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Parent/ Significant Adult Review Page
Student Portion
Unit Summary (write a summary of the past unit using 5-7 sentences):
Explain your favorite activity or assignment from this unit:
Adult Portion
Dear Parent/ Significant Adult:
This Interactive Notebook represents your student’s learning to date and should contain the work
your student has completed. Please take some time to look at the unit your student just completed,
read his/ her reflection and respond to the following
Ask your child to explain to you the difference between independent and dependent variables.
Write a fact from your discussion below:
What is one thing your child could improve upon during the next unit?
Parent/ Significant Adult Signature:
Comments? Questions? Concerns? Feel free to email your child’s teacher.
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Intentionally Left Blank
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Cell Biology Unit
(see guidelines on page 21)
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Cell Unit Front Page
At the end of this unit, I will:
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Know the six elements that are commonly found in living things.
Be able to use prefixes, roots, and suffixes to predict the meaning of terms in science.
Know the structure and functions of cell organelles.
Have studied the similarities and differences between prokaryotic and eukaryotic cells
Demonstrate basic microscopy skills.
Know the levels of organization (from subatomic particles to the Biosphere)
Roots, Prefixes and Suffixes I will understand are:
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Prefixes: Phospho-, bi-, lyso-, chloro-, bio-, homeo-, Eu-, Pro-, micro-, cyto-, mito, nucleo Suffixes: -port, -some, plast, -um (-a), -scope
The terms I can clearly define are:
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Levels of Organization: Cell, Tissue, Organ, Organ System, Organism, Population,
Community, Ecosystem, Biosphere
Cell Theory: Cell, cell theory, plasma membrane, organelle, eukaryotic cell, nucleus,
prokaryotic cell
Cell Structure: Cytoplasm, cytoskeleton, ribosome, nucleolus, endoplasmic reticulum,
Golgi apparatus, vacuole, lysosome, centriole, mitochondrion, chloroplast, cell wall,
cilium, flagellum
Microscopes: objectives, ocular lens, stage, diaphragm, fine adjustment knob, coarse
adjustment knob, stage clips, body tube, cover slip
The assignments I will have completed by the end of this unit are:
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Written an acrostic poem for the six elements of life (page 71)
Building biology words (pages 72-73)
Characteristics of life notes (pages 74-75)
Cell structure and function notes (pages 76-77 & 80-85)
Cell theory, plant cell, and animal cell coloring pages/readings (pages 78-79 & 102-105)
Organelle of the year & When good organelles go bad (pages 76-78)
Cell city analogy (page 89)
Label the parts of a microscope (page 90)
Microscopy notes (pages 91-93)
Prokaryotic microscopy lab (pages 94-95)
Eukaryotic microscopy lab (pages 96-101)
Concept cards (page 106)
Acrostic Poem for the six common elements of life
Carbon
Hydrogen
Oxygen
Nitrogen
Phosphorus
Sulfur
C
H
O
N
P
S
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Building Bio logy Words
My word part is:
My partner’s word
part
Page | 72
which means:
The meaning of that word part
Our word parts combined
create
Translation
Building Bio logy Words
Introduction: Many words in Biology, including “biology” itself, are built of prefixes, roots and
suffixes. Often the language used seems foreign to us, but many of the terms are used
in everyday words that we may not even notice.
Instructions: Using the card that your teacher has given to you, try to build as many words as
possible with your classmates. Many of the words that you build may actually exist,
while some may not. That’s okay, as long as you provide a translation for what that
word would mean.
1. Open up to your appendix to translate the meaning of the prefix, root or suffix that
you were assigned. Hint: prefixes have a “-” after them (i.e., “Bio-”), while suffixes
have “-” before them (i.e., “-ology”), and roots tend to have no dashes. However,
prefixes and suffixes can be found within larger words.
2. When the music starts, begin mingling to find classmates who may have terms
that match with yours. For instance, if you have “Bio” you may be a good match
with “ology.”
3. When you find a match, write down the joined term in the space provided on
previous page, along with the meaning of that term.
4. When the music stops, return to your seat. See how many terms you can make in
the time provided. For an added challenge, try to make words with more than one
other person!
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Levels of Organization
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Characteristics of Life Notes
__________________________________________________________
__________________________________________________________
What makes something
alive?
__________________________________________________________
__________________________________________________________
__________________________________________________________
1. ______________________________________________________
2. ______________________________________________________
What are some
characteristics of living
things?
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
6. ______________________________________________________
What are the two types of
cells?
1.
2.
All organisms have stable internal conditions which must be maintained
What is homeostasis?
in order to remain alive. This is called ________________
What are adaptations?
Changes that occur over time are called ____________________.
What is the definition of
differentiation?
Differentiation is ______________________________________
What are the two ways an
organism can reproduce?
____________________________________________________.
1.
2.
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Prokaryotes & Eukaryotes
Use the Venn diagram below to compare and contrast eukaryotic cells and prokaryotic cells.
Page | 76
Cell Structure and Function Notes
Who was Robert
Hooke?
Who coined the term
“nucleus”?
1._____________________________________________________________________________________
2.____________________________________________________________________________________
What is the cell
theory?
______________________________________________________________________________________
3.____________________________________________________________________________________
______________________________________________________________________________________
What did Rudolph
Virchow discover?
Can cells be seen
through the light
microscope?
What can be used to
see smaller objects,
like organelles?
What are examples of
eukaryotic cells?
What size are they?
______________________________________________________________________________________
What are some
differences between
prokaryotic and
eukaryotic cells?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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Prokaryotic Cells:
Cells without a ___________________________
For example: ___________________________
They are _____________ in size.
Label the following image:
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Cell Structure and Function
Take notes during class, and then use your textbook to draw the individual organelles. Use color
and be neat.
Cell Organelle
Drawing of
Organelle
Function/Information
Present in
Plant? Animal?
Prokaryotic
Cells?
Plasma
Membrane
Microvilli
Cell Wall
Cytoplasm
Cilia
Flagella
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Eukaryotic Cells:
Cells __________ a ______________________________
For example: ___________________________ and __________________________ cells.
They are ________________ in size, about ______ x larger than the prokaryotic cell.
Label and color the following image:
Type of Cell: _______________________________
1
10
2
23 (threadlike)
3
11
4
5
6
12
7
13
5
8
9
14
15
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Cell Structure and Function
Cell Organelle
Drawing of
Organelle
Function/Information
Present in
Plant? Animal?
Prokaryotic
Cells?
Nucleolus
Nucleus
Ribosomes
Rough
Endoplasmic
Reticulum (RER)
Smooth
Endoplasmic
Reticulum (SER)
Golgi Apparatus
Mitochondria
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Eukaryotic Cells:
Type of Cell: _____________________________________
16 (opening)
2
17
13
21
5
20
22
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Cell Structure and Function
Cell Organelle
Drawing of
Organelle
Function/Information
Present in
Plant? Animal?
Prokaryotic
Cells?
Vesicle
Chloroplast
Cytoskeleton
Centrosome
&
Centriole
Lysosome
Vacuole
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Organelle of the Year
Use the following diagram to design an “Organelle of the Year” magazine cover modeled after TIME
magazine’s “Person of the Year” edition. BE CREATIVE! Your magazine cover should have a picture
of your organelle (in four or more colors) and an explanation (its function) of why you have chosen
this cell structure to be the “Organelle of the Year”.
TIME
Organelle of the Year
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What Happens When Good Organelles Go Bad?
Write a three paragraph explanation of a specific disorder that occurs when your organelle (from
“Organelle of the Year!”) does not function properly.

In the first paragraph, re-introduce your organelle. Name the key function(s) for which your
organelle is responsible. At the end of the first paragraph, you should introduce the disorder
associated with your organelle not functioning properly.

In the second paragraph, you should give a detailed description of what happens to the cell due
to this disorder. Follow this up with a description of what happens to the tissue, organ, and/or
organism affected by this disorder.

The third paragraph should explore treatment options for individuals with this disorder. If
there are currently no treatment options available, suggest something that you think may work
to treat individuals with the disorder.
Each paragraph must contain at least five to seven sentences. Each sentence must be
complete and contain relevant information, as per the instructions listed above.
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Cell City Analogy
In a faraway city called Foothill City, the main export and production product is the steel
widget. Everyone in the town has something to do with steel widget making and the entire
town is designed to build and export widgets. The town hall has the instructions for widget
making. Widgets come in all shapes and sizes and any citizen of Foothill can get the
instructions and begin making their own widgets. Widgets are generally produced in small
shops around the city. These small shops can be built by the carpenter’s union (whose
headquarters are in town hall).
After the widget is constructed, they are placed on special carts which can deliver the
widget anywhere in the city. In order for a widget to be exported, the carts take the widget
to the post office, where the widgets are packaged and labeled for export. Sometimes
widgets don't turn out right, and the "rejects" are sent to the scrap yard where they are
broken down for parts or destroyed altogether. The town powers the widget shops and
carts from a hydraulic dam that is in the city. The entire city is enclosed by a large wooden
fence, only the postal trucks (and citizens with proper passports) are allowed outside the
city.
Match the parts of the city (underlined) with the parts of the cell.
1. Mitochondria
________________________________________
2. Ribosomes
________________________________________
3. Nucleus
________________________________________
4. Endoplasmic
Reticulum
________________________________________
5. Golgi Apparatus
________________________________________
6. Protein
________________________________________
7. Cell Membrane
________________________________________
8. Lysosomes
________________________________________
9. Nucleolus
________________________________________
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Labeling Microscopes
Compound Light Microscope
Dissecting Microscope
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Topic: Care and Handling of the Microscope
Ocular/Eyepiece
Nosepiece
Objectives
ONLY use lens tissue to clean the eyepiece.
NEVER use paper towels, Kleenex, toilet paper, etc.
The magnification of the eyepiece is ____________.
Use only the nosepiece to change the objective lenses!
Do NOT change the magnification by grabbing onto the objectives. They will
loosen, fall off, and break.
There are three objectives.
Low power – __________ (short one)
Medium power – _________
High power – _________ (biggest one)
Always start with the lowest power.
ONLY use lens tissue to clean the objective lens.
Do not touch the lens with your fingers.
How do you
calculate the total
magnification?
Course Adjustment
Fine Adjustment
How do you
properly focus?
How do you change
to a higher power
and focus?
How do you
properly carry a
microscope?
How do you
properly store a
microscope?
This is the focus knob that you must use first to focus roughly.
This is the focus knob that you use second to focus sharply.
1. Start with low power and the stage down, away from the objective lens.
2. Position your slide in the middle of your stage.
3. Slowly turn your course adjustment focus knob while you look through
your eyepiece. (the image should become roughly clear as the stage
moves closer to the lens.)
4. Once the image is as clear, use the fine adjustment knob to sharpen the
focus.
5. On high power, only focus with the FINE adjustment knob.
1. Make sure your image is in focus at LOW power.
2. Re-adjust your slide so your image is in the middle. (If you have a
pointer in your field of view, use your pointer to find the center of your
specimen). Any movement of the object also shows up in the opposite
way. When you move an object to the right, it appears to move to the
left, and when you move it up, its image moves down
3. Without touching any of the focus knobs, carefully turn the nosepiece to
change the power. (On high power, the objective might touch the slide)
4. On MEDIUM power, refocus CAREFULLY with the course adjustment,
then the fine adjustment.
5. On HIGH power, refocus ONLY with the fine adjustment.
Support the arm and the base, using two hands.
Change the microscope back to LOW power and lower the stage
Turn off the power, and wind the cord
Cover the microscope
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Tips for Using a Compound Light Microscope
1. Multiply the _____________ X ___________________ to get the Total Magnification.
a. If the Ocular is 10X, and the Objective Lens is 10X, what is the total magnification?
b. If the Ocular is 10X, and the Objective Lens is 40X, what is the total magnification?
2. Always start with your objective lens at the ____________________________ power.
3. Only use the _______________ Focus Knob when you are at the LOWEST MAGNIFICATION!
4. Move the slide in the __________________ direction of what you want to see.
5. When you are done:
a. Rotate your Nosepiece to the ____________________ magnification.
b. Drop your ________________
c. Remove and _______________ your slides
Use your notes to help you write the name of the microscope part beside its function.
1. _________________________supports the microscope
2. _________________________used to change which objective is in position
3._________________________provides light to view a specimen
4._________________________controls the amount of light reaching the stage
5. _________________________supports the slide
6. _________________________holds slide in place
7._________________________also called eyepiece; magnifies ten diameters or 10X
8._________________________objective used to locate specimen on a slide
9. _________________________ knob that brings object into view
10. _________________________ knob that brings object into focus
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Learning How to View a Slide
1. Select a slide and set it on the _____________ making sure the specimen is centered
over the opening in the stage. Carefully anchor it in place using the stage
_____________.
2. Rotate the _______________________ to center the lowest power objective lens (shortest
objective) over your specimen.
3. While looking through the eyepiece, rotate the ___________________ adjustment knob to
get your specimen in view. Use the small __________ adjustment knob to sharpen the
image and make it clear.
4. To increase magnification, rotate the ______________________ to center the next largest
objective lens (middle-sized objective) over your specimen. You may need to use
the ____________ adjustment knob to sharpen the image.
5. To view your specimen under the highest magnification, rotate the nosepiece to
center the largest objective lens (longest objective) over your specimen. You may
need to use the fine adjustment knob to sharpen the image.
Recording what you see
1. Try to make observations while looking through the eyepiece. Don’t try to draw from
memory.
2. Focus on one section as a representative of the specimen. Don’t try to draw the entire
field of view.
3. Use colored pencils to draw what you see.
4. Your illustrations should be objective, clean, and clear. Pay attention to details, and
include them in your drawing.
5. Label any recognizable and significant parts.
The image on the right shows an example
of properly drawn and labeled observations.
Page | 93
Prokaryotic (Bacteria) Microscopy Lab Flow Chart
Page | 94
Prokaryotic (Bacteria) Microscopy Lab
Name of Slide:
Magnification:
Name of Slide:
Magnification:
Page | 95
Making a Wet Mount Slide
1. Place your sample tissue or cell collection in the middle of a clean ___________.
2. Place _______ drop of water on top of your sample.
3. Place a __________________ _____________ on one
side of the drop of water and slowly lower it
over the drop of water.
4. Place the slide on the __________________
making sure the specimen is centered over
the opening in the stage. For living samples
(i.e., pond water) you do not need to anchor
the slide with a stage __________. This will
allow you to move the slide around for
viewing.
5. Rotate the ________________________ to center the
lowest power objective lens (shortest objective) over your specimen.
6. While looking through the eyepiece, rotate the large ____________ adjustment knob to get
your specimen in view. Use the small ____________ adjustment knob to sharpen the image
and make it clear.
7. To increase magnification, rotate the ___________________ to center the next largest
______________________ lens (medium-sized objective) over your specimen. You may need
to use the fine adjustment knob to sharpen the image.
Staining a Slide with Methylene Blue
1. Place __________ drop of Methylene Blue stain on one edge of the
cover slip, and the flat edge of a piece of paper towel on the
other edge of the cover slip.
2. As soon as the stain has covered the area containing the specimen you are finished. The
stain does not need to be under the entire cover slip. If the stain does not cover the area
needed, get a new piece of paper towel and add more stain until it does.
a. Be sure to wipe off the excess stain with a paper towel, so you don’t end up
staining the objective lenses.
b. You are now ready to place the slide on the microscope stage. Be sure to follow
all the instructions on the previous pages as to how to use the microscope.
c. Be careful not to use too much stain or you may not be able to see your
specimen!
Page | 96
Comparing Eukaryotic (Plant and Animal) Cells Lab
Procedure
Objectives: In this lab you will observe cell structures, compare and contrast animal and plant cells
and relate the structure of a cell to its function.
Materials: glass slides, coverslips, pipette, water, microscope, toothpick, Elodea plant in water,
methylene blue, paper towel
Procedure:
Part 1: Plant Cells
Elodea is a leafy flowering plant commonly found in aquariums. Its leaves are thin and transparent;
most of them are only 2 cell layers thick. New leaves are produced at the tip of the plant. You will
create a wet-mount slide of an elodea leaf.
A. Cut one leaf from an elodea stem.
B. Follow the directions for creating a “wet mount” slide on the previous page. (Steps 1-3)
C. Locate your sample on low power, then center and focus. Find it on medium and then on
high power.
D. Draw (in color) and name your sample on the following pages.
E. Label the following structures: cell wall, cytoplasm, and chloroplasts.
Part 2: Animal Cells
Inside the mouth, epithelial cells are joined together in a sheet. You will prepare a slide with cells
from your oral cavity, by the following procedure. Don't worry; these cells are constantly being
shed from your mouth so they will not be missed!
A. Take a flat toothpick (a NEW one) and using the large end gently scrape the inside of your
cheek 3 or 4 times.
B. Follow the directions for creating a “wet mount” slide on the previous page. (Steps 1-3)
C. Follow the directions for staining your microscope slide on the previous page.
D. Locate your sample on low power, then center and focus. Find it on medium and then on
high power.
E. Draw (in color) and name your sample on the following pages.
F. Label the following structures: cell membrane, cytoplasm, and nucleus (maybe
nucleolus).
Page | 97
Comparing Eukaryotic (Plant and Animal) Cells Lab
Flowchart
Page | 98
Comparing Eukaryotic (Plant and Animal) Cells Lab
Data
Name of Slide:
Magnification:
Name of Slide:
Magnification:
Page | 99
Comparing Eukaryotic (Plant and Animal) Cells Lab
Conclusion Questions
1. What observable characteristics can be used as evidence for classifying a specimen as a
plant? In other words, what structures or features do you see that tell you the specimen you
observed (elodea) was a plant?
2.
Are the chloroplasts you observed moving or stationary?
3. Inside the mouth, cheek cells are joined together in a sheet. Why are they scattered here?
4. How are the animal cells different from the plant cells you observed (list at least three
differences)?
5. What is the relationship between plant cell structure and the ability of plants to stand
upright?
6. Cheek cells do not move on their own, so you will not find two organelles that function for
cell movement. Name these organelles.
7. Were the cells you observed eukaryotic or prokaryotic? How do you know?
8. Is the nucleus always found in the center of the cell?
Page | 100
9. Why do you think stains such as methylene blue are when observing some cells under the
microscope?
10. The light microscope used in this lab is not powerful enough to view other organelles in the
cheek cells and elodea leaf cells. What parts of the cell were visible? What parts of the cell
were not? Fill in the table below.
Visible
Not visible
Elodea Leaf
Cheek Cell
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Scientific Concepts Unit Concept Cards
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