you observe under Data and
Observations, Part B. Label the cell membrane, cytoplasm, and nucleus.
Figure 1
Part A
Part B
Part C
Cells
13
Hands-On Activities
Name
Name
Date
Class
1. Indicate if the words or phrases below refer to cork, frog blood, or lettuce leaf cells by circling
the proper choice(s). More than one choice may be used for some phrases.
a. not rectangular in shape
cork
frog blood
lettuce
b. chloroplasts
cork
frog blood
lettuce
c. vacuoles
cork
frog blood
lettuce
d. cell wall
cork
frog blood
lettuce
e. brick shape in appearance
cork
frog blood
lettuce
f. nucleus
cork
frog blood
lettuce
g. cytoplasm
cork
frog blood
lettuce
h. no cell wall
cork
frog blood
lettuce
i. an animal cell
cork
frog blood
lettuce
j. a plant cell
cork
frog blood
lettuce
2. What do you call the small units in the cork that can be seen under high power?
a. Do these units appear filled or empty?
b. Is the cork produced by a plant or an animal? What evidence do you have?
3. Describe the shape of the frog blood cells.
a. What is the outer edge of the frog blood cell called?
b. What other parts are visible in the frog blood cell?
4. What is the shape of the lettuce leaf cell?
a. What evidence do you have that lettuce is not made of animal cells?
b. Where are the chloroplasts in a lettuce leaf cell?
14 Cells
Hands-On Activities
Name
Date
Class
5. List several parts that are found in both plant and animal cells.
6. What proof do you now have that living things are similar when viewed through a microscope?
7. Use your text to find and list the function of each of the following cell parts:
a. cell wall
b. chloroplast
c. cytoplasm
d. nucleus
e. vacuole
f. cell membrane
g. endoplasmic reticulum
h. mitochondria
Cells
15
Hands-On Activities
Name
Date
Class
cell wall
a. corridors
nucleus
b. boiler room
endoplasmic reticulum
c. cafeteria
chloroplast
d. principal’s office
mitochondria
e. bricks of building
Strategy Check
Can you prepare living things for microscopic viewing?
Do you agree that all living things are made of cells?
Can you correctly label those cell parts observed?
Can you compare plant cells with animal cells?
Hands-On Activities
8. Compare parts of a cell with parts of your school building. Match the cell part function with
the function of the corresponding school area.
16 Cells
Name
Date
Class
Hands-On Activities
Cells
Directions: Use this page to label your Foldable at the beginning of the chapter.
Cells
Plant Cell
Animal Cell
Cells
17
Meeting Individual
Needs
18 Cells
Name
Date
Directed Reading for
Content Mastery
Class
Overview
Cells
Directions: Complete the concept map using the terms listed below.
lysosome
chloroplast
mitochondria
cell wall
has
ribosome
has
1.
has
has
2.
has
A plant cell
An animal cell
3.
has
has
has
has
nucleus
4.
Directions: Complete the following sentences using the terms listed below.
virus
cytoplasm
microscope
vaccine
cell theory
5. A ____________________ is often used to prevent viral diseases.
6. We need to use a ____________________ to see most cells.
7. Cells are filled with a gelatinlike mixture called ____________________.
8. A ____________________ is a disease-causing strand of hereditary material
surrounded by a protein coating.
9. The ___________________ was developed from the observations and conclusions
of several scientists.
Cells
19
Name
Date
Content Mastery
Section 1
Section 2
■
■
Class
Cell Structure
Viewing Cells
Directions: Write T if the statement is true; write F if the statement is false.
1. Fungi have prokaryotic cells.
2. Most one-celled organisms are prokaryotic.
3. Plants and animals have eukaryotic cells.
4. Animal cells are enclosed in a cell wall.
Directions: Study the following diagram. Then use it to answer the questions on the lines provided.
Appearance
of specimen
Specimen
Light rays
Magnified object
Light ray
Objective lens
Eyepiece lens
Light source
6. a. A microscope contains one or more glass lenses. What do the lenses do to light
that passes through them?
b. How does this affect the way an object appears when it reaches your eye?
7. The microscope’s objective lens has a magnification of 40✕. How many times will
it magnify the specimen?
8. A microscope’s objective lens magnifies an object 40 times. The eyepiece magnifies an additional 10 times. What is the microscope’s total magnification?
20 Cells
5. The cell membrane is the protective layer around all cells.
Name
Date
Content Mastery
Section 3
■
Class
Viruses
Directions: Study the diagram showing the reproduction cycle of viruses. Then write a sentence describing each stage.
5.
Virus
Nucleus
4.
Host cell
2.
1.
Viral
hereditary
material
3.
Viral
proteins
1.
2.
3.
4.
5.
Cells
21
Name
Date
Content Mastery
Class
Key Terms
Cells
Directions: Write the letters of the correct terms in the space beside each definition.
2. They are green organelles in the
cytoplasm of plant cells.
b. cytoplasm
c. prokaryotic
3. This is a gelatinlike material inside
every cell.
d. cell theory
4. This is the outer covering that protects
all cells.
e. mitochondrion
5. It directs all the activities of cells.
f. tissue
6. It releases energy in food that cells need.
g. cell wall
7. It is a summary of scientific observations
and conclusions about cells.
h. chloroplasts
8. It protects the cells of plants, algae, fungi,
and most bacteria.
i. eukaryotic
9. It is a strand of hereditary material
surrounded by a protein coating.
j. organ
10. It is a group of similar cells that
work together to do one job.
11. This kind of cell is a membranebound structure.
12. This kind of cell has no internal membranebound structure.
22 Cells
a. cell membrane
k. virus
l. nucleus
1. It is a structure made up of different
types of tissues that work together.
Nombre
Fecha
Clase
Sinopsis
Estructura y funciones
de la vida
Lectura dirigida para
Dominio del contenido
Instrucciones: Completa el mapa de conceptos usando los siguientes términos.
lisosoma
cloroplasto
mitocondrias
pared celular
tiene
tiene
ribosoma
tiene
Satisface las necesidades individuales
1.
tiene
2.
Una célula vegetal
Una célula animal
3.
tiene
tiene
tiene
núcleo
tiene
4.
Instrucciones: Completa la oraciones usando los siguientes términos.
virus
citoplasma
microscopio
vacuna
teoría celular
5. Un(a) ______________ se usa a menudo para prevenir enfermedades virales.
6. Usamos un(a) ______________ para ver la mayoría de las células.
7. Las células están llenas de una mezcla gelatinosa llamada ______________.
8. Un(a) ______________ es una hebra de material hereditario rodeada de una
capa proteíca que causa enfermedad.
9. El(La) ______________ se desarrolló a partir de las observaciones y conclusiones
de muchos científicos.
Estructura y funciones de la vida
23
Nombre
Fecha
Clase
Sección 1
■
Sección 2
■
Estructura de la
célula
Observa las células
Instrucciones: Escribe V si el enunciado es verdadero; escribe F si el enunciado es falso.
1. Los hongos poseen células procarióticas.
2. La mayoría de los organismos unicelulares son procariotas.
3. Las plantas y los animales tienen células eucarióticas.
5. La membrana celular es la capa protectora que rodea todas las células.
Instrucciones: Estudia el diagrama y úsalo para responder las preguntas.
\
Apariencia
del objeto
Espécimen
Rayos luminosos
Rayo luminoso
Lente objetivo
Objeto ampliado
Ocular
Fuente de luz
6. a. Un microscopio contiene una o más lentes de vidrio. ¿Qué le ocurre a la luz
que pasa a través de las lentes?
b. ¿Qué hace esto con la forma en que se ve un objeto cuando llega a tus ojos?
7. La lente objetivo de un microscopio tiene un aumento de 40✕. ¿Cuántas veces
ampliará el especimen esta lente?
8. La lente objetivo de un microscopio amplía un objeto 40 veces. El ocular amplía
el objeto 10 veces más. ¿Cuál es el aumento total del microscopio?
24 Estructura y funciones de la vida
4. Las células animales están rodeadas de una pared celular.
Nombre
Fecha
Sección 3
Clase
■
Los virus
Instrucciones: Estudia el diagrama que muestra el ciclo reproductor de los virus y escribe una oración describiendo
cada etapa.
1.
5.
Virus
4.
Célula huésped
Material
hereditario viral
Núcleo
2.
3.
Proteínas virales
1.
2.
3.
4.
5.
Estructura y funciones de la vida
25
Nombre
Fecha
Clase
Términos claves
de la vida
Instrucciones: Escribe la letra del término correcto en el espacio dado al lado de cada definición.
a. membrana
celular
2. Son organelos verdes en el citoplasma de las
células vegetales.
b. citoplasma
3. Este es el material gelatinoso dentro de cada
célula.
4. Esta es la cubierta que protege todas las
células.
5. Dirige todas las actividades de las células.
6. Libera la energía de los alimentos, la cual
necesitan las células.
7. Es el resumen de las observaciones y
conclusiones científicas sobre las células.
8. Protege las células vegetales, las algas, los
hongos y la mayoría de las bacterias.
9. Es una hebra de material hereditario rodeada
de una capa proteica.
10. Es un grupo de células similares que trabajan
en conjunto para llevar a cabo una función.
11. Este tipo de célula es una estructura rodeada
por una membrana.
12. Este tipo de célula no tiene una estructura
rodeada por una membrana.
26 Estructura y funciones de la vida
c. procariótico(a)
d. teoría celular
e. mitocondria
f. tejido
g. pared celular
h. cloroplastos
i. eucariótico(a)
j. órgano
k. virus
l. núcleo
1. Es una estructura compuesta de diferentes
tipos de tejidos que trabajan juntos.
Name
Date
1
Reinforcement
Class
Cell Structure
Directions: Complete the following table using the correct cell part or function.
Cell part
Function
1.
gelatinlike mixture that flows inside the cell membrane
cell membrane
2.
endoplasmic
reticulum
4.
5.
makes protein
6.
releases energy stored in food
chloroplast
7.
cell wall
8.
stores water, waste products, food, and other cellular materials
9.
Golgi bodies
10.
breaks down food molecules, cell wastes, and worn-out cell parts
11.
directs all cell activities
3.
Directions: Study the following diagrams. Then identify each part by filling in the blanks in the center.
Animal cell
Plant cell
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Cells
27
Name
Date
2
Class
Viewing Cells
Reinforcement
Directions: In numbers 1–4 below, a code letter has been substituted for each letter of the alphabet. To find out
what the sentence says, use the following key to decode. it. In the key, the code letters are shown directly below
the alphabet letter each stands for. Write the correct letter above each code letter, then read the sentence aloud.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Z Y X W V U T S R Q P O N M L K J I H G F E D C B A
2. __
Z
________________
LITZMRHNH
_______
XVO O
____
RH
_____
GSV
______ ______________
ZMW UFMXGRLM
3. ________ _______
V EV I B XVO O
4. _______
GSRH
____
RH
_____
ZIV
________
NZWV
_________
YZHRX
_____
RM
____
ZM
_____
GSV
_______
FMRG
_________
XVO O H
___ ______________
LU HGIFXGFIV
______________
LITZMRHN
_________ ______
XLNVH UILN
___________
XZOOVW
___
LU
___________ _______
Z M LG S V I XVO O
_______ _________
XVO O G S V L I B
Directions: Answer the following questions on the lines provided.
5. Who was the first person to look at cells with a microscope?
6. In what material did he see cells?
7. What did Schleiden and Schwann conclude about cells?
8. What instrument uses light and one or more lenses to view cells?
9. What instrument uses a magnetic field to magnify images up to 1,000,000 times?
28 Cells
1. _____
ZOO
Name
3
Date
Reinforcement
Class
Viruses
1. Listed below are the steps by which an active virus copies itself and destroys a cell. Number the
steps in the correct order in the blanks provided at the left.
a. The cell bursts open and hundreds of new virus particles are released. These
new virus particles go on to infect other cells.
b. A specific virus attaches to the surface of a specific host cell.
c. The viral hereditary material takes control of the host cell and the cell begins
to make new virus particles.
d. The hereditary material of the virus entering the host cell.
Directions: Answer the following questions using complete sentences.
2. Explain what a latent virus does when it enters a cell.
3. Discuss several ways to prevent viral infections.
4. What are vaccines made from?
5. How does gene therapy work?
Cells
29
Name
1
Date
Enrichment
Class
The Early Cell Explorers
1. How important was Hooke’s homemade microscope to the discovery of the plant cell? Explain.
2. Restate the cell theory in your own words.
3. Why do you think it took almost 200 years for scientists to formulate the cell theory?
30 Cells
It’s hard to believe, but there was a time when we didn’t know anything
about cell structure. In fact, the word cell (from the Latin word for chamber,
cello) wasn’t used as a biological term until 1665. That’s when Robert Hooke,
an English-born scientist, looked at a thin slice of a cork plant under a compound microscope he had built himself. Hooke noticed small holes surrounded by walls and named these tiny pores cells. After that, scientists
believed cells were found only in plants. But in 1839, Matthias Schleiden and
Theodor Schwann, both German scientists, shared their scientific findings with
one another. Schleiden had been studying plant cells and Schwann had been
studying animal structures. Together, they compared plant and animal structures and found that the structures were very similar—too similar to be accidental. They concluded that cells are the basic building blocks for both plants
and animals. In 1858, Rudolf Virchow took Schleiden’s and Schwann’s theory
and stated it simply: all cells come from other cells. This remains known as the
cell theory.
Throughout the mid-1800s and into the 1900s, scientists continued to discover more and more about cells thanks in part to Gregor Mendel’s study of
genetics, Friedrich Miescher’s discovery of nuclein (which later became known
as DNA), and James Watson’s findings about DNA’s structure. Although many
amazing discoveries have happened in recent years, including genetic engineering and gene therapy, all of it is because of the work of those early cell explorers.
Name
Class
Using the Microscope
Enrichment
There are many different kinds of microscopes. A magnifying glass is a simple microscope. The term microscope commonly refers to a
compound light microscope. These microscopes
are called compound because they are made of
two sets of glass lenses in a tube or tubes.
The total magnifying power of a compound
light microscope is the product of the magnifying power of the lens in the eyepiece and the
magnifying power of the lens in the objective.
Most compound light microscopes can magnify a specimen up to 1,000 times its real size.
Microscopes allow you to see fine details.
Spaces between objects that are closer
together than 0.1 mm can be seen. The ability
of a microscope to separate very small distances is called resolving power. If the resolving power of the lens is not good, the image
will appear blurred.
When you look into the eyepiece of a
microscope, the circular area you see is the
field of view. When a ruler is placed across the
opening on the stage, the field of view can be
measured in millimeters.
Directions: Using the information above, complete the table by filling in the blanks.
Eyepiece lens
Objective lens
Microscope 1
10x
Low 5x
High 40x
Microscope 2
8x
10x
60x
Microscope 3 4.
10x
Total
Low 1.
2.
3.
50x
5.
High 400x
300x
6. How do you find the total magnifying power of a microscope?
7. What would cause an image to appear blurred?
Figure 1
1
2
3
4
5
6
7
1 cm
8. What is the width of the field of view shown above? In centimeters? ______
In millimeters? ______
Cells
31
2
Date
Name
Date
3
Enrichment
Class
The Size of Viruses
Directions: Study the following diagram. It shows the sizes of viruses, bacteria, and blood cells. The largest is a
red blood cell. Then answer the questions that follow.
Red blood cells
7500
Bacteria Streptococcus
750
Herpes simplex virus
130
Rabies virus
125
Flu virus
85
Polio virus
27
Virus that affects plants
15
Red blood cell molecule
15
1. How large is the smallest virus on the diagram that affects plants?
2. What is the smallest thing shown on the diagram?
3. The smallest virus on the diagram attacks what kinds of organisms?
4. How do the rabies virus and the polio virus compare in size?
5. How large is the Streptococcus bacteria?
Red blood cell molecules?
6. Generalizing from this diagram, infer which are larger, viruses or bacteria
32 Cells
Cells
Largest
diameter in
(micrometers)
Name
Date
Note-taking
Worksheet
Section 1
Class
Cells
Cell Structure
A. Common cell structures—outer covering called ________________ and internal gelatinlike
________________
1. Comparing cells—size and shape relate to ________________
2. Two cell types
a. ________________ cells lack membrane-bound internal structures.
b. ________________ cells contain membrane-bound internal structures.
B. Cell organization
1. Composed of cellulose, a cell wall grows, gives shape to, and protects the cells of
________________, algae, fungi, and most bacteria.
2. Cell ________________—protective layer around all cells
a. For cells with cell ________________, the cell membrane is inside the cell wall
b. A cell ________________ allows food and oxygen into the cell and waste products out
of the cell.
3. Cytoplasm—gelatinlike substance inside cell membrane
a. ________________—scaffolding-like structure in cytoplasm which helps cell keep its shape
b. In the cytoplasm, eukaryotic cells have ________________ which help with cell life
processes.
4. Nucleus—contains instructions for everything cell does; includes DNA
5. Energy-processing organelles—help cells do their________________
a. Green organelles in plant cells contain ________________ to make food.
b. Organelles which release ________________ from food are called mitochondria.
6. Manufacturing organelles
a. Ribosomes make ________________ for cell activities.
b. Some ribosomes attach to the rough part of the endoplasmic reticulum, a series of
smooth or rough ________________ that move materials around in a cell.
Cells
33
Name
Date
Class
Note-taking Worksheet (continued)
7. Transporting and storing organelles
a. ________________ move substances out of a cell or to other parts of a cell.
b. ________________–membrane-bound temporary storage spaces
8. Recycling organelles–________________ break down food molecules and cell wastes.
C. From cell to organism
1. ________________–group of similar cells working together on one job
2. Different types of tissues working together make up an ________________.
________________.
Section 2
Viewing Cells
A. Magnifying cells
1. Early microscopes–lenses made images ________________ but not always clear.
2. Modern microscopes that use lenses to bend ________________
a. A simple microscope has one lens while a ________________ microscope has two sets
of lenses.
b. A stereomicroscope, which has two eyepieces, creates a ________________ image.
c. Powers of the eyepiece multiplied by objective lenses determine total ________________.
3. Electron microscopes–more powerful than other microscopes
a. Use a ________________ in a vacuum to bend electronic beams
b. ________________ must be photographed or produced electronically.
B. Development of the cell theory
1. The ________________ resulted from many scientists’ observations and conclusions.
2. The basic ________________ of organization is the cell.
3. All ________________ are composed of one or more cells.
4. New cells come from old cells through cell ________________.
34 Cells
3. A group of organs working together on a particular function form a(n) ________________
Name
Date
Class
Note-taking Worksheet (continued)
Section 3
Viruses
A. Virus–a nonliving strand of hereditary material surrounded by a ________________ coating
B. Virus multiplication–viruses can make copies of themselves only inside a living
________________ cell.
1. ________________ viruses–make the host cell produce new viruses, which kills the host cell
2. ________________ viruses–hide in the host cell without destroying it
a. Virus hereditary material becomes part of the ________________ cell’s hereditary material.
b. Latent viruses can become ________________ and then destroy the host cells.
C. Virus effects on organisms
1. Most viruses infect only specific kinds of cells.
2. Viruses are often carried to the host through the ________________.
3. The ________________ and host cell must fit together exactly to begin a viral infection.
4. ________________ attach to bacteria and inject their hereditary material.
D. Fighting viruses
1. Vaccines–weakened ________________ which allow the host to fight some diseases
2. Treating viral diseases
a. ________________ are not effective treatments for viral infections.
b. Infected cells sometimes produce ________________ which are proteins that can
protect noninfected cells.
c. Antiviral drugs often have adverse ________________, limiting their use.
d. Public health measures can ________________ or slow disease spread.
E. Research with viruses–________________ uses viruses to replace defective cell hereditary
material with normal cell hereditary material.
Cells
35
Assessment
Assessment
36 Cells
Name
Date
Class
Cells
Chapter
Review
Part A. Vocabulary Review
Directions: Use the clues below to complete the crossword puzzle.
2
1
3
5
4
6
8
7
10
9
11
12
14
15
Assessment
13
Across
1. A series of folded membranes that move
materials around in the cell
3. Summary of scientists’ observations and
conclusions about cells
6. Green organelles in the cytoplasm of plant cells
4. A group of similar cells that work together
to do one job
9. Directs all the activities of the cell
11. Structures within the cytoplasm of
eukaryotic cells
13. Flattened membranes that package cellular substances for export
5. Gelatinlike mixture inside the cell membrane
7. Encloses the cells of plants, algae, fungi,
and most bacteria
8. A structure made up of different types of
tissues that work together
15. Small, two-part structures in cells that
make proteins
10. Protective outer covering around all cells
Down
12. A strand of hereditary material surrounded by a protein coating
2. Organelle where energy is released from
broken-down food molecules
14. Cell in which a virus multiplies itself
Cells
37
Name
Date
Class
Chapter Review (continued)
Part B. Concept Review
Directions: Study the following diagrams. Write P above the plant cell and A above the animal cell. Then label
the cells using the numbers of the correct terms from the list.
1. ________
3. nucleus
6. ribosomes
4. cell membrane
7. mitochondrion
5. vacuole
8. cell wall
2. ________
9. cytoskeleton
11. chloroplast
10. endoplasmic
reticulum
12. Golgi body
13. nucleolus
14. Number the events in the correct historical order in the blanks provided.
b. Hooke gave the name “cells” to the little boxes he saw under magnification.
Assessment
c. The first microscope was invented.
d. Schleiden concluded that all plants are made up of cells, and Schwann concluded
that all animals are made of cells.
15. List the three parts of the cell theory.
a.
b.
c.
16. Explain the difference between one-celled organisms and many-celled organisms.
17. Explain the difference between prokaryotic and eukaryotic cells.
38 Cells
a. Virchow hypothesized that cells divide to form new cells.
Name
Date
Chapter
Test
Class
Cells
I. Testing Concepts
Directions: Match the description in the first column with the item in the second column by writing the correct
letter in the space provided. Some items in the second column may not be used.
b. organ system
2. microscope that has two sets of lenses, objective
lenses and eyepiece lenses
c. cell membrane
3. allows certain materials to move into and out of the cell
d. cell theory
4. directs all cell activities
e. cell wall
5. a group of similar cells that work together to do one job
f. compound light
microscope
6. organelles that digest food molecules and wastes
inside the cell
g. electron microscope
7. organelles where energy is released from food
molecules
8. a group of organs working together to perform a
certain function
9. moves materials around in the cell
a. tissue
h. endoplasmic reticulum
i. lysosomes
j. mitochondria
k. nucleus
l. virus
10. protects the plant cell
Directions: Complete the following sentences by writing the letter of the correct answer in the blank at the left.
11. A cell in which a virus multiplies itself is a(n) ______.
a. host
b. infection
c. lysosome
d. parasite
12. Enclosing normal hereditary material in a virus and allowing it to move into cells to
replace defective hereditary material in the treatment of genetic disorders is a form
of ______.
a. replication
b. a vaccine
c. gene therapy
d. latent virus
13. A(n) ______ enters a cell and becomes part of the cell’s hereditary material without
destroying the cell or replicating itself.
a. active virus
b. latent virus
c. gene
d. chloroplast
14. A solution made from weakened virus particles that prevents viral diseases is a ______.
a. vaccine
b. gene therapy
c. lysosome
d. Golgi body
15. The pigment in plants that captures light energy and produces sugar molecules for
food is ______.
a. chloroplasts
b. cytoplasm
c. chlorophyll
d. cellulose
Cells
39
Assessment
1. a strand of hereditary material surrounded by a
protein coating
Name
Date
Class
Chapter Test (continued)
16. Objects that are too small to be seen with other microscopes can be observed with
a(n) ______.
a. compound light microscope
c. stereomicroscope
b. electron microscope
d. simple microscope
17. The scientist who concluded that all animals are made up of cells was ______.
a. Hooke
b. Schleiden
c. Schwann
d. Virchow
18. The cell theory is based mainly on the conclusions of ______.
a. Schleiden, Schwann, and Virchow
c. Van Leeuwenhoek and Hooke
b. Hooke and Schleiden
d. Hooke, Schwann, and Virchow
19. The ______ is the gelatinlike material inside the cell membrane.
a. chromatin
c. endoplasmic reticulum
b. mitochondria
d. cytoplasm
20. Proteins are made in small, two-part structures called ______.
a. chloroplasts
b. lysosomes
c. Golgi bodies
d. ribosomes
21. Cells in a many-celled organism all ______.
a. have similar shapes
c. are about the same size
b. work together to keep the organism alive
d. perform similar functions
Assessment
23. Structures that can store food, water, and waste products in cells are ______.
a. chloroplasts
b. mitochondria
c. lysosomes
d. vacuoles
24. Organelles that package cellular substances for export are ______.
a. Golgi bodies
b. ribosomes
c. lysosomes
d. chloroplasts
25. The chemical that contains the code for the cell’s structure and activities is ______.
a. chlorophyll
b. RNA
c. antiviral
d. DNA
II. Understanding Concepts
Skill: Comparing and Contrasting
Directions: Write the microscope name (simple, compound light, stereomicroscope, or electron) next to
its description below.
Kinds of Microscopes
Name
Characteristics
1. uses a magnetic field; magnifies up to one million times
2. uses light to magnify; uses two lenses
3. uses light to magnify; gives a three-dimensional view
4. uses light to magnify; uses one lens
40 Cells
22. Structures made up of different types of tissues that work together are called ______.
a. organelles
b. organ systems
c. organs
d. organisms
Name
Date
Class
Skill: Sequencing
Directions: Write the letter of the correct time on the timeline in front of each of the events listed below. One
letter will be used twice.
B
A
1600
C
1700
D
1800
1900
5. Hooke named the little boxes he saw under his microscope.
6. Virchow proposed that cells come from cells that already exist.
7. Schleiden studied plant parts under a microscope.
8. The first microscope was invented.
9. Schwann observed many different animal cells and came to a conclusion.
Directions: Complete the paragraph by filling in the blanks.
The cell theory’s three ideas are (a) that all organisms are made up of one or more
10. ____________________________, (b) that cells are the basic units of structure and
11. ____________________________ in all organisms, and (c) that all cells come from
organism are organized into tissues, organs, and 13. ____________________________.
The major difference between animal and a plant cells is that plant cells have 14. _______________.
Skill: Interpreting Scientific Illustrations
Directions: Study the following diagrams. Then identify each cell part by filling in each blank below.
Animal Cell
Plant Cell
15.
16.
20
16
17.
20
22
18.
17
17
19.
20.
21
18
16
15
19
21.
22.
23.
21
15
24
23
18
24.
Cells
41
Assessment
12. ____________________________. Unlike one-celled organisms, the cells in a many-celled
Name
Date
Class
III. Applying Concepts
Directions: On the lines provided, list three ways that all living cells are alike.
1.
2.
3.
Directions: Identify the following as single cell, tissue, organ, or organ system.
4. kidney
5. heart, blood, and vessels
6. bacteria
7. the lining inside the mouth
Directions: On the lines provided, describe the five steps of an active virus multiplying in a host cell.
8.
9.
10.
Assessment
12.
IV. Writing Skills
Directions: Answer the following question using complete sentences.
13. What are some reasons a nucleus is important to a cell?
42 Cells
11.
Transparency
Activities
Cells
43
Name
1
Date
Section Focus
Transparency Activity
Class
A Factory Analogy
If this factory were a cell, it would run 24 hours a day and 7 days a
week. Just like a factory, cells use raw materials to produce what’s
needed. Like a factory, they have a control center, a source of power, and
a way to move products and waste.
Control center
Factory wall
Storage barrel
1. What part of the drawing directs the activities in the factory?
2. Identify the part of the drawing that provides energy to the
factory.
3. What function do the storage barrels have?
44 Cells
Electric
generator
Name
2
Date
Section Focus
Class
At Home in the Salt
The Dead Sea has very high salt concentrations, and people have
used it as a salt resource since ancient times. But is the Dead Sea
really dead? The concentration of salt is too high for most living
things, but bacteria like the ones below are able to live in its waters.
1. Why might ancient people have thought the Dead Sea was totally
without life?
2. What tool would you use to show there really is life in the Dead
Sea?
3. Do you think the living thing pictured is simple or complex?
Defend your answer.
Cells
45
Name
3
Date
Section Focus
Class
Thanks for sharing!
1. What are your symptoms when you catch a cold?
2. What can you do to limit the spread of viruses?
46 Cells
Sneezing is an involuntary action that aids the body by clearing
congestion within the nose. But sneezing also spreads germs,
including cold and influenza viruses.
Name
Date
1
Teaching Transparency
Activity
Class
Animal and Plant Cells
Centrioles
Rough endoplasmic
reticulum (RER)
Smooth endoplasmic
reticulum (SER)
Ribosome
Nucleus
Nucleolus
Mitochondrion
Cytoskeleton
Cell membrane
Free ribosome
Golgi complex
Lysosome
Central vacuole
Chloroplast
Free ribosome
Cell wall of adjacent cell
Nucleus
Smooth endoplasmic
reticulum (SER)
Nucleolus
Ribosome
Rough
endoplasmic
reticulum (RER)
Lysosome
Golgi complex
Mitochondrion
Cell wall
Cell membrane
Cells
47
Name
Teaching Transparency Activity
Date
Class
(continued)
1. Which organelles are common to both plant and animal cells?
2. Why are plant and animal cells classified as eukaryotic cells?
3. Which organelles are found in plant cells, but not in animal cells?
4. What is the major physical difference between vacuoles in a plant cell and vacuoles in an animal cell?
5. What is the function of a plant cell that contains many chloroplasts?
7. Which organelles are needed in cells that make protein?
8. Why might a cell that moves by means of cilia or flagella contain many mitochondria?
48 Cells
6. What is the cell membrane made up of?
Name
Date
Assessment
Class
Cells
Directions: Carefully review the diagram and answer the following questions.
Virus
Cell
Nucleus
Cytoplasm
Vacuole
Chromosome
Interferon
1. The chromosomes are located in the ___.
A cytoplasm
B vacuoles
C nucleus
D nucleolus
2. The scientist performing this experiment wants to study interferon because it may work as a powerful medicine. If the scientist
wanted to learn how powerful interferon is, the experiment could
be repeated ___.
F at a higher temperature
H with less interferon
G at a lower altitude
J with more labels
Cell
3. The cell on the far right of the picture will probably soon ___.
A grow
C move
B divide
D die
Cells
49
429-t1-t15-MSS05-000000_CR 3/24/04 4:03 PM Page T1 impos03 301:goscanc:scanc429:layouts:
Teacher Support
and Planning
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Teacher Guide and Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Cells
T1
Section 1
Cells
Cell Structure
A. Common cell structures–outer covering called cell membrane and
Underlined words and
phrases are to be filled
in by students on the
Note-taking Worksheet.
internal gelatinlike cytoplasm
1. Comparing cells–size and shape relate to function.
2. Two cell types
a. Prokaryotic cells lack membrane-bound internal structures.
b. Eukaryotic cells contain membrane-bound internal structures.
B. Cell organization
1. Composed of cellulose, a cell wall grows, gives shape to, and protects the cells of plants,
algae, fungi, and most bacteria.
2. Cell membrane–protective layer around all cells
a. For cells with cell walls, the cell membrane is inside the cell wall
b. A cell membrane allows food and oxygen into the cell and waste products out of the cell.
3. Cytoplasm–gelatinlike substance inside cell membrane
a. Cytoskeleton–scaffolding-like structure in cytoplasm which helps cell keep its shape
b. In the cytoplasm, eukaryotic cells have organelles which help with cell life processes.
4. Nucleus–contains instructions for everything cell does; includes DNA
5. Energy-processing organelles–help cells do their work
a. Green organelles in plant cells contain chloroplasts to make food.
b. Organelles which release energy from food are called mitochondria.
6. Manufacturing organelles
a. Ribosomes make proteins for cell activities.
b. Some ribosomes attach to the rough part of the endoplasmic reticulum, a series of
smooth or rough membranes that move materials around in a cell.
7. Transporting and storing organelles
a. Golgi bodies move substances out of a cell or to other parts of a cell.
b. Vacuoles–membrane-bound temporary storage spaces
8. Recycling organelles–lysosomes break down food molecules and cell wastes.
T2 Cells
Teacher Support & Planning
Content Outline
for Teaching
Content Outline for Teaching (continued)
C. From cell to organism
1. Tissue–group of similar cells working together on one job
2. Different types of tissues working together make up an organ.
3. A group of organs working together on a particular function form a(n) organ system.
DISCUSSION QUESTION:
What are some functions of cell parts? Processing energy; protection; providing shape;
making, transporting, or storing substances
Section 2
Viewing Cells
A. Magnifying cells
1. Early microscopes–lenses made images larger but not always clear
2. Modern microscopes that use lenses to bend light
a. A simple microscope has one lens while a compound microscope has two sets of lenses.
b. A stereomicroscope, which has two eyepieces, creates a three-dimensional image.
c. Powers of the eyepiece multiplied by objective lenses determine total magnification.
3. Electron microscopes–more powerful than other microscopes
a. Use a magnetic field in a vacuum to bend electronic beams
b. Images must be photographed or produced electronically.
B.
Development of the cell theory
1.
The cell theory resulted from many scientists’ observations and conclusions.
2.
The basic unit of organization is the cell.
3.
All organisms are composed of one or more cells.
4.
New cells come from old cells through cell division.
What are some differences between electron microscopes and other microscopes?
Magnification, lenses or magnetic fields, viewing of the image
Cells
T3
Section 3
Viruses
A. Virus–a nonliving strand of hereditary material surrounded by a protein coating
B. Virus multiplication–viruses can make copies of themselves only inside a living host cell.
1. Active viruses–make the host cell produce new viruses, which kills the host cell
2. Latent viruses–hide in the host cell without destroying it
a. Virus hereditary material becomes part of the host cell’s hereditary material.
b. Latent viruses can become active and then destroy the host cells.
C. Virus effects on organisms
1. Most viruses infect only specific kinds of cells.
2. Viruses are often carried to the host through the air.
3. The virus and host cell must fit together exactly to begin a viral infection.
4. Bacteriophages attach to bacteria and inject their hereditary material.
D. Fighting viruses
1. Vaccines–weakened virus particles which allow the host to fight some diseases
2. Treating viral diseases
a. Antibiotics are not effective treatments for viral infections.
b. Infected cells sometimes produce interferons, which are proteins that can protect
noninfected cells.
c. Antiviral drugs often have adverse side effects, limiting their use.
d. Public health measures can prevent or slow disease spread.
E. Research with viruses–gene therapy uses viruses to replace defective cell hereditary material
with normal cell hereditary material.
How are viral diseases prevented and treated? Vaccines, antiviral drugs, public health
practices, interferon production
T4 Cells
Content Outline for Teaching (continued)
Spanish
Resources
de la vida
Estructura de la célula
Lo que aprenderás
■
■
■
A identificar los nombres y funciones de cada
parte de la célula.
A explicar la importancia del núcleo celular.
A comparar tejidos, órganos y sistemas de
órganos.
Vocabulario
cell membrane / membrana celular: cubierta
externa protectora de todas las células; formada por una capa doble de moléculas adiposas y controla la interacción entre la célula y
el ambiente.
cytoplasm / citoplasma: mezcla gelatinosa en
continuo movimiento dentro de la membrana
celular que contiene material hereditario y en
la cual se lleva a cabo la mayoría de los procesos de una célula.
cell wall / pared celular: estructura rígida que
encierra, sostiene y protege las células vegetales, las células de las algas, de los hongos y de
la mayoría de las bacterias.
organelle / organelo: estructura en el citoplasma de una célula eucariota que puede
actuar como un lugar de almacenamiento,
puede procesar energía, mover materiales o
elaborar sustancias.
nucleus / núcleo: organelo que controla todas
las actividades de una célula y contiene
material hereditario compuesto por proteínas y DNA.
chloroplast / cloroplasto: organelo de las células vegetales, de color verde y que contiene
clorofila, que convierte la luz solar, el dióxido
de carbono y el agua en azúcar.
mitochondrion / mitocondria: organelo celular que descompone lípidos y carbohidratos y
libera energía.
ribosome / ribosoma: estructura pequeña en
la cual las células producen sus propias
proteínas.
endoplasmic reticulum (ER) / retículo
endoplásmico (RE): organelo citoplásmico
que mueve materiales dentro de una célula y
que está formado por una serie compleja de
membranas plegadas; puede ser áspero (con
ribosomas adheridos) o liso (sin ribosomas
adheridos).
Golgi bodies / cuerpos de Golgi: organelos que
almacenan materiales celulares y los transportan dentro o fuera de la célula.
tissue / tejido: grupo de células semejantes que
funcionan juntas para efectuar una tarea.
organ / órgano: estructura, como el corazón,
compuesta por tipos diferentes de tejidos que
funcionan en conjunto.
Por qué es importante
Si sabes cómo funcionan los organelos, es más
fácil de entender cómo sobreviven las células.
Compara células
Si comparas un pez con una rosa, verás que son
diferentes. ¿Acaso sus células individuales son
también diferentes?
Preguntas del mundo real
¿Cuáles son las diferencias y similitudes entre
las células de la mejilla humana y las células de
una planta?
Materiales
microscopio
laminilla
cubreobjetos
pinzas
agua del grifo
cuentagotas
planta de Elodea
preparación de células de
mejilla humana
Metas
■ Comparar y contrastar una célula animal
con una vegetal.
Células
T5
Medidas de seguridad
Concluye y aplica
Procedimiento
1. Copia la tabla de datos en tu Diario de ciencias. Marca las partes de la célula a medida
que las vayas observando.
2. Usa las pinzas para hacer una laminilla
húmeda de una hoja joven de la punta de
una planta de Elodea.
3. Observa la hoja bajo el objetivo de menor
aumento. Enfoca la capa superior de células.
4. Cambia al objetivo de mayor aumento y
enfoca una célula. En el centro de la célula
ves un organelo con membranas llamado
vacuola central. Observa los cloroplastos: los
objetos verdes con forma de disco moviéndose alrededor de la vacuola central. Trata
de encontrar el núcleo de la célula. Se ve
como una bola clara.
5. Dibuja la célula de Elodea. Rotula la pared
celular, el citoplasma, los cloroplastos, la vacuola central y el núcleo. Regresa a baja
potencia y retira la preparación. Deséchala
adecuadamente.
6. Observa la preparación de células de la
mejilla bajo el objetivo de menor aumento.
7. Cambia a potencia alta y observa el núcleo
de la célula. Dibuja y marca la membrana
celular, citoplasma y núcleo. Regresa a baja
potencia y retira la preparación.
Observación de las células
Parte de la célula
Citoplasma
Mejilla
1. Compara y contrasta la forma de las células
de la mejilla y de la célula de Elodea.
2. Saca conclusiones sobre las diferencias entre
las células vegetales y animales.
Comunica tus datos
Dibuja las dos clases de células en una hoja de
papel. Rotula con lápiz verde los organelos que
sólo se encuentran en las plantas, con lápiz de
color rojo los organelos que sólo se encuentran
en los animales, y con lápiz azul los organelos
que se encuentran en ambos. Para más ayuda,
consulta el Science Skill Handbook.
Observa las células
Lo que aprenderás
■
■
Vocabulario
cell theory / teoría celular: establece que todos
los organismos están formados por una o más
células, la célula es la unidad básica de la vida
y todas las células provienen de otras células.
Los seres humanos son como cualquier otro ser
vivo porque están hechos de células.
Los virus
Elodea
Lo que aprenderás
■
Núcleo
Cloroplastos
Pared celular
Membrana celular
T6 Células
A comparar las diferencias entre un microscopio de luz compuesto y el microscopio electrónico.
A resumir los descubrimientos que llevaron
al desarrollo de la teoría celular.
■
■
A explicar cómo un virus hace copias de sí
mismo.
A identificar los beneficios de las vacunas.
A investigar algunos usos de los virus.
Vocabulario
virus / virus: estructura que contiene material
hereditario rodeado por un revestimiento proteico y que sólo se desarrolla en el interior de
organismos vivos.
Spanish Resources (continued)
host cell / célula huésped: célula viva en la cual
un virus se puede reproducir activamente o en
la cual un virus puede ocultarse hasta que los
estímulos ambientales lo activen.
Los virus infectan a casi a todos los organismos,
por lo general afectándolos de forma negativa,
pero en ocasiones afectándolos de forma
positiva.
Diseña tu propio
Compara
microscopios de luz
Eres un técnico en un laboratorio forense de la
policía. En el laboratorio usas un estereoscopio
y un microscopio de luz compuesto. Un detective acaba de regresar de la escena de un crimen
con bolsas de evidencia. Debes examinar cada
pieza de evidencia bajo el microscopio. ¿Cómo
decides cuál microscopio es la mejor herramienta a usar?
Preguntas del mundo real
¿Se podrán ver todas las pruebas que has
recogido a través de ambos microscopios?
Formula una hipótesis
Compara los objetos a examinar bajo los
microscopios.
Posibles materiales
microscopio de luz compuesto
estereoscopio
objetos del aula (incluye algo con vida o que
alguna vez estuvo vivo) (8)
laminillas y cubreobjetos
platos petri de plástico
agua destilada
gotero
Metas
■ Aprender cómo usar correctamente un
estereoscopio y un microscopio de luz compuesto.
■ Comparar los usos del estereoscopio y del
microscopio de luz compuesto.
Medidas de seguridad
Prueba tu hipótesis
Diseña un plan
1. Como grupo, decide cómo probar la hipótesis.
2. Describe cómo llevarán a cabo el experimento usando una serie de pasos específicos. Asegúrate de que los pasos estén en
orden lógico. Recuerda que debes poner un
objeto en el fondo de un plato de plástico
para examinarlo bajo el estereoscopio y
debes hacer una laminilla húmeda de cada
objeto para ser examinado con el microscopio de luz compuesto. Para mayor información, mira el Manual de referencia.
3. Si necesitas una tabla de datos o una tabla
de observación, diseña una en tu Diario de
ciencias.
Sigue tu plan
1. Asegúrate de que tu maestro apruebe los
objetos que vas a examinar, tu plan y tu
tabla de datos antes de comenzar.
2. Lleva a cabo tu experimento
3. Mientras haces tu experimento, registra tus
observaciones y completa la tabla de datos.
Analiza tus datos
1. Compara los objetos que examinaste con los
de tus compañeros de clase.
2. Basado en este experimento, clasifica los
ocho objetos que observaste.
Concluye y aplica
1. Infiere qué tipo de microscopio puede utilizar un científico para examinar una muestra de sangre, fibras y caracoles vivos.
2. Enumera cinco profesiones que usan
estereoscopios. Enumera cinco profesiones
en las que las personas deben usar un
microscopio de luz compuesto. Anota esta
lista en el Diario de ciencias.
3. Infiere qué diferencia habría en las imágenes si
examinaras un objeto bajo un microscopio de
luz compuesto y bajo un estereomicroscopio.
Células
T7
4. Determina cuál microscopio fue mejor para
ver objetos grandes, o posiblemente organismos vivos.
Comunica tus datos
Escribe una breve descripción de una escena de
crimen imaginaria y de la evidencia encontrada.
Organiza la evidencia en dos listas: artículos
para ser examinados bajo un estereomicroscopio y articulos para ser examinados bajo un
microscopio compacto liviano. Para más
ayuda, consulta el Science Skill Handbook.
Guía de estudio
Repasa las ideas principales
Refiérete a las figuras en tu libro de texto.
Sección 1 La estructura de la célula
1. Existen dos tipos de células: Células procariotas y células eucariotas.
2. El DNA del núcleo controla las funciones
celulares.
3. Organelos como las mitocondrias y los
cloroplastos procesan energía.
4. La mayoría de los organismos multicelulares
se organizan en tejidos, órganos.
T8 Células
Sección 2 Observa las células
1. Un microscopio simple tiene una sola lente.
Un microscopio de luz compuesto tiene
lentes oculares y lentes objetivo.
2. Para calcular la amplificación de un microscopio, multiplica la potencia del lente ocular
por la potencia de los lentes objetivo.
3. De acuerdo a la teoría celular, la célula es la
unidad básica de la vida. Los organismos
están formados por una o más células y
todas las células vienen de otras células.
Sección 3 Los virus
1. Un virus es una estructura que contiene
material hereditario rodeada por una
cubierta de proteína.
2. Un virus puede hacer copias de sí mismo
sólo cuando está dentro de una célula
huésped viva.
Teacher Guide
& Answers
Hands-On Activities
MiniLAB (page 3)
1. particles suspended in the gelatin, which represent
organelles suspended in the cytoplasm
2. A model is a representation of an abstract object
that is used to visualize and better understand it.
MiniLAB: Try at Home (page 4)
Each of the objects magnifies the newsprint.
Lab 1 (page 5)
Lab Preview
1. With lower magnification, a larger area of the
slide is visible.
2. an organelle in plant cells in which light energy is
changed into chemical energy
Conclude and Apply
1. The Elodea cell is rectangular; the cheek cell is
oval.
2. Only plant cells have a cell wall and chloroplasts.
Lab 2: Design Your Own (page 7)
Lab Preview
1. Students may be allergic to or be irritated by some
of the substances examined. Avoid contact with
biological materials.
2. A stereomicroscope has two eyepieces, so that it
provides a three-dimensional image. It is used to
view things that are too thick for light to pass
through or too large to fit the stage of a compound microscope.
Analyze Your Data
1. Answers will vary.
2. Large items should be classified together, and
items small enough to fit on a slide should be
grouped together.
Conclude and Apply
1. A scientist might use a stereomicroscope to examine live snails and a compound light microscope
to examine blood and fibers.
2. Answers will vary, but may include lab technicians, forensic scientists, and cell biologists for
the compound light microscope and surgeons,
botanists, entomologists, geologists, and gemologists for the stereomicroscope. Be upside down
and reversed left to right.
3. The image under the compound light microscope
will be magnified more and show greater detail.
4. stereomicroscope
Laboratory Activity 1 (page 9)
Lab Notes: Plastic coverslips do not give us good
clarity for viewing, but will greatly reduce cost for
replacement of broken glass coverslips.
Microscopes are available in a variety of models. You
may wish to point out to students which microscope
in Figure 1 is more like the ones they will be using.
Or, prepare a labeled diagram of your classroom
microscopes on a handout sheet for students.
Lab Notes: Some ways to help students with this
activity:
1. Demonstrate Part A by demonstrating and using
one microscope as a model for the entire class. Go
through steps 1 through 10 to explain each procedure.
2. Have students proceed one step at a time as you
direct them verbally. Check to see that everyone
has done each step correctly before going on to
the next step.
3. Show a film strip that shows how to use the
microscope before beginning this activity.
1. The letter viewed through the microscope is
upside-down and backward.
2. backward (opposite direction)
3. The head hair is much thicker than the arm hair.
4. The wool thread is thicker and rougher than the
nylon thread.
5. Answers will vary. A microscope with a 10× eyepiece and a 10× objective lens has a total magnification of 100 (10 × 10 = 100).
6. (1) Clean slide and coverslip. (2) Place a drop of
water on the slide. (3) Place the wing in the water.
(4) Add a coverslip to the slide.
7. Only the fine adjustment should be used to avoid
breaking the lens or slide.
8. a. eyepiece
b. arm
c. low power objective
d. fine adjustment
e. coarse adjustment
f. base
g. revolving nosepiece
h. high power adjustment
i. stage
j. diaphragm
k. lamp
Cells
T9
Laboratory Activity 2 (page 13)
Lab Note: Use a razor blade to slice very thin sections
of cork. The slices should be made from the side, not
the top or bottom, and should be tissue-paper thin.
Only the teacher should prepare the slices.
Part A
Cell wall
Part B
Nucleus
Cytoplasm
Cell membrane
Cork
Frog blood
Part C
Vacuole
Cell wall
Chloroplast
Nucleus
Cytoplasm
Cell membrane
Lettuce
1. a. cork*, frog blood
b. lettuce
c. lettuce
d. cork, lettuce
e. lettuce*
f. frog blood, lettuce
g. frog blood, lettuce
h. frog blood
i. frog blood
j. cork, lettuce
*Lab Note: Cork may or may not have a rectangular
or brick-shaped appearance, depending on the direction the slivers were cut.
2. cells
a. empty;
b. plant
3. round or oval; a. cell membrane; b. cytoplasm,
nucleus
4. rectangular
a. The cell have cells walls and diloroplasts
b. distributed throughout the cytoplasm
5. cell membrane, nucleus, vacuoles, cytoplasm,
lysosome, ribosome, mitochondria
6. All the living things examined were made of units
called cells.
7. a. encloses and protects the plant cell and allows
molecules to pass through
b. green organelles in plant cells where food is
made; contain chlorophyll
c. gelatinlike mixture that flows inside the cell
membrane and contains many chemicals and
water
T10 Cells
d. directs all cell activities, controls center of cell
e. stores waste products, food, and other cellular
material
f. protective covering around all cells that allows
certain materials to move into and out of the cell;
regulates the amounts of chemicals inside and
outside the cell
g. moves materials around in the cell
h. releases energy stored in food
8. cell wall, e; nucleus, d; endoplasmic reticulum, a;
chloroplast, c; mitochondria, b
Directed Reading for Content Mastery (page 19)
Overview (page 19)
1. mitochondria
2. lysosome
3. chloroplast
4. cell wall
5. vaccine
6. microscope
7. cytoplasm
8. virus
9. cell theory
Sections 1 and 2 (page 20)
1. F
2. T
3. T
4. F
5. T
6. a. They bend the light toward the eye
b. It makes the object appear larger.
7. 40 times
8. 400 times
Section 3 (page 21)
1. The virus attaches to a specific host cell.
2. The virus’s hereditary material enters the host cell.
3. The hereditary material of the virus causes the cell
to make viral hereditary material and proteins.
4. New viruses form inside the host cell.
5. New viruses are released as the host cell bursts
open and is destroyed.
Key Terms (page 22)
1. j
2. h
3. b
4. a
5. l
6. e
7. d
8. g
9. k
10. f
11. i
12. c
Teacher Guide & Answers (continued)
Lectura dirigida para Dominio del contenido (pág. 23)
Sinopsis (pág. 23)
1. mitocondria
2. lisosoma
3. cloroplasto
4. pared celular
5. vacuna
6. microscopio
7. citoplasma
8. virus
9. teoría celular
Secciones 1 y 2 (pág. 24)
1. F
2. V
3. V
4. F
5. V
6. a. Doblan la luz hacia el ojo.
b. Hace que el objeto parezca más grande.
7. 40 veces
8. 400 veces
Seccione 3 (pág. 25)
1. El virus se adhiere a una célula huésped específica.
2. El material hereditario del virus penetra la
célula huésped.
3. El material hereditario del virus hace que la
célula produzca material hereditario y proteínas
virales.
4. Se forman nuevos virus dentro de la célula
huésped.
5. La célula huésped es destruída al estallar y
romperse para liberar los nuevos virus.
Términos claves (pág. 26)
1. j
2. h
3. b
4. a
5. l
6. e
7. d
8. g
9. k
10. f
11. i
12. c
Reinforcement (page 27)
Section 1 (page 27)
1. cytoplasm
2. allows certain materials to move into and out of
the cell
3. nucleus
4. moves materials around in the cell
5. ribosome
6. mitochondria
7. captures light energy and stores as chemical
energy in plants
8. protects the plant cell
9. vacuole
10. package and sort cellular substances for export
11. lyosome
12. cell wall
13. cell membrane
14. cytoplasm
15. nucleus
16. ribosome
17. endoplasmic reticulum
18. mitochondrion
19. chloroplast
20. vacuole
21. Golgi body
Section 2 (page 28)
1. All organisms are made of cells.
2. A cell is the basic unit of structure and function
in an organism.
3. Every cell comes from another cell.
4. This is called the cell theory.
5. Robert Hooke
6. cork
7. All things are made of cells
8. microscope
9. an electron microscope
Section 3 (page 29)
1. a. 4
b. 1
c. 3
d. 2
2. The virus’s hereditary material becomes part of
the cell’s hereditary material. A latent virus does
not immediately destroy the cell or make new
viruses but hides inside host cells. A latent virus
can become active at any time.
3. Vaccines and antiviral drugs help prevent
viruses. Viral infections can also be prevented by
improving sanitary conditions, quarantining
patients, and controlling animals that spread the
disease.
4. Vaccines are made from weakened virus particles that can’t cause disease any more.
5. Normal hereditary material is substituted for a
cell’s defective hereditary material. The normal
material is enclosed in viruses that infect targeted cells, taking the new strand of hereditary
material into the cells to replace the defective
hereditary material.
Enrichment (page 30)
Section 1 (page 30)
1. Answers will vary, but students should say it was
very important. They should indicate that cells
were too small to be seen by the naked eye. The
cells could be seen only under a microscope and
would have been discovered by someone besides
Hooke if he had not built and used his own compound microscope.
Cells
T11
2. Answers will vary. Examples: the cell is the most
important part of all living organisms, or the cell
is the basic unit of life.
3. Answers will vary, but students should state that
developing the cell theory is directly related to scientists’ ability to study cell structure, which could
be studied only under a microscope. As microscopes improved, so did scientific observation.
Section 2 (page 31)
1. 50×
2. 80×
3. 480×
4. 5×
5. 60×
6. multiplying the magnifying powers of the eyepiece lens and the objectives lens;
7. poor resolving power; 8. 1.5, 15, 150
Section 3 (page 31)
1. 15 micrometers
2. a red blood cell molecule
3. plants
4. rabies virus is larger
5. 750 micrometers
6. micrometers
7. bacteria
Note-taking Worksheet (page 33)
Refer to Teacher Outline, student answers are
underlined.
Assessment
Chapter Review (page 37)
Part A. Vocabulary Review
1
2
3
E N D O P L A S M I C R E T I C
I
E
4
T
T
L
6
I
C H L O R O P L A S T
S
C
T
8
7
S
O
C
H
H
9
R
N U C L E U S
O
E
11
E
L
N
O R G A N E
A
L
D
R
N
W
R
Y
12
A
I
V
13
14
H
G O L G I B O D I E S
L
N
R
O
15
R I B O S
U
S
T
Part B. Concept Review
1. A
2. P (1–13 1/1)
T12 Cells
U L U M
5
C
Y
T
O
10
M
P
L L E S
M
A
B
S
M
R
A
N
O M E S
1. ______
A
2. ______
P
4
13
3
7
12
4
8
13
6
10
7
11
9
6
3
10
5
12
14. a. 4
b. 2
c. 1
d. 3
15. a. All organisms are made up of one or more
cells. (1/1)
b. Cells are the basic units of structure and
function in all organisms. (1/1)
c. All cells come from cells that already exist. (1/1)
16. A one-celled organism performs all its life functions by itself. The cells in many celled organisms do not work alone but depend in some way
on other cells. (3/1)
17. Eukaryotic cells have a membrane-bound structure; prokaryotic cells do not. (1/1)
Chapter Test (page 39)
I. Testing Concepts
1. l (7/3)
2. f (4/2)
3. c (1/1)
4. k (2/1)
5. a (3/1)
6. i (1/1)
7. j (1/1)
8. b (3/1)
9. h (1/1)
10. e (1/1)
11. a (7/3)
12. c (9/3)
13. b (7/3)
14. a (8/3)
15. c (1/1)
16. b (4/2)
17. c (5/2)
18. a (5/2)
19. d (1/1)
20. d (1/1)
21. b (3/1)
22. c (3/1)
23. d (1/1)
24. a (1/1)
25. d (1/1)
II. Understanding Concepts
1. electron
2. compound light
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
III.
1.
stereomicroscope
simple (1–4, 4/2)
B
D
C
A
C (5–9, 5/2)
cells (5/2)
function (5/2)
cells that already exist (5/2)
organ systems (3/1)
cell walls (1/1)
endoplasmic reticulum
ribosomes
nucleus
Golgi body
cytoskeleton
cell membrane
mitochondrion
cell wall
vacuole
chloroplast (15–24, 1/1)
Applying Concepts
All cells have an outer covering called a cell
membrane. (1/1)
2. All cells have a gelatinlike material called
cytoplasm inside the membrane. (1/1)
3. All cells have hereditary material that controls
cell life. (1/1)
4. organ (3/1)
5. organ systems (3/1)
6. single cell (1/1)
7. tissue (3/1)
8. The virus attaches to a specific host cell.
9. The hereditary material of the virus enters the
host cell.
10. The hereditary material of the virus causes the cell
to make viral hereditary material and proteins.
11. New viruses form inside the host cell.
12. Many new viruses are released as the host cell
bursts open and is destroyed. (8–12, 7/3)
IV. Writing Skills
13. Answers will vary. The nucleus directs all the activities of the cell. The nucleus contains the instructions for everything the cell does. The nucleus
carries the instructions on threadlike hereditary
material made of proteins and DNA. (2/1)
Section Focus Transparency 1 (page 44)
A Factory Analogy
Transparency Teaching Tips
The concept presented here is cell structure. Ask
students to name the cell parts which correspond to
the factory’s painted exterior walls, interior, power
source, storage barrels, and front office (cell mem-
■
brane or cell wall; cytoplasm; mitochondria; vesicles; and nucleus).
■ Draw a simple cell on the board; label and then
explain each cell part.
Content Background
■ The human body contains more than 10 trillion
cells, each around .0025 centimeters in diameter
(400 per centimeter).
■ The size of a many-celled organism depends not
on the size of its cells, but on the number of cells
present.
Answers to Student Worksheet
1. The control center is like the nucleus.
2. The factory’s generator (source of power) is similar to the mitochondria.
3. They store materials made in the factory for
removal and transport on the river.
At Home in the Salt
■ This transparency introduces cells and microscopes. Point out that the bacteria shown is
incredibly small, so the picture was taken with a
scanning electron microscope. The microscope
uses a beam of electrons to scan an object’s surface and create an image of the surface details.
■ Explain that all cells process energy and have environmental parameters in which they thrive. The
bacteria pictured is an extremophile, a microbe
that exists under conditions that would be lethal
to most organisms. Ask the students to describe
the environmental extremes of the Dead Sea
(extreme salinity).
■ The extremophile living in the Dead Sea is a
halophile, a salt-loving microbe (in this case
Haloferax mediteranei). Microbes like this are the
only living things in the Dead Sea. This kind of
bacteria is not pathogenic to humans.
Content Background
■ The French physicist Louis de Broglie suggested
the idea for the electron microscope in 1924. The
first true electron microscope was built in 1933.
■ The Dead Sea has large amounts of salt, bromine,
and various chlorides. The River Jordan flows into
the Dead Sea, mixing fresh water with the salt
water. The high heat of the region, however,
quickly causes the water to evaporate, leaving
behind the salt. Under cooler conditions, the
Dead Sea would gradually lose its high salinity.
■ The region receives less than 100 millimeters (four
inches) of annual rainfall.
■ The Dead Sea has a number of health resorts.
Many people believe that a bath in the sea’s mineral water is conducive to good health. Companies
collect and sell the salt as well as various Dead Sea
salt-related health products.
Cells
T13
■
The Dead Sea is located between Jordan and
Israel, and part of it belongs to each country. In
Arabic, its name is pronounced AL-BAHR ALMAYYIT (“Dead Sea”), and in Hebrew it is YAM
HA-MELAH (“Salt Sea”).
1. There is no life visible to the naked eye.
2. A microscope is needed.
3. The bacteria are single-celled organisms that do
not have nuclei. This makes them simple living
things. However, answers may vary depending on
students’ understanding of simple and complex.
Thanks for Sharing!
You may use this transparency to introduce viruses.
Explain that viruses are particles that infect host
cells. One-tenth the size of bacteria, viruses can
only be seen by an electron microscope.
■ Point out that viruses cannot reproduce. Viruses
can multiply, or replicate, inside a host cell—using
the cell’s structures. Many viruses, particularly
influenza and cold strains, are transmitted through
coughing, sneezing, and direct contact with hands
that have touched the nose or mouth.
■ Have students discuss the ease with which viruses
can be transmitted within a closed environment,
such as a classroom.
Content Background
■ The common cold encompasses five different
families and more than one hundred different
strains of viruses, none of which provides immunity for the other varieties.
■ A virus may be active or latent (attached to a cell,
but not active). When active, viruses can destroy
the host cell.
■ Some viruses, such as yellow fever, are spread by
insect bites.
■ Virus is from the Latin word meaning “poison.”
1. Answers will vary. Possibilities include tired, congested, achy, etc.
2. You can cover your mouth when you cough, your
nose when you sneeze, and wash your hands after
either.
■
Teaching Transparency (Page 47)
Animal and Plant Cells
Section 1
Many students think of cells as two-dimensional
objects. Impress upon them that all cells and cell
organelles are three-dimensional.
■
T14 Cells
■
Point out that cells come in many different shapes
and sizes. Also explain that every cell does not contain every organelle. For example, human red blood
cells do not have a nucleus when they are mature.
Reteaching Suggestion
■ Have students imagine that the classroom is a
giant cell. Have them use common objects to
identify organelles and explain where they would
be placed in the room. Example: desks could be
mitochondria, pencil erasers ribosomes, and the
air cytoplasm
Extensions
Challenge: Cover the labels on the transparency
and have students identify the organelles.
Enrichment: Have students describe common
objects that have similar functions to the
organelles. Example: the nucleus may be thought
of as a computer that stores and uses information.
1. Rough endoplasmic reticulum, Golgi complex,
ribosomes, vacuoles, cell membrane, mitochondrion, nucleus, nucleolus, and smooth endoplasmic reticulum.
2. Plant and animal cells both have a nucleus with a
membrane around it.
3. cell wall and chloroplast
4. The plant vacuoles are much larger than the animal vacuoles.
5. A cell containing many chloroplasts would carry
on large amounts of photosynthesis to make food
for the plant.
6. The cell membrane is made up of a double layer
of fats with some proteins scattered through it.
7. ribosomes
8. Mitochondria provide the energy necessary for
movement.
Assessment Transparency (page 49)
Cells
Section 3
Answers
1. C. Students must study the picture to discover
that the chromosomes are present in the nucleus.
2. H. Students must understand the purpose of the
experiment and the impact of the possibilities
suggested in the answer choices.
Choice F: No, temperature is not indicated in the
picture and is beyond the scope of this experiment.
Choice G: No, altitude is not indicated in the picture and is beyond the scope of this experiment.
Choice H: Yes, the scientist could investigate how
powerful interferon is by using less interferon.
Choice J: No, additional labels will only give the
scientist more of the same information. There is no
reason to repeat the experiment with more labels.
3. D. Students must recall that viruses are harmful to
cells. The only answer that suggests anything
detrimental is choice D, die.
Test-Taking Tip
Suggest students think about scientific methods
before beginning.
The Nature of Science
T15

Chapter Resources: Cells

Transcripción

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