Subject/Course Title: Biology—H 2015-16
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Unit Title/Skill Set: 1 Principles of Biology
10 days
Overview: This unit examines the nature of life, the common
characteristics of living things, and the relationship between structure and
function from the organelle to the multicellular organism.
Unit Essential Question(s): What are the characteristics of life? How is
structure related to function at the various levels of cellular organization?
Unit Competencies
* What students need to be able to do (skills) as Do Now’s
Day
2
NOS-Does science really prove anything? Give evidence for the fluid NOS.
7
Distinguish between a hypothesis, inference, theory, law, principle, fact, and observation.
8
What is the relationship between structure/function at biological levels of organization:
(organelles, cells, tissues, organs, organ systems, multicellular)?
9
Describe the common characteristics exhibited by all living things (prok/euk).
10
Compare the cellular structure and function in prokaryotic and eukaryotic cells organelles
(Cell membrane, cell wall, nucleus, golgi, mitochondria, ER, ribosomes, plastids).
Unit Concepts
*What students need to know in order to complete the Unit Competencies
Day
8
9
10
Lesson Focus
Levels of biological organization from organelle to multicellular organism
a. Organelle
b. Cell
c. Tissue
d. Organ
e. Organ System
f. Multicellular Organism
Common characteristics of life:
a. Composed of one or more units called cells
b. Obtain and use matter and energy to carry out their life processes
c. Reproduce and pass their genetic material on to the next generation
d. Maintain homeostasis
e. Grow, develop and eventually die
f. Detect and respond to stimuli
g. Adapt and evolve at the population level
Organelles: Cell membrane, cell wall, nucleus, golgi, mitochondria, ER,
ribosomes, plastids
PRINCIPLES OF BIOLOGY—H 2015-16
1.
2.
3.
4.
5.
Every reading assignment is expected to be completed BEFORE you come to class. Confused
about the reading? AS YOU READ, Prepare questions to ask in class.
Be a Scout and Be Prepared…Vocab games may be given at ANY time.
Homework is due ON THE DUE DATE (Sectionals—Turn in on the due date…Field trips and
illnesses—turn in on your first day back.).
Turn in first day back. Questions on the reading that goes with the Do Now??—Turn in written
question specifying what you don’t understand. Be specific. Don’t say, “I don’t get it”.)
Labs are due two days after class.
6. **In order for you to participate in structured activities and labs, you must have your
Reading up-to-date as well as your vocabulary.
7.
Day
1
2
3
4-7
Labs are to be read beforehand.
Lesson
Get textbooks
Student ID cards/seating
Learning Style Inventory
USAtestprep ID/Passwords
Lab Safety
Lab Safety-puzzle activity
Bubblegram vocabulary
Reading assignment
Pre-test: USAtestprep for Unit I
Handouts, corrections explained, pre-lab-read
insructions.
LDC Argument Module—NOS, the tentative
nature of science
At home this night:
Homework/Due Dates
Self-Scored General
Reading Assignment Unit I:
Ch 1.1, 1.2, 1.3
Ch 4.1, 4.2, 4.3, 4.4
DUE: Day 2 *All reading is
due at the beginning of class
DUE: Self-Scored General
Reading Assignment
Specific Reading
Assignment Unit I:
DUE: Day 4
*Do Now Day 2
LAB: LDC NOS argument module
Animalcules
Use of these words in LDC context:
hypothesis, inference, theory, law, principle,
fact, observation
Spontaneous Generation-Slides
Text/article reading
Spreadsheet
Draft-googledocs/peer review
Finished argument-googledocs
Game-R/P/S/L/S
DUE: Day 4-Specefic
Reading Assignment
DUE: Day 5-Animalcules
Lab
DUE: Day 7-LDC
Argument
*Do Now day 7
Common Themes in Biology
8
Organizational levels in Biology
Relationship between form and function
Game-Tic-tac-toe
DUE: Day 8-Bubblegram
answers
*Do Now Day 8
9-10
TBA
Compare the cellular structure and function in
prok and euk cell organelles (Cell membrane,
cell wall, nucleus, golgi, mitochondria, ER,
ribosomes, plastids).
Game-Kahoot.it
*Do Now Day 9
*Do Now day 10
Constructed Response practice
Unit I Test-USAtestprep
Principles of Biology Vocabulary
Day-7
Rock/Paper/Scissor/Lizard/Spock
hypothesis, inference, theory, law,
principle, fact, observation
Day 8-Tic-Tac-Toe
organelles, cells, tissues, organs, organ
systems, multicellular
Day 10-Kahoot
cell membrane, cell wall, nucleus, golgi,
mitochondria, ER, ribosomes, plastids
Unit 1: Principles of Biology—Keystone-What You Need to Know
1. Describe the characteristics of life shared by all organisms.
2. Distinguish between a hypothesis, inference, theory, law,
principle, fact, and observation.
3. Compare cellular structure and function in prokaryotic and
eukaryotic cells (organelles).
4. How are the levels of organization in living things arranged?
Vocabulary
1. Biology-The study of living things.
2. Cell-The basic unit of structure and function for all living organisms. Cells have three
common components: genetic material, cytoplasm, and a cell membrane. Eukaryotic cells also
contain specialized organelles.
3. Eukaryote-A type of organism composed of one or more cells containing a membranebound nucleus, specialized organelles in the cytoplasm, and a mitotic nuclear division cycle.
4. Hypothesis-A proposed, scientifically testable explanation for an observed phenomenon.
5. Law-A law that generalizes a body of observations. At the time it is made, no exceptions
have been found to a law. It explains things but does not describe them; serves as the basis of
scientific principles.
6. Mechanism-The combination of components and processes that serve a common function.
7. Multicellular-Made of or more than one cell.
8. Organ-An anatomical unit composed of tissues serving a common function.
9. Organ system-An anatomical system composed of a group of organs that work together to
perform a specific function or task.
10. Organelle-A subunit within a cell that has a specialized function
11. Organism-A form of life; a bacterium, protist, fungi, plant, or animal.
12. Principle-A concept based on scientific laws and axioms (rules assumed to be present,
true, and valid) where general agreement is present.
13. Prokaryote-A single-celled organism that lacks a membrane-bound nucleus and
specialized organelles.
14. Science-A body of evidence-based knowledge gained through observation and
experimentation related to the natural world and technology.
15. Specific heat-The measure of the heat energy required to increase the temperature of a
unit quantity of a substance by a certain temperature interval.
16. System-A set of interacting or interdependent components, real or abstract, that form an
integrated whole. An open system is able to interact with its environment. A closed system is
isolated from its environment.
17.Temperature-A measure of the average kinetic energy (energy of motion) of particles in a
sample of matter. This physical property can determine the rate and extent to which chemical
reactions can occur within living systems. It is commonly measured in degrees Celsius (0C) or
Fahrenheit (0F).
18. Theory-An explanation of observable phenomena based on available empirical data and
guided by a system of logic that includes scientific laws; provides a system of assumptions,
accepted principles, and rules of procedure devised to analyze, predict, or otherwise explain
the nature or behavior of a specific set of phenomena.
19. Tissue-An anatomical unit composed of cells organized to perform a similar function.
20. Unicellular- Made up of a single cell.
GENERAL VOCAB GAME DIRECTIONS
Kahoot.it
1. Using any internet-connecting device, search for ‘kahoot.it’.
2. You will be asked to join.
3. When my game shows on the white board, it will give you a pin number for that game.
Enter the pin number.
4. You will need a user name that will be visible to other players on the white screen.
Make it a short name, and one that does not need to be censored. Do not use your own
name.
5. When all players have entered their names (they appear on the board as you enter it), I
will press the play button.
6. The title screen appears briefly.
7. The first question quickly appears.
8. Read it and try to guess what the answer should be.
9. When the answer choices appear, READ ALL FOUR CHOICES.
10. Quickly press the color/symbol/word that corresponds to your answer choice.
11. Scores are computed by speed, and correctness.
12. When all answers have been recorded or time has expired, the correct answer will be
high-lighted with a check mark.
13. The next screen will be the bar graph showing the class answer choices.
14. The following screen will be the names of the four top scorers. This is why you don’t
want your real name to be there. You may not like your score!!!
15. At the end of the game, the grand winner will be shown as well as the following three
place winners.
Tic-Tac-Toe—Two Out of Three Games
1.
2.
3.
4.
You and a partner will use paper and pencil to play tic-tac-toe.
Outside rows (closest to the walls) will be X.
Inside rows (closest to the center aisle) will be O.
The first round, O partners will ask X partners for the definition of one of the vocab
words.
5. X partner will only be permitted to place an X if he/she provides the correct definition.
6. You skip your turn if you cannot answer correctly.
7. X then asks O partner for the definition of another words.
8. Continue until all the words have been used this way.
9. Play saying the definition and asking the partner for the word.
10. Continue play until one partner wins two out of three games.
11. Inform the teacher as soon as you win!!!
ROCK/PAPER/SCISSORS/LIZARD/SPOCK
I know you’ve heard of rock/paper/scissors. But an exciting new
version is about to rock (sorry about the pun) your world!
The game is virtually the same style of fast-paced annihilation using
your hands…all without drawing blood.
Here’s what’s new.
1. The loser asks the winner the question (therefore, the winner has the opportunity to
‘score’ by answering correctly.
2. You can only score by providing the correct answer.
3. You skip your turn if you can’t answer correctly.
4. Keep track of your own score.
5. You may be directed to use vocab words or unit informational/fact-type questions.
6. This is a timed event.
7. At the call for ‘time’, the highest score wins.
Chutes and Ladders
1.
2.
3.
4.
5.
6.
7.
You and your partner will use pennies for markers.
One partner has heads, the other tails.
One penny will be the ‘toss’ penny.
If the toss penny lands on heads, you may move one space.
If the toss penny lands on tails, you may move two spaces.
You move ONLY if you answer the question correctly.
For example: if I start the game, I toss my penny.
a. It lands on heads, one space.
b. My partner now asks me a question.
c. I must provide the correct answer or I cannot move at all.
d. If I answer correctly, I move one space.
e. If I answer incorrectly, I must wait for my next turn to try again.
f. It is now my partner’s turn.
8. If you land on a ladder, and answer the question correctly, you may advance multiple
spaces to the top of the ladder.
9. If you land on a sliding board (chute), you must ‘slide’ down to the bottom of the
chute. You slide down no matter what. You must now wait for your next turn to try to
get out of the hole you’ve ‘chuted’ into!
10. This is a timed event, so when I call ‘time’, stop playing.
11. I will ask for the person who is at the most advanced number on the board, and that
will be the winner.
Word Whiz
Be on the lookout for a particular vocab word during this block. I will have the word in large
letters on the board near the white board. When you hear the word, and are able to define it, be
the first to stand. Say the word. Then say the definition. Loudly. Win a prize!!!
Inside/Outside Circle
1. Lab groups 1, 2, and 3 for two circles, partners facing each other.
2. When I say ‘Go’, outside partner says word/content question.
3. Inside partner gives definition/explains answer.
4. If inside partner is correct, you score 1 point.
5. Inside partners rotate to their right, one person.
6. As soon as you have rotated, inside partner says word/content question.
7. If outside person responds correctly, outside person scores 1 point.
8. Keep track of your own scores.
9. Continue rotating until I call ‘time’.
10. High score wins.
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The Ever-Popular, ‘Scientific Method’
Name__________________________Blk___
Background:
‘The’ scientific method is a myth. This is but one of many ways scientists use to discover
possible answers to questions. The fundamental idea is that you observe something interesting
that you might ask, ‘How/why…?’ or ‘If I do… then ____happens’. So I may then make a
guess what the answer will be and I base it on any preliminary observations that I have made.
This ‘guess’ is called the hypothesis. Then I set up a series of tests or experiments using a
control (the condition of the question without the interesting thing that happened in the first
place) and a variable (the condition of the question that was the interesting thing that
happened). The independent variable is the input that I did to make things change. It’s the
thing that I’m testing. The dependent variable is the thing that happens depending on what
I’ve done. It’s the result of the test. I make multiple test using the same sequence of events
because repetition (repeatability) is best because you never know, there could be that one
event that will give me a different, out-of-the-ballpark answer (outlier) that I simply can’t
explain. But it’s the one that’s interesting now and I may want to go on to investigate that one
if I can’t explain it such as it was due to a Coke I spilled on the petri dish during the last trial.
I then analyze my data and try to find something common that explains the original
phenomena. When I find this common thread, I am ready to answer my question in the form
of a theory. This is what we believe to be true under the exact conditions for which we
conducted the experiments at that particular time with those particular tools, and with our
particular understanding at that time.
I’ve used a lot of painstaking adjectives to describe these conditions of forming the theory
because again, you never know, our understanding of this event may change next week when
the techy gurus develop this cool tool that allows me to investigate my phenomena in greater
detail and voila, I get a different set of data and have to change my theory. I change my theory
because that is what I deduced based on my experiments at that time under those conditions
using those tools. My hypothesis was based on my initial observation and it’s a guess as to
what will happen, not what has happened. Therefore I can’t change my pre-guess. So now I
have my original theory that has been shot down because of new technology. Yippee. I’ve just
developed a new, more accurate theory to fit my new, more accurate data. And that is what I
really want in the first place, the most accurate data that I can collect so that I can make the
most accurate theory possible to explain what is happening and why. This series of changing
situations that leads to new, updated theories is called the nature of science (NOS). The NOS
is tentative, not absolute. That means in science, we do not prove theories. In math, geometry
proofs are permanent. In science, theories are our best guess at the moment based on much
data gathered, and our best technology at the time. ‘Imagine what we’ll know tomorrow’
(MIB).
So the take-home message is:
The hypothesis is the guess, the theory is the explanation using data from testing.
Science doesn’t prove a theory, as theories can change with time.
Open-Ended Response Question Unit I: Do you perform experiments in order to
confirm your hypothesis? Support your answer with evidence from lab.
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Biogenesis or Abiogenesis, THAT is the Questions!
Background:
“A witch, a witch. Burn her!” My favorite movie, Monty Python and the Holy Grail. During
the pre-Enlightenment times, people questioned why things happened just like today. They,
however, lacked the technology that we have today to help them find better theories for why
things happened. In order to explain phenomena that they saw, they sometimes blamed bad
things on supernatural beings, such as ‘witches’. Sometimes, they explained what happened
by associating events that seemed to be cause and effect. Remember sanitation wasn’t the
best, there was no refrigeration, and bacteria were unknown at this time. So it might be
understandable to come up with the following statement: “If I…leave the rags that I used
when butchering a pig in the corner dirt floor of my hut, Then…several weeks later I see rat
babies.” Under these circumstances and with these observations, I might conclude that “Rags
give birth to rats”. Sounds like a winner to me. This idea that living things may arise from
non-living things is called ‘Abiogenesis’.
Since the Age of Enlightenment, scientists have tried to be more rigorous in crafting
explanations for phenomena. We try to collect as much evidence first using experiments that
have controls and specific variables before suggesting a theory for why rats appear in rags.
We now know, under specific circumstances, that only living things can produce other living
things; therefore, only rats can produce more rats and dirty rags can produce nothing (unless
you consider the odor). This idea that only living things can produce other living things is
called ‘Biogenesis’. When it was first proposed, it was a big deal. For a very long time in
human history, abiogenesis was the accepted explanation. Remember that the NOS, ‘nature of
science’, is called tentative. This means that explanations that we make today may be pitched
out tomorrow when based on new knowledge, new evidence, or a new interpretation of
old evidence. When we watched Men in Black and were told that, “Fifteen hundred years
ago, everybody knew the Earth was the center of the universe, and five hundred years ago,
everybody knew the Earth was flat. Imagine what we’ll know tomorrow”. So we obviously
change our ideas about things based on evidence.
You will do a short lab using a hay-infusion. This is simply yard clippings, flower pot
dredgings, etc. left to sit in water at room temperature. The clippings and dredgings are not
alive, which represent the same type of situation that the rags represented. The rag fibers may
have been flax, a plant commonly used to produce cloth much like cotton fibers are used to
make cloth. The clipping fibers will be the rags in this experiment. I’ve left them sit for a
period of time and you will investigate what they have produced.
Do the Animacules Lab.
Animalcules Lab
Background
When Anton van Leeuwenhoek worked to improve the newly improved microscope, he
viewed various samples. Some such things he viewed were rainwater, pond water, and dust. In
some of these samples, he observed living things, often small and single-celled. He called
these ‘animalcules’ which means small or tiny animals. As these animals appeared to have
originated from the water or dust itself, van Leeuwenhoek’s discovery seemed to support the
theory of spontaneous generation.
In this lab, you will make microscope samples of hay-infusion in which you may observe both
biotic and abiotic substances.
Materials
Microscope
Well slide
Cover slip
Dropper
Hay-infusion
Kim wipe
Methods
1. Prepare the microscope.
2. Set out the well slide and cover slip.
3. Use the dropper to obtain water from the bottom of the hay-infusion.
4. With the slide in front of you, hold the dropper with the bulb in your hand over the
slide. Let the more solid material drift down to the open nozzle end of the dropper. DO
NOT SHAKE.
5. Drop about 2-3 drops into the center of the well slide or until the well is full.
6. Use standard procedures for adding the cover slip.
7. View the slide on low power.
a. Make a model of what you see.
b. Remember title and label.
c. Record power.
d. Identify solid material.
e. Identify moving images if possible.
8. View the slide on medium power.
a. Make a model of what you see.
b. Remember title and label.
c. Record power.
d. Identify solid material.
e. Identify moving images if possible.
9. View the slide on high power.
a. Make a model of what you see.
b. Remember title and label.
c. Record power.
d. Identify solid material.
e. Identify moving images if possible.
10. Clean the droppers, slides, and cover slips.
11. Return materials.
12. Clean the lab bench and the drain.
Discussion Questions
*Choose any two to complete.
1. At what power did living things appear that were moving? How do you think power
may have influenced what early researchers saw and thought about when using more
primitive microscopes?
2. Explain why moving specimens viewed through a microscope appear to be moving in
the opposite direction. Make a model of a moving organism from lab showing which
way it appeared to move, and which way it really moved.
3. How does your lab result either support or refute the idea of spontaneous generation?
(Think about this carefully. Remember that I put nothing living in the ‘soup’ that you
got your specimen from. I simply gathered dead organic debris and let it ‘cook’ on the
windowsill a few weeks.) Give supporting evidence from lab and/or your slides.
Spontaneous Generation
Spontaneous Generation



The idea that organisms originate directly from nonliving matter.
"life from nonlife"
abiogenesis - (a-not bio-life genesis-origin)
The Scientist below ran experiments to prove or disprove the theory of spontaneous
generation. Review their experiments and attempt to answer the questions on the
bottom of this page.
Francesco Redi - One of the first to disprove spontaneous generation. An Italian
doctor who proved maggots came from flies. (Italian 1668)
Lazzaro Spallanzani - One of the first to disprove spontaneous generation. An Italian scientist who proved
microorganisms could be killed by boiling. (Italian 1767)
Louis Pasteur - One of the first to disprove spontaneous generation. A French scientist who proved that micro
organisms was carried by dust not air. (French 1864)
Questions: If you can answer the following questions you indicate a good understanding of this material.
Why did early people believe in spontaneous generation?
In Redi's experiment why did the flies lay their eggs on the netting?
What important process in canning did Spallanzani teach us?
How has the information from these scientists been used to protect our food from going bad? (application of
information-technology)
What process was named after Pasteur?
Approximately how many years apart were the experiments of these three famous scientists?
What does the phrase "Life From Life" Mean?
Is the theory of spontaneous generation considered to be correct or incorrect? Why?
If you accept the idea that spontaneous is incorrect - explain how life started on the earth? Geologists have
evidence that there was a very long period of time when the earth had no living organisms.If you would like to
comment or ask questions, contact: Webmaster
Copyright ©, 1998 Tim Lynch
Redi's Experiment
Francesco Redi - One of the first to disprove spontaneous generation. An Italian
doctor who proved maggots came from flies. (Italian 1668)
Spontaneous Generation



The idea that organisms originate directly from nonliving matter.
"life from nonlife"
abiogenisis - (a-not bio-life genesis-origin)
Redi's Problem
Where do maggots come from?
Hypothesis: Maggots come from flies.
Redi put meat into three separate jars.
Jar 1 was left open
Jar 2 was covered with netting
Jar 3 was sealed from the outside
Redi's Experiment
Step 1
Jar-1
Left open
Maggots developed
Flies were observed laying eggs on the
meat in the open jar
Redi's Experiment
Step 2
Jar-2
Covered with netting
Maggots appeared on the netting
Flies were observed laying eggs on the
netting
Redi's Experiment
Step 3
Jar-3
Sealed
No maggots developed
Redi's Experiment
Results
What did Redi's experiment show?
Was his hypothesis correct or incorrect?
Return to Spontaneous Generation PageIf you would like to comment or ask questions, contact: Webmaster
Copyright ©, 1998 Tim Lynch
Lazzaro Spallanzani's Experiment
Lazzaro Spallanzani - One of the first to disprove spontaneous generation. An Italian scientist who proved
microorganisms could be killed by boiling. (Italian 1767)
Spontaneous Generation



The idea that organisms originate directly from nonliving matter.
"life from nonlife"
abiogenisis - (a-not bio-life genesis-origin)
Spallanzani's Problem
What causes microbes to form in decaying broth?
Hypothesis: Microbes come from the air. Boiling will kill microorganisms.
Spallanzani put broth into four flasks
Flask 1 was left open
Flask 2 was sealed
Flask 3 was boiled and then left open
Flask 4 was boiled and then sealed
Spallanzani's Experiment Step 1
Flask-1
Left Open
Turned cloudy
Microbes were found
Spallanzani's Experiment Step 2
Flask-2
Sealed
Turned cloudy
Microbes were found
Spallanzani's Experiment Step 3
Flask-3
Boiled and left open
Turned cloudy
Microbes were found
Spallanzani's Experiment Step 4
Flask-4
Boiled and sealed
Did not turn cloudy
Microbes not found
Spallanzani's Experiment Results
What did Spallanzani's experiment show?
Was his hypothesis correct or incorrect?
Return to Spontaneous Generation Page
If you would like to comment or ask questions, contact: Webmaster
Copyright ©, 1998 Tim Lynch
Louis Pasteur 's Experiment
Louis Pasteur - One of the first to disprove spontaneous generation. A French scientist who proved that micro
organisms was carried by dust not air. (French 1864)
Spontaneous Generation



The idea that organisms originate directly from nonliving matter.
"life from nonlife"
abiogenisis - (a-not bio-life genesis-origin)
Pasteur's Problem
Where do the microbes come from to cause broth to decay.
Hypothesis: Microbes come from cells of organisms on dust
particles in the air; not the air itself.
Pasteur put broth into several special S-shaped flasks
Each flask was boiled and placed at various locations
Pasteur's Experiment Step 1
S-shaped Flask
Filled with broth
The special shaped was intended to trap any dust particles
coming in.
Pasteur's Experiment Step 2
Flasks boiled
Flasks boiled
Micropes Killed
Pasteur's Experiment Step 3
Flask Left Out
Flask left at various locations
Did not turn cloudy
Microbes not found
Pasteur's Experiment Step 3
Flask Left Out
Notice the dust that collected in the neck of the flask
Pasteur's Experiment Results
What did Pasteur's experiment show?
Was his hypothesis correct or incorrect?
Return to Spontaneous Generation Page
If you would like to comment or ask questions, contact: Webmaster
Copyright ©, 1998 Tim Lynch
http://www.biology-online.org/dictionary/Spontaneous_generation
Spontaneous generation
Definition
The previously popular notion that living organisms arise or develop from nonliving matter.
Supplement
The theory of spontaneous generation held that complex, living organisms may be produced from nonliving
matter. It was a popular belief that mice occur spontaneously from stored grain, or maggots spontaneously appear
in meat.
Related phrases: theory of spontaneous generation.
Synonym: autogenesis, autogeny, abiogenesis.
Compare: biogenesis.
Cell Structure and Function
Background:
Repeating patterns of structures such as very SMALL spheres, long and thin, folding,
coiling, and twisting, indicate a useful pattern that does something particularly well. Most of
these shapes are strategies for increasing surface area as in intestinal villi, the small
projectiles that extend inward from the lining of your intestines, as it reduces volume because
it takes up a much smaller space. So surface areas must be important. This is where many
chemical reactions take place such as gas exchange, waste dumping, and energy formation.
Name at least two other body structures that have one of the five strategies for increasing the
surface area while minimizing volume.
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Method:
1. Work with your partner to learn the cell organelle names and their functions.
2. Now refer to a textbook and look at an image of each of the structures.
3. Complete labeling the blank cell organelle worksheets (without looking at your notes).
4. Complete the Discussion Questions’.
Discussion Questions:
1. Which surface area/volume strategy did you see most frequently in your body
structures and organelles?
a. What is its function?
b. Why do you think this is an efficient method for this function?
2. Where else in nature do you see any of these strategies (name one)?
a. Make a model of this structure. Remember that a model has a Title that is at
the top and underlined, and labels that point  .
Cell Structure and Function Lab
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Name_______________________________Blk___
Open-Ended Response Question Unit I: Compare and contrast prokaryotic and
eukaryotic cell structure. Use examples.
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Do Now—Principles of Biology—H
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Name__________________________Date__________Blk__
*Remember to rephrase the question in your answer. Write using complete sentences
and punctuation.
Day
2
3
7
8
Continued on back!
Answer
Day
10
Answer
If…Then… Diary of the Principles of Biology Bubblegram
Day 1, Dear Diary: Luck, something that happens randomly, has me baffled. I’m in the dark.
Really. It’s a closet with no light. But the dark is also in my head. I think about what would
happen if…I was on the sidewalk on my way to my friend, Mervin’s house, and a black cat
walked in front of me. Then…would I have seven years of bad luck? From my observation
diary (observation is something interesting that I see and am curious about why it is
happening), Day 0.5: I saw this chick once, strutting down the sidewalk one day. And outta
nowhere, a big, black cat walked in front of it. The chick should have kept eyes to pavement,
because just like that (snap your fingers now), the dog chasing the cat slammed on the toe
stops and gobbled up that chick as if it hadn’t any feathers or anything! What about if…I was
combing out my long beautiful tresses, meaning my hair, and I dropped the mirror and it
broke. Then…would I have seven years of even worse luck? This one time, at band camp, I
whipped out my mirror just to, you know, check the hair, and Mervin’s ‘pal’, Myron, blew his
trumpet in my ear and I dropped the mirror and it broke. I swung around to let Myron have it
and outta nowhere, this chick ran past me followed by a black cat, who was being chased by a
dog, and I tripped over the stupid deposit the dog made. Splat! Hair full of, well, you get the
picture. I wonder how I can find answers to life’s little problems? Mervin tells me I think like
a scientist because I use if…then… statements. He calls these ‘hypothesis’ statements because
they ask a question and pose a possible answer. But I have enough bad luck in my life and I
don’t need any more. My goal is to avoid bad luck.
STOP!! Do numbers 1, 2, 9, 10.
Note to self: Experiment by getting Mervin to release a bunch of black cats in front of me on
the sidewalk when I am on my way to his house. Or, smash a few mirrors while I’m combing
my gorgeous hair. Check next seven years on quality of luck. This would help test my ideas
and may even lead to a new way of thinking about cats, broken mirrors and of course, my
tresses!
Second note to self: Mervin nearly choked on a fur ball when I told him my plan. But he
agreed to do it. Can’t wait to find out the results. Maybe I should just get a pitbull, a dog bred
for fighting.
STOP!! Do number 3.
Day 2, Dear Diary: Today is a Well, that went surprisingly overly dramatic. Mervin
complained about herding cats, and all the neighbors complained about the meowing, and how
was I supposed to know it was against city ordnance, or rules, to have more than seven cats in
the city limits without a leash? Besides, I’ll be in the hospital for at least seven more days…in
traction. Traction is when your bones are broken and have weights put on them to pull them
into place so that they can heal in the proper alignment. Not fun!!! Mervin says he could have
predicted the disaster that happened without my experiment, or test of my hypothesis. He
thinks I should have kept conditions the same. This is known as the ‘control’. So for the
control, I should have had cats of the same gender, not both, especially since some of the
females were in heat! Mixed gender may have contributed to the catastrophe har, har. I started
all over again. So I walked down the same sidewalk, same street, same time with NO cats
seven days in a row. I recorded my luck for the day in my diary (see page seven). Then
Mervin released just one little rascal each day in front of me so the cat would cross my path.
We did this for seven days and I recorded my luck for the day in my diary, page 7. Mervin is
so smart! He said I used the IV. I told him, “Yeah, while I was in the hospital from the FIRST
experiment! Then he explained that the IV stands for the independent variable, the thing that
you change in the experiment. Sometimes this is referred to as the stimulus, or the cause of
something happening. I like to think of the IV in terms of ‘cause’. And then the thing that
happens is the DV or dependent variable. It’s the effect; its actions depend on what you
changed.
Note to self: An independent variable is the presumed cause, whereas
the dependent variable is the presumed effect.
STOP!! Do numbers 5, 6, 7, 13, 17, 21.
The number of days for which I’ve had bad luck is quantitative data because it gives me the
quantity, or number of something from my results. However, if I were to say that my long
tresses are absolutely heart-stoppingly gorgeous, that would be true. But also, it would be
qualitative data. Quality. Get it? You have to use adjectives to report things that are qualitative
in nature. Fat (never ME! Ok, so after Thanksgiving maybe.), thin; soft, bumpy. See what I
mean? Next to your name, write a qualitative adjective that you think describes
something about yourself.
STOP!! Do numbers 24, 25.
Day 3, Dear Diary: Ok, so Mervin and I are doing the cat thing. I made a model of the kind
of cats that have been trolling my path. I’ve kept a chart that I made called ‘Days Path
Crossed by Black Cat vs Luck Outcome’. My data chart title has to have the IV and DV in it.
These will also become my X (IV) which is the horizontal graph line, and Y (DV) which is
the vertical line for the graph that I’m going to make.
Black Cat
STOP!! Do numbers 8, 16.
Day 4, Dear Diary: Today is a data day. Data is the information I collected from the
experiment. Wow! I never would have guessed what happened. From the data I collected, I
found that it doesn’t seem to matter if a cat crosses my path or not, I have good luck on some
days and bad luck on other days. I’m even going to extrapolate, or predict the future based on
my past results, that cats really don’t have ANY influence on your luck at all. Zilch, nada,
zippo. So my data looks like this:
STOP!! Do number 15, 19.
Days Path Crossed by Black Cat vs Luck Outcome
Luck Key:
1-Awful
Luck
Index
2-So-so
3-Neutral
4-Good
1
2
3
Day
4
5
4
1
3
5-Terrific
5
6
7
2
3
5
Days Path Not Crossed by Black Cat vs Luck Outcome
Day
1
2
3
4
5
6
7
Luck
Index
1
4
3
2
5
3
Key:
4
With Cats No Cats
My graph looked like this:
No Cat and Cat Days vs Luck Days
L
U 5
C
K 4
I 3
N
D 2
E
X 1
1
2
3
4
5
6
7
Days Cats Crossed My Path
I had two days of terrific luck, one day of good luck, two days of neutral (neither negative nor
positive) luck, one day of so-so, and one day of awful luck. I had two days that had the same
kind of luck; two days of neutral and two days of terrific luck. Therefore, as my data
indicates, there appears to be no correlation between the cats crossing my path, and the type of
luck that I had. My control days with no cats were one day of awful luck, two days of good
luck, two days of neutral luck, one day of so-so luck, and one day of terrific luck.
Correlation means that when one sort of something happens, another sort of something
happens because of it. If they both increase, it’s a positive correlation. If they both decrease,
it’s a negative correlation. But in my case, my luck didn’t seem to be connected at all with the
cats.
STOP!! Do numbers 4, 11, 12, 26.
I am now ready to answer my hypothesis with a theory. A theory is the answer to the
hypothesis based on research evidence and data analysis. It is the explanation to a
phenomenon using the evidence we have available now. A theory may change in the future if
some new evidence is discovered. Most often, new evidence is discovered as a result of new
technology that allows us to see further, smaller, or clearer. A phenomenon is something that
happens for which we are asking a question.
STOP!! Do numbers 14, 18, 20.
My conclusion, which is what I learned from my results, is this…
I have heard that when a black cat crosses your path, you will have seven years of bad luck. In
order to investigate this claim, I walked a specific path for seven days with no cats crossing in
front of me. This was my control. I kept a log of my luck for each day. Then for seven more
days, I had a friend release a black cat across my path. I kept a log of luck for those days. My
data results are that for no cats crossing my path, I had two days each of good and neutral
luck, and one day each of awful, so-so, and terrific. For the cat crossing days, I had two days
of terrific and neutral luck, and one day each of awful, so-so, and good luck. Therefore, I
conclude, based on my data, that there is no correlation between cat crossing my path and luck
for the day. However, for further investigation, I would like to try breaking mirrors while
brushing my lustrous, or gleaming, locks for seven nights to determine if my luck is impacted
by the mirror breakage or not.
STOP!! Do numbers 22, 23.
If…Then…Bgram Clues
1. Word meaning my gorgeous hair.
2. Something that happens randomly, by chance.
3. A dog breed that is bred to fight.
4. Neither negative nor positive.
5. Rules, usually originating with a governing agency.
6. Test for my hypothesis.
7. The thing that you change in an experiment, the stimulus.
8. The vertical line on a graph.
9. If…then…statements that ask a question.
10. Something interesting that I see and am curious about why it is happening.
11. Both data sets decrease.
12. When one sort of something happens, another sort of something happens because of it.
13. Keeping conditions the same.
14. Something that happens for which we are asking a question.
15. Predict the future based on past results.
16. The horizontal line on a graph.
17. When your bones are broken and have weights on them to pull them into place so that
they can heal in the proper alignment.
18. The answer to the hypothesis based on research evidence and data analysis.
19. The information I collected from my experiment.
20. It’s what may happen to a theory in the future if some new evidence is discovered.
21. The thing that happens in an experiment because of what you changed, the effect.
22. What I say I learned from my results. The part of my report at the end.
23. Gleaming, as in my gorgeous tresses.
24. Data that I’ve collected from the experiment and record as numbers.
25. Using adjectives to describe the things that you see in nature.
26. Both sets of data increase.
If…Then…Diary of the Principles of Biology Bgram Answer Sheet
Message: ___________________________
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Name_________________________
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Unit I-General Reading Assignment—H
________Score
Name_____________________________
Parent/Guardian signature_____________________________
1. What are the characteristics of living things?
Living Things Characteristics
2. What are the parts of the basic ‘Scientific Method’? (In eight blue headings)
1
The Basic Scientific Method
2
Hypothesis is:
3
4
*Be careful…What if it’s wrong?
Prediction is:
Control is:
Independent variable is:
Dependent variable is:
5
6
What about the word ‘proven’?
7
8
Theory is:
Peer review:
Inference is:
9
3. What are the three parts of the cell theory?
The Cell Theory
1.
2.
3.
4. What are the common features of ALL cells? (Not all of these are in bold!)
1.
2.
3.
4.
5.
Continued on the next page
Unit I-General Reading Assignment—H
Page 3
5. What are three traits of Prokaryotes? Give an example prokaryotic organism.
Prokaryotic Traits and an Example Organism
1.
2.
3.
Example:
6. What are the functions of the following cell structures and organelles?
Structure
Cell Membrane
Cell Structure and Function
Function
Cell Wall
Nucleus
Golgi
Mitochondria
ER
Ribosomes
Plastids
Continued on back
7. Define the following vocabulary:
Hypothesis
Inference
Theory
Law
Principle
Fact
Observation
Unit I—Principles of Biology-H Reading-#1 Characteristics of Living
Things-Auditory
_______Score
Name____________________________________Blk___
Characteristics of Living Things are: ______________, _______________,
________________, _____________, ______________, ____________, ________________.
Differentiate (compare/contrast) between reproduction and heredity; and metabolism and
homeostasis.
Reproduction
Both
Heredity
Metabolism
Both
Homeostasis
_____________*Explain your answers verbally to your teacher. Ask her to sign here.
Unit I—Principles of Biology H Reading-#2 ‘The’ Scientific Method-Auditory
(Need home internet access)
_______Score
Name____________________________________Blk___
_______Date shared with teacher
Scientific Processes
Describe the stages common to scientific investigations. Use VOKI to create a character
with sound to do this. OR create lyrics for a song that describe the processes. Create an
audio file and share it with your teacher using iTunes.
*When you share it with me, Use your last name and the assignment title.
Use these words:
Observation
hypothesis (if…then…)
experiment (control, dependent variable, independent variable)
prove
drawing conclusions (using experiment data examples)
theory
___________*Ask your teacher to review your work and sign here.
Unit I—Principles of Biology-H Reading-#3, #4, and #5
The Cell Theory-Auditory
_______Score
Name____________________________________Blk___
The three parts of the cell theory:
3. Tell your partner the three parts of the cell theory. Do NOT read it from your paper or
text.
____________________________________Partner signs after you have read it correctly.
#4. Tell your partner the five common features of both prokaryotic cells and eukaryotic
cells. Do NOT read it from your paper or text.
____________________________________Partner signs after you have read it correctly.
#5. Tell your partner three traits specific to prokaryotes and give an example organism.
Do NOT read it from your paper or text.
____________________________________Partner signs after you have read it correctly.
Unit I—Principles of Biology-H Reading-#6
Cell Structure and Function-Auditory
_______Score
Name____________________________________Blk___
_______Date shared with teacher
Cell Structure and Function
Use VOKI to create a character with sound OR create lyrics for a song that describe the
cell structures and their functions. Create an audio file and share it with your teacher.
*When you share it with me, Use your last name and the assignment title.
Use the following structures:
Structure
Cell Membrane
Cell Wall
Nucleus
Golgi
Mitochondria
ER
Ribosomes
Plastids
(chloroplasts)
Unit I—Principles of Biology-H Reading-#7 Vocabulary-Auditory
_______Score
Name____________________________________Blk___
_______Date shared with teacher
Vocabulary
Use VOKI to:
1. Create a character with sound OR create lyrics for a song that define the vocabulary
words.
2. Use each word correctly in a sentence.
3. Create an audio file and share it with your teacher.
*When you share it with me, Use your last name and the assignment title.
Use the following vocabulary:
Hypothesis
Inference
Theory
Law
Principle
Fact
Observation
Unit I—Principles of Biology-H Reading-#1
Characteristics of Living Things-Visual
_______Score
Name____________________________________Blk___
Characteristics of Living Things are: ______________, _______________,
________________, _____________, ______________, ____________, ________________.
*Use titles and labels on your models. Write using complete sentences.
Use models to differentiate between reproduction and heredity.
Use models to differentiate between metabolism and homeostasis.
_____________*Show your teacher. Ask her to sign here.
Unit I—Principles of Biology-H Reading-#2 ‘The’ Scientific Method-Visual
(May use home internet connection/software)
_______Score
Name____________________________________Blk___
_______Date shared with teacher
Scientific Processes
Describe the stages common to scientific investigations. Use a cartoon strip format with
thought bubbles as explanations. You may use computerized software (such as Comic
Life) or just stick figures to draw in the boxes. You will need at least nine boxes, one for
each step.
*If you use electronic medium: When you share it with me, Use your last name and the
assignment title.
Use these words:
Observation
hypothesis (if…then…)
experiment (control, dependent variable, independent variable)
prove
drawing conclusions (using experiment data examples)
theory
You may use the back if you decide to draw on your own. You may sign out my colored
pencils. Be sure to return them.
____________*Ask your teacher to review your work and sign here.
Unit I—Principles of Biology-H Reading-#3, #4, and #5
The Cell Theory-Visual
_______Score
Name____________________________________Blk___
Make graphic organizers for the three parts of the cell theory, features common to all
cells, and features particular to prokaryotes. In the GO’s, include a title, labels, and
connecting words such as ‘includes’, ‘is made of’, ‘which produces’, etc:
Make a graphic organizer for the cell theory below. Remember to use a title and labels.
Make a graphic organizer for the common features of all cells below. Title and labels!
Continued on the back
Make a graphic organizer for the characteristics common only to prokaryotes. Title and
labels!
Unit I—Principles of Biology-H Reading-#6 Cell Structure
and Function-Visual (May use home internet connection/software)
_______Score
Name____________________________________Blk___
_______Date shared with teacher
Cell Structure and Function
Describe the following cell structures and their functions. Use a cartoon strip format
with thought bubbles as explanations. You may use computerized software (such as
Comic Life) or just stick figures to draw in the boxes. You will need at least eight boxes,
one for each organelle.
*If you use electronic medium: When you share it with me, Use your last name and the
assignment title.
Structure
Cell Membrane
Cell Wall
Nucleus
Golgi
Mitochondria
ER
Ribosomes
Plastids
(chloroplasts)
You may use the back if you decide to draw on your own. You may sign out my colored
pencils. Be sure to return them.
Unit I—Principles of Biology-H Reading-#7-Vocabulary-Visual
(May use home internet connection/software)
_______Score
Name____________________________________Blk___
_______Date shared with teacher
Vocabulary
1. Use one sheet of paper folded into eight blocks.
2. On one side, print the vocab word.
3. Use one sheet of paper folded into eight blocks.
4. On one side, print the definitions.
5. Use these as a matching game.
6. Do this as your partner watches.
7. Play as many times as you need to in order to match all of the words with
their definitions correctly.
8. You must play one complete round without looking up a definition.
9. Ask your partner to sign after you have completed #8.
Use these words:
Structure
Cell Membrane
Cell Wall
Nucleus
Golgi
Mitochondria
ER
Ribosomes
Plastids
(chloroplasts)
__________________________________Partner signature.
Unit I—Principles of Biology-H Reading-#1
Characteristics of Living Things-Kinesthetic
_______Score
Name____________________________________Blk___
Characteristics of Living Things are: ______________, _______________,
________________, _____________, ______________, ____________, ________________.
Write a cheer that will:
Differentiate between reproduction and heredity; and metabolism and homeostasis. Use
titles and labels for models. Write using complete sentences.
Make sure the cheer is easy to learn and has motions/movement in it.
_________*Teach it to the class. Ask your teacher to sign here.
Unit I—Principles of Biology-H Reading-#2 ‘The’ Scientific
Method-Kinesthetic (Need home internet access, video capability)
_______Score
Name____________________________________Blk___
_______Date shared with teacher
Scientific Processes
Describe the stages common to scientific investigations. Videotape yourself (using Photo
Booth or another software such as Presi) acting out the steps. You may use signs or you
may use a dialogue that explains the components of each step.
*When you share it with me, Use your last name and the assignment title.
Use these words:
Observation
hypothesis (if…then…)
experiment (control, dependent variable, independent variable)
prove
drawing conclusions (using experiment data examples)
theory
____________*Ask her to review your work and sign here.
Unit I—Principles of Biology-H Reading-#3, #4, and #5 The Cell
Theory-Kinesthetic
_______Score
Name____________________________________Blk___
1. Make one model on a plain sheet of paper for EACH (total of 3 pieces of paper). Each
model must have a title and labels:
parts of the cell theory (3)
features common to all cells (5)
features particular to prokaryotes (3)
2. Holding all three models together, one on top of the other in a stack, randomly cut them
apart into at least seven pieces so that all the cuts are exactly the same.
3.You now have 21 pieces of three ‘puzzles’.
4. Ask your partner to watch you put the puzzle pieces together to complete the three topic
puzzles of this exercise.
5. Read the information from each completed puzzle to your partner.
__________________________________Partner signs after you have read it correctly.
Unit I—Principles of Biology-H Reading-#6 Cell Structure
and Function-Kinesthetic (May use home internet connection/software)
_______Score
Name____________________________________Blk___
_______Date shared with teacher
Cell Structure and Function
1. On one sheet of paper, make a model of a cell that contains all of the cell structures
listed below.
2. On another sheet of paper, write the functions of each structure.
3. Cut out the cell structures.
4. Use this as a matching game.
5. Match the structures and functions while your partner watches.
6. Do this two times correctly without making any errors.
7. Have your partner sign below after you have completed #6.
Structure
Cell Membrane
Cell Wall
Nucleus
Golgi
Mitochondria
ER
Ribosomes
Plastids
(chloroplasts)
__________________________________Partner signature.
Unit I—Principles of Biology-H Reading-#7 Vocabulary-Kinesthetic
_______Score
Name____________________________________Blk___
Vocabulary
1. On a plain piece of paper, write definitions using the text or other resource.
2. Fold another plain piece of paper into eight blocks.
3. Cut out the blocks and write one vocab word on each piece (you will have one
leftover).
4. Match the words with their definitions in front of your partner.
5. When you’ve been able to do this two times correctly, have your partner sign below.
Hypothesis
Inference
Theory
Law
Principle
Fact
Observation
________________________________ Partner signature.
Unit I—Principles of Biology-H Reading-#-1
Characteristics of Living Things-Universal
_______Score
Name_____________________________
Directions:
1. Use any text book to list the characteristics of living things.
2. Write an explanation of what each means.
3. Give an example OR model of each characteristic.
CHARACTERISTIC
EXPLANATION
______________*Ask your teacher to review and sign here.
EXAMPLE OR MODEL
Unit I—Principles of Biology-H Reading-#2 ‘The’ Scientific
Method-Universal
_______Score
Name_____________________________
Scientific Method
Directions:
1. List the steps of the scientific method.
2. Give one detail about it.
3. Look through the book and find ANY data chart with a graph and explanation
that goes with it.
a. Copy the data chart.
b. Copy the graph.
c. Copy the short explanation that goes with it.
STEPS
DETAIL
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
_________*Ask your teacher to review and sign here.
DATA/GRAPH/EXPL
Unit I—Principles of Biology-H Reading-#3, #4, and #5
The Cell Theory-Universal
_______Score
Name____________________________________Blk___
3. What are the three parts of the cell theory?
The Cell Theory
1.
2.
3.
4. What are the common features of ALL cells? (Not all of these are in bold!)
1.
2.
3.
4.
5.
Continued on the back
5. What are three traits of Prokaryotes? Give an example prokaryotic organism.
Prokaryotic Traits and an Example Organism
1.
2.
3.
Example:
Unit I—Principles of Biology-H Reading-#6 Cell
Structure andFunction-Universal
_______Score
Name____________________________________Blk___
Complete the following table. Models must have a title and labels.
6. What are the functions of the following cell structures and organelles?
Structure
Cell Membrane
Cell Wall
Nucleus
Golgi
Mitochondria
ER
Ribosomes
Plastids
(chloroplasts)
Cell Structure and Function
Function
Model
Unit I—Principles of Biology-H Reading-#7
Vocabulary-Universal
_______Score
Name____________________________________Blk___
8. Define the following vocabulary.
Use each word in a sentence.
Hypothesis
Sentence
Inference
Sentence
Theory
Sentence
Law
Sentence
Principle
Sentence
Fact
Sentence
Observation
Sentence