Integument, Cell Cycle, Intro to DNA
TAKS Objective 2
– The student will demonstrate an understanding of living systems and the environment.
TEKS Science Concepts 10 A & B
The student knows that, at all level of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to:
(A) interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary , skeletal, respiratory, muscular, excretory, and immune;
(B) compare the interrelationships of organ systems to each other and to the body as a whole;
6 A ,B, & E
The student knows the structures and functions of nucleic acids in the mechanisms of genetics. The student is expected to
(A) describe components of deoxyribonucleic acid (DNA); and illustrate how information fro specifying traits of an organism is carried in the DNA;
(B) explain replication , transcription, and translation using models of DNA and ribonucleic acid
(C) compare the processes of mitosis and meiosis and their significance to sexual and asexual reproduction
Biology
TAKS Objective 2 page 1

 For Teacher’s Eyes Only
Teacher Background: There are twelve major organ systems in the human body (i.e., circulatory, skeletal, respiratory, excretory, integumentary, nervous, digestive, endocrine, reproductive, immune, lymphatic, and muscular systems). In this TEKS, we will introduce students to the common structures of the integumentary system and their basic functions. A brief description of this system follows:
Integumentary System – Skin is the outer covering or integument of the animal body and is the largest organ of the body. It covers the entire visible surface of the body including hair, fingernails, and toenails.
We have two main layers of skin the epidermis (outer layer) that contains melanocytes which makes melanin that produces a tan, freckles and moles in an attempt to protect our skin from sun damage.
Additionally, there is the dermis (inner layer) which contains blood and lymphatic vessels, nerves, nerve endings, sweat glands and oil glands. Hair follicles also grow out of the narrow cavities of the dermis. The skin has several very important functions. These functions include protection for underlying tissues, acting as a sense organ, maintaining a balance of chemicals in the body, and regulating body temperature to maintain homeostasis.
Student Prior Knowledge
Students should be familiar with the components associated with body systems TEKS 6.10 (C) identify how structure complements function at different levels of organization including organs, organ systems, organisms, and populations and the functions of these systems.
TAKS Objective 2 page 2
Biology

More Than Skin Deep 5 E’s
 ENGAGE
Fingerprinting Activity
Upon completion, ask discussion questions like these:







Are your fingerprints the same on your five fingers?
No
Do any of your fingerprints have the same pattern as those of your three classmates?
No
Why is a fingerprint a good way to identify a person? They are unique to each individual.
Where else on your body might you have the kinds of skin patterns seen on your fingertips?
Toes
What would happen if you were missing an organ? For most you could not survive very long…there are a few you can live without (spleen, one kidney, etc…)
Would you consider skin to be an organ? Why or why not?
Answers will vary…Yes skin is an organ because it is a group of specialized cells and tissue that work together to perform specific functions.
Our skin can help identify who we are, but what are some other functions of our integument?
Temperature control, protection, barrier from disease, etc…
 EXPLORE
Human Epidermal Cells Lab
Students will examine their own skin cells under the microscope and explore the MD Anderson Project
SAFETY curriculum to discover the overall function and components of the integumentary system.
Biology
TAKS Objective 2 page 3

 EXPLAIN
Answer questions at the end of lesson one that is provided with the MD Anderson Project SAFETY curriculum
Complete the Skin PowerPoint Presentation.
Epidermis
Dermis
 ELABORATE
Interactive Tutorial on Burns http://www.nlm.nih.gov/medlineplus/tutorials/burns/htm/index.htm
Informational Brochure on Burns
Have students participate in research of different degrees of burns and the layers of skin that they affect.
Biology
TAKS Objective 2 page 4

 EVALUATE
1.
In a science journal, the learner will construct a diagram of the layers of the skin, including the epidermis, dermis, etc….
2.
Using the MD Anderson Sun SAFETY CD, the learner will pass the end of lesson assessments with
70% proficiency.
3.
The learner will produce a brochure on burns and treatment. A minimum score of 70% on the scoring rubric is required.
TAKS Objective 2 page 5
Biology

TAKS Objective 2 page 6
Biology

Overview:
Our skin has multiple functions. One function assists police personnel in the identification process. Many people know that each person has a fingerprint that is unique to them; however, does each of your fingers have a unique print. Your purpose in this lab is to determine if each of your own fingers has a unique fingerprint.
Materials:
Black ink pad
Magnifying glass
Procedures:
1.
Use the data table.
2.
Press the tip of your thumb onto the surface of the ink pad. Check to make sure that ink transferred onto your thumb.
3.
Roll your thumb from left to right across square 1 on the data table. Immediately lift your thumb straight up from the paper.
4.
Repeat steps 4 and 5 with each of your other four fingers. Use squares 2 through 5 on your data table.
5.
Wash and dry your fingers.
6.
With a magnifying class, observe the prints. Identify the patterns of each fingerprint by comparing it with the diagram. Complete the data table.
7.
Compare your fingerprints with those of three other classmates.
TAKS Objective 2 page 7
Biology

Ridge Patterns: www.ece.uah.edu/.../fingerprint_recognition.htm
TAKS Objective 2 page 8
Biology

TAKS Objective 2 page 9
Biology

Data Table:
Finger
Fingerprints
Right Hand
Ridge Patterns Pattern Name
1
2
3
4
5
Biology
TAKS Objective 2 page 10

Questions:
1.
Are any of your fingerprint patterns the same on your five fingers? If so, which ones are repeated and which fingers are they on?
2.
Do any of your fingerprints have the same patterns as those of your three classmates?
3.
Why is a fingerprint a good way to identify a person?
4.
Where else on your body might you have the kinds of skin patterns seen on your fingertips?
TAKS Objective 2 page 11
Biology

Overview:
What do your skin cells look like? It is easy to remove some of your skin cells and look at them under the microscope. Therefore, in this lab you will be observing your own epidermal cells.
Materials:
Clear tape
Soap/Water
Methylene blue stain, 1% aqueous
Microscope slide
Slide cover slip
Dissecting needle
Forceps Microscope
Procedures:
1.
Safety---Wear chemical splash goggles gloves and aprons when working with a vital stain.
Methylene blue will stain nearly everything and is difficult to remove. Prevention is the key when working with vital stains.
2.
Wash the underside of a wrist that will be sampled for epidermal cells with soap and water.
3.
Stick a clean piece of clear tape on the underside of the washed wrist.
4.
Using your forceps to avoid fingerprinting the tape, gently remove the piece of tap from the wrist.
5.
Place the tape, sticky-side up, on a clean microscope slide.
6.
Stain the top, sticky side of the tape with 2 to 3 drops of 1 % methylene blue solution.
7.
Use a dissecting needle to gently place a cover slip over the sticky tape. Lower the coverslip down onto the tape and them remove the dissecting needle. This should prevent staining your fingers.
8.
Examine the slide under a microscope. Look for cells with low power first, and then switch to high power for a more detailed observation.
9.
Record your observations of epidermal cells by making drawings. Label your drawings with appropriate magnifications. Use your knowledge of the size of microscopic field to estimate the size of the cells.
TAKS Objective 2 page 12
Biology

Correctly identify the label components on the following diagram:
•
A. Basal Cells/ Melanocytes
•
B. muscle
•
C. sebaceous gland
•
D. hair shaft
•
E. epidermis
•
F. dermis
•
G. subcutaneous tissue
•
H. fat
•
I. arterial blood vessel
•
J. sweat gland
•
K. hair follicle
TAKS Objective 2 page 13
Biology

Correctly identify the label components on the following diagram:
•
A. _________________________-
•
B.__________________________
•
C. _________________________
•
D. _________________________
•
E. _________________________
•
F. _________________________
•
G. _________________________
•
H. _________________________
•
I. __________________________
•
J. __________________________
•
K. __________________________
TAKS Objective 2 page 14
Biology

Obtained from the Nemours Foundation http://kidshealth.org/parent/firstaid_safe/sheets/burns_sheet.html
Also available in Spanish
©1995-2007 The Nemours Foundation. All rights reserved.
TAKS Objective 2 page 15
Biology

Cell Cycle Overview/Structure of DNA
5 E’s
 ENGAGE
Humans shed their entire epidermis every 15 to 30 days.
Bloodhounds detect this upon tracking
How do we replace our entire epidermis this quickly?
 EXPLORE
Exploration 1
Cell Cycle Internet Activity http://www.cellsalive.com/cell_cycle.htm
Students will search for unique characteristics of the two main stages of the cell cycle (Interphase and
Mitosis). They will complete two charts that will help them discover that interphase has several stages (G0,
G1, S and G2). Additionally, they will discover the phases of mitosis (Prophase, Metaphase, Anaphase,
Telophase) and their functions.
Exploration 2
Berry Full of DNA Lab
Students will extract DNA in its raw form from strawberries and observe.
TAKS Objective 2 page 16
Biology

Exploration 3
DNA Jewelry
Students will “replicate” a sequence of DNA using beads.


Materials:
Quantity
 1 roll


1 pkg
1 pkg

30
24
1 pkg




1 pkg
1 pkg
1 pkg
30
 1 box
Preparation:
1.
2.
3.
Description
Copper Wire, 28 Gauge
Large “E” beads (3mm dia.) Gold—Phosphate
Large “E” beads (3mm dia.) Clear—Deoxyribose
Key chain rings
Silver Earring Wires
Gold Tubular Beads (Long)—Adenine
Red Tubular Beads (Short)—Thymine
Blue Tubular Beads (Long)—Guanine
Green Tubular Beads (Short)—Cytosine
Plastic Petri Dishes, Envelopes, or Cups to hold beads
Paper clips
Measure and cut the copper wire into 86 cm lengths for each student.
In each students Petri dish or container provide the students with the following:
 26 Gold Large “E” Beads
 26 Clear Large “E” Beads

8 Gold Long Tubular Beads
 8 Red Short Tubular Beads

5 Blue Long Tubular Beads

5 Green Short Tubular Beads
Also, provide each student with a key chain wire or earring wire.
 EXPLAIN
Through questioning and answers, during a detailed PowerPoint with graphics, video and animations, students will be introduced to and explain in detail the process of replication and the structure of DNA.
Biology
TAKS Objective 2 page 17

 ELABORATE
Elaboration 1
DNA Computer Model
Students will generate a DNA model using the draw tool in Microsoft word.
Elaboration 2
PBS Video --- Photo 51
Student will follow a film guide while watching the video that describes the contributions of various scientist and the historic implications of the research that allowed the discovery of the molecular structure of DNA
 EVALUATE
1.
Using the internet, students will complete two charts with the phases and function of the cell cycle and mitosis. A grade of pass/fail will be given.
2.
After observing the extracted DNA and participating in a class discussion, the learner will document the observable characteristics of DNA in their journal. A grade of pass/fail will be given.
3.
Using text and directions, students will construct and replicate a model of DNA placing sugars, phosphates, and nitrogenous bases (Adenine – Thymine and Cytosine with Guanine) with at least 4 of the 5 structures in their correct sequence.
TAKS Objective 2 page 18
Biology

Go to http://www.cellsalive.com/cell_cycle.htm
While reading through the information and watching the animations, you and your partner, search for and name the defining aspects of each of the following stages.
G
G
0
1
1. All cells enter this phase at some point.
2. Can be a temporary or permanent resting period
3. Mature neurons stay in this phase
1.
2.
3.
4.
S
G
2
Mitosis
Cytokinesis
1.
1.
2.
3.
1.
2.
3
List Phases  .
Biology
TAKS Objective 2 page 19

Exploring Properties of Strawberry DNA
Lab Activity
Question: How do the physical properties of strawberry DNA relate to the structure of DNA molecules?
Lab Overview:
In this lab, you will observe the physical properties of DNA. You will break open strawberry cells, prepare a filtered extract containing strawberry DNA, and separate out molecules of DNA in a test tube. What does
DNA look like in a test tube? What properties can be observed with the unaided eye?
Introduction:
Strawberries are a good source of DNA because they are octoploidy, have 8 copies of each type of chromosome. You will break open the cells of a strawberry, and then separate the DNA from the remaining cell parts. You will never be able to each a strawberry again without thinking about how much
DNA is in it! After the lab, you may be able to take home a sample of pure strawberry DNA.ry DNA.
Materials (per pair of students)

Self-sealing plastic storage bag of good quality

Strawberry

10 mL DNA extraction buffer (soapy, salty water)

Filtration Apparatus: cheesecloth, funnel and test tube

Ice-cold ethanol in a beaker

Plastic pipette

Glass rod or inoculating loop

Safety goggles or glasses

Microcentrifuge tube (optional)
Biology
TAKS Objective 2 page 20

Procedure:
1.
Place 2-3 strawberries in a self sealing plastic storage bag. Pres the air out and seal it.
Knead the bagged strawberries with your fist for 2 minutes.
2.
Add the DNA extraction buffer to the bag. Press the air out carefully and seal the bag.
3.
Knead the bagged strawberry with the DNA extraction buffer for 1 minute.
4.
Carefully pour the strawberry/buffer solution into the filtration apparatus. Let the solution drip directly into the test tube, as shown below:
5.
When the test tube is about 1/8 full, take the funnel out of the test tube. (You can discard any extra strawberry pulp with the cheesecloth.)
6.
Slowly drizzle cold ethanol from the dropper bottle along the side of the test tube, until the test tube is about half full with liquid. The ethanol should form a distinct layer on top of the filtered extract.
TAKS Objective 2 page 21
Biology

7.
Dip the loop or rod into the tube right where the ethanol and extract layers are in contact with each other, as shown below. Keep the tube at eye level so you can see what is happening. Pay attention to the characteristics of the DNA as it precipitates.
8.
If available, obtain a micro-centrifuge tube from your teacher, then save some of the
DNA you prepared by scraping it into the tube. Be sure to cap the tube tightly.
TAKS Objective 2 page 22
Biology

Draw what you observed in the space below:
Observations:
1.
How does the appearance change as you add the detergent and swirl it in?
2.
What do you think in happening in this step?
TAKS Objective 2 page 23
Biology

3.
Describe the appearance of the mixture when you first began to place the ice-cold alcohol on the strawberries with buffer solution.
4.
Describe what happened when you first twirled the stick in or near the DNA-alcohol interface.
5.
When you lifted the stick out of the tube and a fiber of DNA following, did you think that this was a single molecule of DNA? Why? Why not?
6.
How would you describe the appearance of DNA to someone who has never seen it?
TAKS Objective 2 page 24
Biology



Materials:
Quantity
 1 roll

1 pkg
1 pkg
30







24
1 pkg
1 pkg
1 pkg
1 pkg
30
1 box
Preparation:
1.
2.
3.
Description
Copper Wire, 28 Gauge
Large “E” beads (3mm dia.) Gold—Phosphate
Large “E” beads (3mm dia.) Clear—Deoxyribose
Key chain rings
Silver Earring Wires
Gold Tubular Beads (Long)—Adenine
Red Tubular Beads (Short)—Thymine
Blue Tubular Beads (Long)—Guanine
Green Tubular Beads (Short)—Cytosine
Plastic Petri Dishes, Envelopes, or Cups to hold beads
Paper clips
Measure and cut the copper wire into 86 cm lengths for each student.
In each students Petri dish or container provide the students with the following:
 26 Gold Large “E” Beads
 26 Clear Large “E” Beads

8 Gold Long Tubular Beads

8 Red Short Tubular Beads

5 Blue Long Tubular Beads

5 Green Short Tubular Beads
Also, provide each student with a key chain wire or earring wire.
TAKS Objective 2 page 25
Biology

DNA Jewelry
Making Your DNA Molecule
Make your DNA molecule according to the directions given to you.
Decoding Your DNA Model
A
T
Color Key:
=____________
=____________
=____________
=____________ C
G
Model:
(Tape Model Here)
D
Sugar =____________
P
Phosphate =____________
Decoding Directions:
Read your model from the top down, and use the strand that has the phosphate at the top as the sense strand. Color in the symbols with the colors that correspond to the color of the beads in your model. Then, based on your model, fill in the transcribed mRNA and the amino acids for which they code in the spaces on the next page. You may need to draw additional rungs on the ladder to correspond to the number of rungs in your model. The first 3 rungs are done for you.
Biology
TAKS Objective 2 page 26

3’
5’
DNA
Transcription
Acid
For
“Sense” Strand “Non-Sense” Strand (mRNA)
3’ A
___ U___
(Start)
5’
G
Amino
Coded
Biology
TAKS Objective 2 page 27


Step One

Measure out 34 inches / 86 centimeters of 28 gauge wire. Find the midpoint and place the beads in the following manner at the halfway point.

During this and all following operations, be careful not to put "kinks" in the wire because that will weaken the wire and make it difficult to thread the wire through the narrow openings in the tubular bugle beads.

Step Two

Run the end of the wire on the right, in the previous frame, through the green and silver bead on the left. Run the end of the wire on the left through the blue and silver bead on the right.
TAKS Objective 2 page 28
Biology


Step Three

Double check that the beads are in the center of the wire. Pull the wires gently to snug up the beads against each other. They should look like the photo below.

Step Four

Add a gold (phosphate) and a silver (deoxyribose) to the right and left wires. Add your choice of one of the matching nitrogen bases to each wire.
Remember that the purine adenine pairs with the pyrimidine thymine and the purine guanine pairs with the pyrimidine cytosine. Cross the wires, and gently remove the slack in the wire as you did before.

TAKS Objective 2 page 29
Biology


Step Five

Repeat the previous steps as many times as you wish. The sequences are up to you--DNA has an infinity of possible combinations of base pairs.


Step Six

Keep the wire rather taut when you pull the gold colored phosphate seed beads out to the sides of the molecule. This is shown in the following photo.

TAKS Objective 2 page 30
Biology



Step Seven

Earrings can be made any length-- twelve base pairs make a nice single twist of the double helix. You can, of course, make other ornaments with this technique-- like Christmas tree decorations.



Step Eight

When you place your last base pair onto your DNA molecule, allow a bit of wire to extend from between the last two base pairs. With a pair of pliers, or even a paperclip, form a small loop so you can later attach the ear hook.



Step Nine

Give the wire a little twist.

TAKS Objective 2 page 31
Biology


Step Ten

The remaining wire should be threaded down through the gold phosphate seed beads... again be careful not to put "kinks" into the wire. The loops tend to kink as you pull the wire through at this point.



Step Eleven

Cut the excess wire off at the bottom of the helix.

If you want to make even more sturdy jewelry, you can cross the wires at the bottom and thread them up the opposite side. This technique makes a very strong helix, but the wire shows.


TAKS Objective 2 page 32
Biology

Step Twelve

At this point, spend a few moments adjusting all of the beads in your helix.
When all seem in their proper positions, give the "ladder" a little counterclockwise twist.

Add an ear attachment hook to the loop at the top and wear this beautiful symbol of life's main molecule.... or give it to someone who will!


TAKS Objective 2 page 33
Biology

TAKS Objective 2 page 34
Biology

Mitosis
5 E’s
 ENGAGE
Using the MD Anderson Sun SAFETY Materials show the Grace Video. Tell students this is what happens when our cells do not undergo mitosis properly.
Then tell the students they are about to see a short clip of a cell going through nuclear division. There job is to listen for and count how many phases are in mitosis. Play the short Mitosis Movie Clip.

EXPLORE
Exploration 1
Onion Root Tip Internet Activity
Exploration 2
Onion/White Fish Cells Lab
Students will observe actual cells underneath the microscope or use the microscope prints to identify cells in different phases of mitosis.
TAKS Objective 2 page 35
Biology

 EXPLAIN
Complete the Mitosis Power Point with animations and pictures. Have students identify, describe and explain the different phases of the cell cycle and stages of mitosis.

ELABORATE
Elaboration 1
Mitosis Dance
Elaboration 2
MD Anderson Sun SAFETY ---Different Types of Skin Cancers
 EVALUATE
1.
After observing the chicken bone soaked in vinegar and water and participating in a class discussion, the learner will produce a Venn diagram, table or sketch in his/her journal to compare and contrast the bones. A grade of pass/fail will be given.
2.
After observing both models of the bones and participating in a class discussion, the learner will record the differences between hollow and solid bones. A grade of pass/fail will be given.
3.
Using the text, and class notes, the learner will produce a labeled sketch in his/her journal that describes the components of a bone. A grade of pass/fail will be given.
4.
Using the text, information from the website, and class notes, the learner will demonstrate an understanding of the structures and list at least 4 functions of the skeletal system by creating labeled drawings and providing a 100-word summary of the overall function of the skeletal system. A minimum score of 70% on the rubric is required.
TAKS Objective 2 page 36
Biology

5.
After completing the Q-tip skeleton, the learner will identify the following major bones of the body: skull, spine, ribs, pelvis, femur, tibia, fibula, humerus, radius, ulna, phalanges, and collar bone.
TAKS Objective 2 page 37
Biology

TAKS Objective 2 page 38
Biology

TAKS Objective 2 page 39
Biology

1.
Go to www.biology.arizona.edu
2.
Click on Cell Biology
3.
In the Activities section, click on Online Onion Root Tip Mitosis
4.
Read all the information concerning the various stages of mitosis and complete the mitosis notes.
5.
Then read and follow all directions for the lab activity.
6.
Be sure to complete your Mitosis Notes, Onion Root Tip data table, percentages, graph and an overall conclusion for this lab activity.
TAKS Objective 2 page 40
Biology

Onion Root Tip Data Table:
Interphase Prophase Metaphase Anaphase Telophase
Number
of
Cells
Percent of
Cells
Graph:
Conclusion:
Total
36
100%
TAKS Objective 2 page 41
Biology

TAKS Objective 2 page 42
Biology

In this assignment, you are going to estimate how much time a cell spends in each phase of the cell cycle by determining the numbers of cells in each phase in a micrograph of actively dividing cells. You need to understand the process of mitosis and be able to identify the different stages of mitosis BEFORE beginning this lab. Please refer to your text or other online references.
3.
4.
5.
6.
7.
1.
2.
8.
9.
Go to http://www.jdenuno.com/PDFfiles/Mitosis.pdf
to access the virtual microscope images of onion root tip and whitefish blastula cells undergoing mitosis.
Observe every cell in one field of view and determine the cell cycle phase.
You may want to use reference images of mitosis stages to help you identify the cells.
Record in the data table below.
Count 3~4 full fields of view. You need to count at least 200 cells!
Repeat this process with the images of whitefish blastula cells.
Calculate the percentage of cells in each phase.
Consider it takes, on average, 16 hours (960 minutes) for onion root-tip cells and 24 hours (or 1,440 minutes) for whitefish blastula cells to complete the cell cycle.
Calculate the amount of time spent in each phase of the cell cycle from the percent of cells in that stage. (multiply % time in phase times # minutes in cell cycle)
Use the data to construct a pie chart for onion root tip cells and whitefish blastula cells.
TAKS Objective 2 page 43
Biology

Results:
Data Table 1: Mitosis in Onion Root Tip Cells
Mitosis
Phase
Number of Cells
Field 1 Field 2 Field 3 Field 4 Total
Interphase
Prophase
Metaphase
Anaphase
Telophase
Total
Cells
Counted
Data Table 2: Mitosis in Whitefish Blastula Cells
Mitosis
Phase
Number of Cells
Interphase
Prophase
Metaphase
Anaphase
Telophase
Field 1 Field 2 Field 3 Field 4 Total
Total
Cells
Counted
Percent of
Total Cells
Counted
Time in Each
Phase
Percent of
Total Cells
Counted
Time in Each
Phase
TAKS Objective 2 page 44
Biology

Analysis:
Graph
1.
If your observations had not been restricted to the area of the root tip that is actively dividing, how would your results have been different?
2.
Based on the data in Tables 1 and 2, what can you infer about the relative length of time an onion root-tip cell and a whitefish blastula cell spends in each stage of cell division?
Conclusion for Assignment 1:
State the total time an onion cell and a whitefish blastula cell spends undergoing mitosis.
TAKS Objective 2 page 45
Biology

TAKS Objective 2 page 46
Biology