MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Your skin replaces the cells that it is continually losing by using the process of:

a. glycolysis

b. meiosis

c. mitosis

d. transduction

e. lysis

Correct Answer: c

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Before the 1600Õs, the belief existed that people were conglomerates of skin and fluid. We now know that the cell is the basic unit of structure and function. The perfection of the microscope enabled us to be able to view these cells. Who gave us this tool?

a. Anton Van Leeuwenhoek

b. Rudolph Virchow

c. Matthias Schleiden

d. Theodur Schwann

Correct Answer: a

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Galileo made the first biological observation through a microscope. Robert Hooke named ÒcellsÓ. Anton van Leeuwenhoek perfected the light microscope and its viewing capability. Matthias Schleiden used improved microscopes to view the nucleus of plants and to propose all plants are made of cells. Theodur Schwann stated all animals are made of cells. Rudolph Virchow, after completing studies of cell growth and reproduction, concluded cells come from existing cells. All of their contributions culminated in the Cell Theory.

Which statement best describes this timeline?

a. They were dishonest men because they took each otherÕs prior knowledge.

b. No more study of cells is needed because we know everything about cells.

c. Science is ongoing and subject to further study.

d. No need to bother with more research since it is just a theory, and really cannot be true.

Correct Answer: c

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

At one time, many people believed that life spontaneously arose from non-living things. For example, many people believed that spoiled meat produced living maggots. Why was spontaneous generation accepted back then but is no longer accepted as a valid theory today?

a. In the past the best data available to scientists supported the idea, but today the scientific community has collected other data.

b. The current theory of the origin of life has now been proven.

c. In science, theories do not last more than 100 years; they are replaced because they get old.

d. Spontaneous generation was disproved by a famous scientist Louis Pasteur.

e. Spontaneous generation was only a hypothesis and was never viewed as a theory.

Correct Answer: a

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Which of the following statements is NOT part of the Cell Theory?

a. Cells reproduce by mitosis.

b. All organisms are composed of cells.

c. Cells are the basic unit of life.

d. Cells come from other living cells.

e. All plants are made of cells.

Correct Answer: a

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

What was the contribution of Robert Hooke to the Cell Theory?

a. He invented a simple microscope and looked at pond water.

b. He observed cells producing other cells.

c. He gave cells their name after finding them in cork.

d. He proposed the entire cell theory.

e. He studied animals and found that they were made up of cells.

Correct Answer: c

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

What was the contribution of Anton van Leeuwenhoek to the Cell Theory?

a. He gave cells their name after finding them in cork.

b. He invented a simple microscope and looked at pond water.

c. He found that maggots developed in sealed containers of meat.

d. He studied plants and found that they were made up of cells.

e. He proposed the entire cell theory.

Correct Answer: b

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

What was the contribution of Matthias Schleiden to the Cell Theory?

a. He studied plants and found that they were made up of cells.

b. He studied animals and found that they were made up of cells.

c. He observed cells producing other cells.

d. He proved that cells were not made spontaneously from dead meat.

e. He found that maggots developed in sealed containers of meat.

Correct Answer: a

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

What was the contribution of Rudolph Virchow to the Cell Theory?

a. He observed cells producing other cells.

b. He gave cells their name after finding them in cork.

c. He invented a simple microscope and looked at pond water.

d. He proposed the entire cell theory.

e. He studied plants and found that they were made up of cells.

Correct Answer: a

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

What was the contribution of Theodor Schwann to the Cell Theory?

a. He proposed the entire cell theory.

b. He gave cells their name after finding them in cork.

c. He found cells in non-living things.

d. He studied animals and found that they were made up of cells.

e. He studied plants and found that they were made up of cells.

Correct Answer: d

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

In order to function, cells must maintain a constant internal environment. The maintenance of a relatively stable internal condition is called

a. metabolism.

b. homeostasis.

c. active transport.

d. osmosis.

e. respiration.

Correct Answer: b

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Sea urchins are relatives of starfish and live in the ocean. If sea urchin eggs are taken from the sea and placed in fresh water

a. they will probably swell.

b. they will probably shrink.

c. there will be no change in their size.

d. they will secrete solutes into the water.

e. the amount of water leaving the cell will equal the amount of water entering the cell.

Correct Answer: a

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Osmosis refers to

a. the movement of solutes through a selectively permeable membrane.

b. the active transport of water through a membrane.

c. diffusion of water through a cell wall.

d. diffusion of gases.

e. diffusion of water through a selectively permeable membrane.

Correct Answer: e

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Some brown algae will contain iodine in concentrations 2000 times greater than the surrounding sea water. What process would account for this?

a. osmosis

b. diffusion

c. plasmolysis

d. exocytosis

e. active transport

Correct Answer: e

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

When the turgor pressure of a cell is high, a plant cell will

a. die.

b. be limp.

c. explode.

d. be firm or rigid.

e. plasmolyze.

Correct Answer: d

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Which of the following items is responsible for the conditions below?

a. plasmolysis

b. turgor pressure

c. endocytosis

d. diffusion

e. active transport

1. Vegetables get crispy when soaked in fresh water._____

2. Bacteria die when they enter a pickle vat._____

3. Carbon dioxide moves into the leaves of plants._____

4. An amoeba takes in food particles too large to pass through the membrane._____

Correct Answers:

1. b

2. a

3. d

4. c

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

If the concentration of sodium ion in the fluid surrounding cells decreases and the concentration of the solutes remain constant,

a. the cell will shrink

b. the cell will swell

c. the fluid outside of the cell will become isotonic

d. the fluid outside of the cell will become hypotonic

e. the cell will not change

Correct Answer: b

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Quinn places a small section of onion in a glass of salty water over night. The next morning she looks at the onion c ells under the microscope. What will she see?

a. Onion cells as they were the day before

b. Exploded onion cells

c. Bulging onion cells

d. Shriveled onion cells

e. Onion cells filled with salt crystals

Correct Answer: d

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Which of the following examples does NOT illustrate homeostasis?

a. breathing harder during exercise

b. removing excess fluids through the kidneys

c. coordinating body processes through the nervous and endocrine systems

d. passing genetic characteristics from one generation to another

e. taking nutrients from the blood stream into cells.

Correct Answer: d

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

A biologist dilutes blood cells with water on a glass slide and observes them through a microscope. The cells appear to burst. The biologist wants to observe these blood cells in a dilute solution without the cells bursting. He should investigate

a. other types of cells to see if the bursting continues

b. the amount of salts in the water used to dilute the blood and the amount of salts in the blood plasma

c. the age of the blood sample used by the biologist

d. the chemical make-up of the cell membrane of the blood cells

Correct Answer: b

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

One important characteristic of prokaryote cells is that they

a. have no nucleus or any membrane-bound organelles.

b. lack cell walls.

c. have no DNA.

d. have no cell membrane.

e. have no cytoplasm.

Correct Answer: a

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

What cell structure makes it possible for the internal environment of a cell to differ from the external environment.

a. endoplasmic reticulum

b. cell wall

c. middle lamella

d. cell membrane

e. nucleus

Correct Answer: d

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Which cell would contain the most mitochondria?

a. skin cell

b. muscle cell

c. hair cell

d. blood cell

e. all cells contain the same number of mitochondria

Correct Answer: b

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Where would you be most likely to find cells with an abundance of leucoplasts?

a. flower petals

b. water storage cells

c. fat cells in animals

d. food storage areas of plants

Correct Answer: d

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Which of the following organelles would not be found in the cells of a mouse?

a. plastids

b. lysosome

c. Golgi bodies

d. ribosomes

e. endoplasmic reticulum

Correct Answer: a

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Sally eats ripe apples because of the high sugar content. Which of the following plant cell structures stores the sugar?

a. golgi apparatus

b. ribosomes

c. mitochondria

d. vacuoles

e. nucleus

Correct Answer: d

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

The pancreas is an organ that creates the protein insulin. Which organelle in a pancreas cell packages insulin to be secreted out of the cell?

a. golgi apparatus

b. ribosomes

c. mitochondria

d. vacuoles

e. nucleus

Correct Answer: a

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Where would you be most likely to find cells that give off oxygen?

a. lung cells in animals

b. leaf cells in plants

c. cells of flowers and fruits

d. muscle cells

e. stems and roots

Correct Answer: b

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Some students are studying lighting conditions for plants. They choose twelve plants of about the same height. They place six of the plants in a sunny window. They keep the other six in a dark cabinet. Plant height is measured daily for three weeks. Temperature and humidity are also measured and recorded daily. All plants are watered regularly. After one week, the plants in the dark cabinet look sickly.

The growth of the plants is determined in this experiment by:

a. counting the number of leaves on each plant

b. measuring environmental conditions such as temperature and humidity

c. measuring the distance form the soil surface to the tip of the plant

d. measuring the length of time the plants are exposed to light

Correct Answer: c

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Four of the principle tools used to study cells are the tools listed below in the order in which they came into use. In each case certain tools had to be developed before the statements below could have been made. Select the tool that first permitted the statement to be made, recognizing that each in turn may have depended on an earlier one.

A. compound microscope

B. biological dyes

C. chemical analysis

D. electron microscope

_____1. The nucleus contains threadlike structures called chromosomes.

_____2. The outer boundary of the cytoplasm is a continuous structure.

_____3. Within each cell is a single spherical structure, the nucleus.

_____4. One of the principle components of the chromosome is DNA.

_____5. The endoplasmic reticulum connects the cell membrane with the nuclear membrane.

_____6. The channels of the endoplasmic reticulum are lined with spherical structures called

ribosomes.

_____7. Chromatids are formed during mitosis.

_____8. Cell parts, such as mitochondria, have internal structure.

Correct Answers:

1. b

2. a

3. a

4. c

5. d

6. d

7. b

8. d

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

A lady grows violets as a hobby. She has six red violets and six white violets. A friend told her that violets produce more flowers when they receive morning sunlight. She then made the following hypothesis:

If violets receive morning sunlight rather than afternoon sunlight, they will produce more flowers.

Which plan should she choose to test her hypothesis?

a. Set all of her violet plants in the morning sun. Count the number of flowers produced by each. Do this for a period of four months. Then find the average number of blossoms produced by each kind of plant.

b. Set three white violets in the morning sun and the other three white violets in the afternoon sun. Do not study the red violets at all. Count the number of flowers produced by each white violet for four months.

c. Set all of her plants in the morning sunlight for four months. Count the number of flowers produced during this time. Then set all of the plants in the afternoon sunlight for four months. Count the number of flowers produced during this time.

d. Set three red and three white violets in the morning sunlight and three red and three white violets in the afternoon sunlight. Count the number of flowers produced by each plant for four months.

Correct Answer: d

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Assume that this diagram represents the nosepiece and objective lenses of a microscope. Under low power magnification, 63 evenly distributed yeast cells can be seen on a slide. About how many of these same yeast cells will you see when you turn the nose piece to higher power?

a. 7

b. 21

c. 126

d. 189

Correct Answer: b

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

To test the hypothesis that germinating seeds of different species might influence one another, a biologist planted seeds of species I and species II in the same tray. Upon germination it was found that species I seeds sprouted faster than species II seeds.

In order for the results to be interpreted properly, the biologist should also germinate

a. I and II seeds in the dark

b. I and II seeds at various temperatures

c. the same number of I seeds as II seeds

d. I and II seeds in separate trays

Correct Answer: d

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

If you wished to test the hypothesis that atomic radiation slows down the rate of radish seed growth, which of the following experimental designs would be best to use?

a. Use 25 radish seeds and 25 pea seeds and compare results.

b. Plant 50 irradiated seeds and note the effects of the radiation.

c. Plant 25 irradiated seeds and 25 normal seeds at the same time and compare results.

d. Plant 25 normal seeds, note the results; then plant 25 irradiated seeds, and compare results.

Correct Answer: c

MC	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

One hundred seeds were placed on moist paper toweling to start their growth (germination). The data below shows the percent germinated for each day for ten days. Select the graph below which best represents the data.

Time in Days	1	2	3	4	5	6	7	8	9	10
% of Seeds Germinated	10	15	22	36	44	50	62	68	75	78

Correct Answer: Graph C

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Directions: Read each of the following experiments. Then decide if the experiment helps to prove or disprove the Cell Theory and write down the reason.

a. Professor A collected thousands of plants on his trip through the jungle. She looked at the leaves from each of the plants under a microscope and found that each of them had differently shaped cells.

Does this help Support or Reject the Cell Theory?

Why is your answer correct?

b. Professor B took a blood sample from every animal in the Denver Zoo. He found healthy red blood cells in every animal except for one rare animal from Australia in which he could not find any cells.

Does this help Support or Reject the Cell Theory?

Why is your answer correct?

c. Professor C put some dead meat in a sealed container. A week later she discovered fly maggots living in the dead meat.

Does this help Support or Reject the Cell Theory?

Why is your answer correct?

d. Professor D looked at yeast cells under a microscope. She observed that the cells would divide and separate, making new cells about every 12 minutes.

Does this help Support or Reject the Cell Theory?

Why is your answer correct?

e. If you found any of the experiments above helped to DISPROVE the cell theory, go back and reread the experiment and then answer the following question:

What possible mistakes could the scientists have made on those experiments?

Correct Answers:

a. Support. The professor found cells in all of the plants she collected.

b. Reject. Although the professor found cells in almost all of the animals, he did not find cells in one of them.

c. Reject. Because the meat was dead, it appears that cells came from something other than living cells.

d. Support. The professor observed cells coming from other living cells.

e. Professor B may have taken a bad sample, or maybe this rare animal has cells that are much smaller than other animals and may be hard to see. Professor C may not have sterilized the equipment, or maybe did not seal the container properly. (There can be many more responses to this question.)

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Directions: Read the descriptions or quotes about the observations of each of the following scientists and decide whether they helped to prove the cell theory or spontaneous generation and why.

a. VAN HELMONT--"All that is required is to cork up a pot containing corn with a dirty shirt; after about twenty-one days a ferment coming from the dirty shirt combines with...the wheat, the grains of which are turned into rats".

b. ARISTOTLE--"Eels...originate in what are called the entrails of the earth, which are found spontaneously in mud and moist earth."

c. REDI--"I shall express my belief that the Earth, after having brought forth the first plants and animals at the beginning by...the Creator, has never since produced any kinds of plants or animals, (but they) came solely from the true seeds of plants and animals themselves".

d. PASTEUR--Pasteur put yeast broth in special flasks that he designed with long necks. The long necks did not allow any outside air to reach the broth, and those flasks did not have any bacterial growth. However, when he broke the necks of some of the flasks and air was allowed in, bacteria did appear.

e. ROSS--"If he doubts of this let him go to Egypt, and there he will find the fields swarming with mice begot of the mud of Nylus, to the great calamity of the inhabitants."

f. NEEDHAM--Needham put some lamb broth in flasks and boiled them for a short time. He then covered the top with cork and let them sit. After awhile, he saw bacteria growing in the flasks.

Correct Answers:

a. Spontaneous Generation--Van Helmont said that corn and a dirty shirt produced rats.

b. Spontaneous Generation--Aristotle said that eels are produced from mud and moist earth.

c. Cell Theory--Redi said that the earth did not produce things after the Creation, but that they came from the plants and animals; cells producing other cells.

d. Cell Theory--Pasteur found no "spontaneous" growth of bacteria when his broth was not allowed to be contaminated.

e. Spontaneous Generation--Ross said that mice were produced by mud in Egypt.

f. Spontaneous Generation--Needham thought he took enough precautions to keep everything out of his flasks, but he still found bacterial growth.

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Directions: Reread the descriptions of Van Helmont, Redi, Pasteur and Needham below. Put them in the order that you think they occurred in history. Start with the one you think is the oldest.

NEEDHAM--Needham put some lamb broth in flasks and boiled them for a short time. He then covered the top with cork and let them sit. After awhile, he saw bacteria growing in the flasks.

REDI--"I shall express my belief that the Earth, after having brought forth the first plants and animals at the beginning by...the Creator, has never since produced any kinds of plants or animals, (but they) came solely from the true seeds of plants and animals themselves".

PASTEUR--Pasteur put yeast broth in special flasks that he designed with long necks. The long necks did not allow any outside air to reach the broth, and those flasks did not have any bacterial growth. However, when he broke the necks of some of the flasks and air was allowed in, bacteria did appear.

VAN HELMONT--"All that is required is to cork up a pot containing corn with a dirty shirt; after about twenty-one days a ferment coming from the dirty shirt combines with...the wheat, the grains of which are turned into rats".

#1--

#2--

#3--

#4--

a. Why did you say the experiment you picked as the oldest was the first one and why?

b. Why did you say the experiment you picked as the most recent was the last one and why?

c. The real order is: 1--Van Helmont (1652) 2--Redi (1668) 3--Needham (1745) 4--Pasteur (1860). Does the placement of any of these experiments surprise you and why?

Correct Answers:

#1-#4--Student choice.

a. Student choice. Example: This scientist's observation or experiment seems the most primitive because he did not use any equipment.

b. Student choice. Example: This scientist's observation was more complicated and it seemed like he had more scientific knowledge.

c. The students may be surprised that people like Needham were still trying to prove spontaneous generation even after experiments like Redi's, which disproved that theory.

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Directions: Read the following quote from Aristotle carefully, and then answer the questions.

"Some (plants) are produced from the seed of other plants, and others are of spontaneous growth; some animals are produced from animals of a similar form, the origin of others is spontaneous and not from similar forms--those which spring from putrid (or decaying) matter, this is the case with many insects; others originate in the animals themselves, and from the excrementitious matter (wastes) in their parts--(the production of other insects) is spontaneous, for some of them spring from the dew which falls upon plants. Some originate in rotten mud and dung."

a. Aristotle lived from 384-322 B.C. What are some instruments that we use now which may have helped him make better observations?

b. What might Aristotle have seen that would have made him draw the conclusions he did about insects?

c. Find two things that Aristotle said in this quote that are wrong, and tell how could you prove it.

Correct Answers:

a. A microscope, a time-lapse camera, or similar items the students come up with.

b. He probably saw maggots and other insects feeding on feces and on dead animals.

c. Student choice. Example: Aristotle said that insects "spring from the dew which falls on plants". I would take a plant and spray it with an insecticide to make sure that all the insects and eggs on it are killed. Then I would cover it up to make sure nothing could get to it except the water I poured on it, and no new insects would be generated.

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Students were asked to design an experiment to demonstrate characteristics of cells. The two groups were given cells from the different organisms. The results below show how two groups designed their experiments and what their results were.

Group 1

Procedure: Cells were prepared on a microscope slide and viewed under a microscope

Results: Cells were observed as small units with interior structures.

Conclusion: Cells are small and have parts

Group 2

Procedure: Placed cells in a nutrient solution and a closed container with a gas collection bottle.

Results: Gas collected in the bottle and bubbles appeared in the solution.

Conclusion: Cells alter their environment as they carry on the functions of life.

1. Which group correctly designed the experiment and why?

a. Group 1, they proved that living things are composed of cells.

b. Group 2, they showed that cells carry out the work of living things.

c. Neither group followed the scientific procedures so the evidence is invalid.

d. Both groups found characteristics of cells and used scientific methods.

2. Do these experiments support the current Cell Theory?

a. Yes, these experiments support work done by other scientists.

b. Yes, these experiments by themselves would prove cell theory.

c. No, there is much more that needs to be learned about cells.

d. No, cell theory has been proved and new experiments are not needed.

3. How has cell theory affected human life?

a. We have modern electronics and computers.

b. We can understand and cure many diseases.

c. Transportation and communication has improved.

d. We are better able to use EarthÕs mineral resources.

Correct Answers:

1. d

2. a

3. b

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Directions: Read the following quote by Irving W. Knobloch and then answer the questions.

"So many modern concepts and practices depend upon the fallacy of the theory of spontaneous generation that life would be considerably changed were it true."

1. For each of the following procedures used today, describe how they would be different if we still believed in spontaneous generation. (You may need to look them up in an encyclopedia before answering.)

a. Sterilization in hospitals--

b. Canning of foods--

c. Pasteurization of milk--

2.What are some other ways that your life might be affected if we still believed in spontaneous generation?

Correct Answers:

1. a. There would be no need to sterilize anything in hospitals because germs would just appear spontaneously. Surgery would no longer be safe because the risk of infection would be too great.

b. We would not have any long term preservation of foods. Everything would have to be eaten fresh without waiting too long.

c. Most people would need to own cows to get fresh milk and there would still be a greater chance of spoiled milk.

2. This answer will be up to the students to come up with some ways that their life might be affected.

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Some organisms can survive in water of widely different salt concentrations. Brine shrimp are an example. They maintain a constant concentration of salt in their bodies in a wide range of concentrations of salt in the water around them. They survive in water containing from 0.5% to 25% salt.

The investigator who graphed the data below used the amount of oxygen taken up by the brine shrimp as an indication of how much food energy they were using, in water of two different salt concentrations. Food was supplied in unlimited amounts to both groups of the brine shrimp. The investigator observed that brine shrimp in a 15% salt solution swam somewhat less actively than brine shrimp in 3% salt solution. Females in 15% salt solution produced fewer eggs than females in 3% salt solution. 

Time

Oxygen Used

1. What hypothesis could the investigator have been testing?

a. Brine shrimp in a 3% salt solution maintain a uniform concentration of salt in their bodies.

b. Brine shrimp in a 3% salt solution use much of their available energy pumping out water.

c. Brine shrimp in a 15% salt solution maintain a uniform concentration of salt in their bodies.

d. Varying salt concentrations have any measurable effects on brine shrimp O2 use

2. What do the data show?

a. Brine shrimp eggs cannot survive in a 15% salt solution.

b. Brine shrimp in a 15% salt solution use more energy but are more sluggish than brine shrimp living in a 3% salt solution.

c. Brine shrimp in a 3% salt solution use less energy searching for food than brine shrimp in a 15% salt solution.

d. Brine shrimp in a 15% salt solution use less energy and are less active than brine shrimp in a 3% salt solution.

Correct Answers:

1. d

2. b

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

The pictures above represent cells in various solutions. Which of the above diagrams best illustrates:

1. a plant cell with turgor pressure______

2. an animal cell in a hypertonic environment______

3. an animal cell in an isotonic solution______

4. a plasmolyzed plant cell ______

5. an animal cell in an hypotonic environment ______

6. a plant cell in a hypotonic solution ______

Correct Answers:

1. c

2. d

3. b

4. a

5. e

6. c

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Refer to the following diagram. The X's represent solutes dissolved in the water.

Questions:

1. Which side of the membrane contains the hypotonic solution?

a. A

b. B

c. both

d. neither

2. In which direction will the net movement of water occur?

a. A ------> B

b. A <------- B

c. equal in both directions

d. not enough information to know

e. it depends on the temperature

Correct Answers:

1. b

2. b

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

With an arrow, indicate the direction of net water movement and explain the influence it will have on the cell or organism involved.

Example cut vegetables§ fresh water

Result: The net movement of water would be from the greater concentration of water in the fresh water to the lesser concentration of water in the vegetable cells resulting in turgor pressure in the vegetables. They would be rigid and crispy

a. Lesser concentration of greater concentration of

solute in carrot cells  ________________ solute in the external environment 

Results:

b. Amoeba ________________ hypotonic solution in the environment

Results:

c. Blood cells ________________ blood plasma

Results:

d. Bacteria ________________ pickle juice or jam

Results:

e. Hypertonic solution ________________ cheek cells

Results:

f. Lawn grass ________________ over-fertilized soil

Results:

g. Fresh salad greens ________________ salad dressing

Results:

Correct Answers:

a. Results: The lesser the concentration of solute, the greater the concentration of water. So, the net movement of water will be from the carrot cells to the external environment. As the carrot cells lose water they will become plasmolyzed (wilted or lose turgor).

b. Results: Water will move from the environment into the amoeba cell. However, amoeba and other protozoa that live in fresh water, have contractile vacuoles, which continually remove excess water from the cell so they do not burst.

c.§ˆ Results: Since our blood cells are always suspended in plasma and seem to do just fine (neither shrinking nor bursting), we will assume that they are isotonic. The net movement of water into the cell equals that moving out and there is no change in the volume of water in the cell.

d. Results: Bacteria are about 90% water. Pickles and jam have very high solute concentrations and are hypertonic to a bacteria cell. Water will move from the bacteria cell into the hypertonic environment in the pickles or jam and the bacteria will die from water loss (plasmolysis). This is why plasmolysis has been used for years as a method of preserving food from decay by bacteria .

e. Results: Water will move from the greater concentration of water in the cheek cells into the hypertonic solution and the cheek cells will shrivel up and die.

f.  Results: Over-fertilized soil is hypertonic to the roots of the lawn grass. The net movement of water will be from the greater concentration of water in the cells of the lawn grass out into the hypertonic soil solution and the lawn will be plasmolyzed and die.

g. Results: There is a greater concentration of water in the cells of the fresh salad greens than in the salad dressing. The net movement of water will be from the cells of the salad greens into the salad dressing resulting in plasmolyzed salad greens.

Scoring guide:

correct direction of the arrow 20%

correct explanation and result 60%

correct spelling, punctuation and language usage  20%

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

The following figure shows an amoeba at different stages of engulfing a food particle. Use3 the diagram to answer the next 4 questions.

1. Which of the following puts the pictures in the correct sequence?

a. A, E, C, B, D

b. B, C, E, A, D

c. B, C, E, D, A

d. C, B, D, E, A

e. C, D, E, A, B

2. What is this sequence of pictures an example of?

a. Photosynthesis

b. Respiration

c. Exocytosis

d. Passive transport

e. Active transport

3. What process is occurring at #1?

a. The lysosome and food vacuole are digesting the food particle.

b. The cell membrane is engulfing the food particle.

c. Waste is being expelled from the cell.

d. The amoeba is going through cell division.

e. The cytoplasm is flowing into the food vacuole.

4. Look at picture C. If we changed the food particle into a dust particle, predict what the next picture in sequence would look like.

a. Picture A

b. Picture B

c. Picture C

d. Picture D

e. Picture E

Correct Answers:

1. b

2. e

3. a

4. b

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Directions: Study the diagrams and use the information to answer the questions below. Indicate the letter of all correct answers. In scoring, wrong answers will cancel out right answers. 

Which of the above cells would be

1. found in your cheek?_________

2. in the kingdom Monera? ________

3. found in a leaf?________

4. found in a potato?________

5. in the kingdom Protista?________

6. capable of producing oxygen?_______

7. in the plant kingdom?________

8. capable of locomotion?________

9. unicellular? ________

10. surrounded by a selectively permeable membrane?________

Correct answers:

1. a

2. e

3. c

4. d

5. b

6. c

7. c, d

8. b, e

9. b, e

10. All

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

The questions below refer to an investigation in which cells were cut so that one half of the cell fragments with nuclei was separated from the fragments without nuclei. One hundred fragments from each group were placed in containers under uniform conditions. The table shows the results. 

	Number of Cell Fragments Without Nuclei	Number of Cell Fragments With Nuclei
Number studied	100	100
Surviving 1 day	80	79
Surviving 2 days	60	74
Surviving 3 days	30	72
Surviving 4 days	3	72

1.What is the hypothesis being tested?

a. a nucleus is necessary for the continued life of the cell

b. "any cell fragment will eventually die"

c. the size of the cell fragment determines the amount of time it will live

d. twice as many cells will grow if each is cut in half

2.Suggest a possible explanation for the death of so many cell fragments with nuclei.

Correct Answers:

1. a

2. Answers will vary, but accept explanations relating to the "old age" of the cells; death due to experimental procedure or other plausible answers.

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Problem:

Some students in a biology class want to find out if fertilizer affects the growth of corn plants. They do research on the problem and form a hypothesis. They then do a number of experiments. All the obvious variables are the same in all of the tests -- amount of water, amount of light, same soil, etc. -- except that varying amounts of fertilizer were placed in experimental plots A, B, C, D, and E. No fertilizer was placed in plot C.

1.Which of the following best states the hypothesis that was being tested?

a. Corn needs water, light, and good soil to grow.

b. If corn seedlings are treated with fertilizer then they will grow taller than if they get none.

c. Corn plants grow better than other plants if given light, water, soil and good soil.

d. If corn seedlings are NOT given things like water, light, or soil then they will not grow.

2. Why was no fertilizer placed on plot C?

3. What will be concluded from the growth of plants in plot F?

4. What measurements should students take to measure plant growth?

5. How should the date from the experiments be displayed to best communicate to other students?

a. In a pie graph that shows the amount of corn plants that grew.

b. Bar graphs of plots A, B, D, and E.

c. A line graph showing average height of the corn in plots A, B, D, and E.

d. A line graph showing average height and amount of fertilizer applied to each plot.

Correct Answers:

1. b

2. Plot C is the control. If is to show what will happen under normal conditions and will give experimenters something to compare fertilized versus not fertilized plants.

3. Students may conclude whether or not fertilizer will help corn plants grow better.

4. They should measure height of plants, number of leaves, strength and general condition of plants.

5. d

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Answer the question below using this diagram of a bacteria culture plate.

The cause of an infection seems to be bacteria that will grow in a medium containing dextrose nutrient agar. The culture plate shows the effect of four different antibiotics on this bacterium. (The antibiotics are on the paper discs labeled A through D.)

In order to know for sure which antibiotic is most effective in preventing bacterial growth on the agar plate, you would need to know the

a. number of hours the control plate had been incubated

b. severity of the infection

c. results from a control plate with the organism growing on non-nutrient agar

d. concentration of the antibiotic on each disc

Correct Answer: c

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Read the following situation, then answer the questions below:

Sarah wanted to find out if temperature has an effect on the growth of bread mold. She grew the mold in nine containers containing the same amount and type of nutrients. Three containers were kept at 0 degree Celsius, three were kept at 90 degrees Celsius, and three were kept at room temperature (about 27 degrees Celsius). The containers were examined and the growth of the bread mold was recorded at the end of four days.

1.Which of the following is her hypothesis?

a. the amount of nutrient used will cause differences in the amount of bread mold

b. the amount of bread mold growth is affected by the temperature

c. the amount of bread mold is determined by the amount of nutrient used

d. the number of containers influences the amount of bread mold

2.The controlled variable is:

a. temperature of the containers

b. amount and type of nutrients

c. temperature of the bread mold

d. amount of bread mold

3.The dependent or responding variable is:

a. growth of bread mold

b. amount of nutrients in each container

c. temperature of the containers

d. number of containers at each temperature

4.The independent or manipulated variable is:

a. temperature of the containers

b. amount of nutrients in each container

c. growth of bread mold

d. number of containers at each temperature

5.Which of the following would not be a suitable way to measure growth of bread mold in this experiment?

a. the number of spots of bread mold

b. the size of the bread mold spots

c. the diameter of the bread mold spots

d. the color of the bread mold spots

Correct Answers:

1. b

2. b

3. a

4. a

5. d

I	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Answer the following questions as they relate to the scenario below.

John was interested in determining the effect the number of plants located in an area has on growth rate. He planted radish seeds in several milk cartons. In each of the first 5 cartons, he planted no seeds. In the next 5 cartons, he planted 1 seed 1 cm deep. In the next 5 cartons, he planted 5 seeds 1 cm deep. In the next 5 cartons, he planted 10 seeds 1 cm deep. In the next 5 cartons, he planted 15 seeds 1 cm deep. Each carton was watered daily. He measured the length of leaves daily in cm. After 4 weeks, he analyzed his results and determined the growth rates for each leaf.

1. What is NOT one of JohnÕs constants in the scenario as written?

a. being watered daily

b. type of seeds

c. depth of seeds

d. location of plants

2. What would be the MOST appropriate additional constant?

a. amount of sunlight

b. size of seeds

c. amount of water

d. brand of milk carton

3. What is the appropriate unit for the dependent variable?

a. count

b. cm

c. cm/day

d. depth

4. What are the repeated trials for the experiment?

a. 5 cartons

b. 1 cm deep

c. 4 weeks

d. length of leaf

5. It is found that the growth rate decreases as the concentration of plants increases. What is the best explanation for this finding?

a. the plants cannot get enough sunlight

b. the plants compete for nutrients

c. water is unable to filter through to all the plants

d. some plants do not have enough soil

Correct Answers:

1. d

2. a

3. c

4. a

5. b

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Cody wants to study mitosis. He obtained samples of onion root tips that were prepared commercially and counted the cells that appear in various phases of mitosis. His results were as follows:

Phase of Mitosis Number of Cells in that Phase

Prophase 119

Metaphase 24

Anaphase 22

Telophase 46

1. Cassandra looked at Cody's data and concluded that more cells go through prophase than any other phase of mitosis. Cody disagreed, he concluded that prophase takes longer than the other phases. Which explanation is more accurate and why?

2. What evidence would you present to convince the person you believe misinterpreted the data?

Correct Answers:

1. Cody's explanation is more accurate because the longer it takes a cell to go through a certain phase, the more cells that will be caught in that phase when the onion root tip slide is prepared commercially. Also, all cells go through all phases of mitosis.

2. Possibilities include:

Using a reference book to determine that all cells go through all phases of mitosis.

Designing an experiment to determine that all cells go through all phases of mitosis.

Watching a real-time video of a cell going through mitosis and timing the phases.

Accept all reasonable answers that present relevant and defensible evidence.]

Scoring Guide:

1. Give 3 points for explaining the relationship between length of time for a phase and number of cells in that phase OR explaining that all cells go through all phases of mitosis.

2. Give 2 points for any one of the ideas presented above or their own offering of relevant and defensible evidence.

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Choose one of the three organ systems listed below. Then discuss the consequences that would happen to your body if that system were rendered incapable of completing mitosis.

1. circulatory system

2. integumentary system

3. immune system

Scoring Guide:

5 type of cell affected, fate of cells, site of new cell formation, use of cells discussed, effect of cell shortage.

4 completes four of above.

3 completes three of above.

2 completes two of above.

1 one of above.

Possible Answers:

1. Red blood cells are being degraded constantly by the spleen. Red blood cells are being worn by contact with the blood vessels. Without replacement, the body would develop anemia, and complications of not being able to supply the body with oxygen.

2. Epidermal cells are being shed or sloughed away constantly. Without replacement, the skin would wear away opening the body to pathogens and the resulting infections.

3. During the immune reaction, the "B" cells divide producing many "factory cells". Without mitosis, the immune response would not be possible, leaving our bodies subject to the pathogens that enter.

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Briefly (in one paragraph) describe the changes that occur in the cell during mitosis. After describing these changes, draw illustrations showing the steps. Label the phases.

Ideal Answer:

The cellular components of a cell segregate toward each half of the cell. Some cellular components, such as chromosomes, double prior to segregation. The cell splits in two, forming 2 new cells that are identical copies of the original cell.

Phases: Interphase, Prophase, Metaphase, Anaphase, Telophase

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Directions: Read the following quote from Aristotle carefully, and then answer the questions.

"The great majority of fish develop from eggs. There are some fish, however that develop from mud and sand. A pond near Cindos dried up--even the mud at the bottom. Later the pond was filled by rain. The pond contained many tiny fishes. The fishes in question are a kind of mullet. From this fact it is clear that certain fishes come spontaneously into existence, not being derived from eggs or from copulation (mating)."

a. Did Aristotle believe in the Cell Theory? Why or why not?

b. What did Aristotle have to assume about the pond in order to make the conclusion that he did?

c. Write at least two different hypotheses that would explain how the fish got into the pond after it dried up.

d. Pick one of you hypotheses and describe a way you could test it to see if it might be possible.

Correct Answers:

a. Aristotle did not believe in the cell theory because he stated that some fish do not come form eggs or copulation, but are produced spontaneously.

b. He had to assume that all life in the pond was killed after it dried up.

c. Student choice. Example: The fish have eggs that do not have to have water to survive.

d. Student choice depending on their answers to question C. Example: Get some mullet eggs and let them dry out. Then put them back in water and see if any fish hatch.

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

People took a long time to accept the Cell Theory. State and explain some of the reasons people believed in spontaneous generation. Give at least 2 reasons.

Scoring Guide:

Here are some possible explanations that can be used by the student:

1. Aristotle taught that there was spontaneous generation and all of his teachings were usually believed without question.

2. Microscopes were not readily available to most people so they could not see cells for themselves.

3. People could easily observe supposed examples of spontaneous generations such as maggots appearing on meat so it was easy to believe.

4. Many scientists had performed experiments that they thought supported spontaneous generation and people believed them.

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Write in your own words the cell theory and tell what this theory means in your life.

Scoring Guide:

Points possible: 5 points One point for each part of theory written correctly in their

own terms (3 points), and two points for their insight.

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Directions: Arrange the Historical Events listed below in the order that they most likely occurred. Then write down why you placed each event in that order. (There could be more than one correct order, so justify your answers!)

Historical Events that led to the Cell Theory:

a. Matthias Schleiden finds that all plants are made up of cells.

b. Rudolph Virchow proposes that cells come from other cells.

c. Anton van Leeuwenhoek builds a simple microscope.

d. Theodore Schwann finds that all animals are made up of cells.

e. Robert Hooke looks at cork and sees and names cells.

1.

Why?

2.

Why?

3.

Why?

4.

Why?

5.

Why?

Correct Answers:

There can be more than one way of arranging these events, provided that the student successfully defends his/her choice of order. The following key is one possible order with explanations.

1. c Scientists needed a microscope to be able to see cells so this needed to come first.

2. e Hooke was the first to really see and identify cells; someone had to do this before

others could see that all things are made of cells.

3. a or d Now that cells were identified and there was a way to see them, scientists could

determine that living things were made up of cells.

4. a or d Now that cells were identified and there was a way to see them, scientists could

determine that living things were made up of cells.

5. b Since it had been determined that living things were composed of cells, someone

could examine these cells and see that they produced new cells.

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Explain Why the Cell Theory is still considered a theory

Scoring Guide:

Points possible: 3 points

Ideal Answer:

The cell theory is still considered a theory because science is still finding out new things about the cell. Also, science is not sure about some simple structures like virus -- are they cells or are they not?

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Explain the term homeostasis and the importance of maintaining a constant water balance in the cells of organisms.

a. Marine invertebrates

b. Marine vertebrates

c. Fresh water protists

d. Freshwater animals

e. Land animals

f. Land Plants

Sample Answer:

Most organisms can withstand considerable change in their external environment but they must maintain a relatively constant internal environment. The maintenance of a constant internal physiological environment is called homeostasis. One of the most critical homeostatic functions is maintaining a critical balance of body fluids. A slight increase or decrease in water content of a cell can be fatal.

a. Most marine invertebrates are isotonic to their environment. The concentration of solutes in their cells is similar to that of the ocean water around them so water balance is not a problem.

b. A few marine vertebrates such as hagfish are isotonic to ocean water. Sharks have high concentrations of organic solutes in their tissues and may be slightly hypertonic to their environment but compensate by releasing profuse amounts of urine. Most marine vertebrates are hypotonic to their marine environment and are constantly losing water by osmosis. They may compensate for this by drinking large amounts of sea water and excreting the excess salt from specialized glands or tissues.

c. Freshwater protists are hypertonic to their environment and are constantly "bailing out" water that moves into their cell by osmosis. They use organelles called contractile vacuoles for this function.

d. Freshwater animals are hypertonic to their environment and compensate by releasing copious amounts of very dilute urine.

e. The problem of obtaining and retaining water may be one of the most important problems that land animals have to deal with. They may obtain water from drinking, from foods that they eat or from the oxidation of food (metabolic water). They lose water by urination, evaporation from the skin or lining of the mouth, breathing, elimination of feces, etc.. Some desert animals such as the kangaroo rat may satisfy all their water needs from the food they eat and oxidation of food nutrients. Animals have evolved many adaptations that prevent excessive water loss including nocturnal habits, feces with low water content, highly concentrated urine, subterranean life style, estivation, no sweat glands, or skin covering that is impervious to water, such as scales of reptiles, shells of land snails, exoskeleton of arthropods, etc.

f. Most land plants obtain their water by an extensive system of roots that take in soil water by osmosis, which is then transported to stems and leaves through a system of tubes called xylem tissue. Under certain circumstances, water may be taken into roots by active transport. Water loss results from transpiration through the stomata, evaporation from the surface of young stems and leaves and injury from herbivores. Land plants have many adaptations that help protect them from water loss. Aerial parts of the plants are covered by a waxy cuticle secreted by the epidermal cells. The cuticle is replaced by bark in older stems. Plants that live in dry areas may store water in their tissues, reduce the surface-volume ratio of evaporative surfaces (small leaves, thick leaves, shed leaves in dry season or no leaves). They may reduce transpiration by a thick cuticle, sunken stomata, light color of leaves, hairy leaves, etc. Some plants conserve water by an alternative photosynthetic pathway, one that results in the stomata being open only at night and another that reduces the amount of time stomata are open. Plants have evolved a great variety of adaptations that protect them from herbivores. Some produce toxic or bad tasting chemicals and some produce spines and thorns. Some plants escape desiccation by carrying out their entire life cycle in a period of a few weeks during the wet season.

Scoring guide: 

description of methods of water regulation 60%

explanation of homeostasis and the importance of maintaining a constant

water balance in the cells of living organisms 20%

correct spelling, punctuation and language usage 20%

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Compare similarities and differences in structure, function and location between each of the following pairs of organelles. Provide labeled diagrams of all structures for each essay.

1. cilia and flagella

2. chloroplasts and mitochondria

3. cell membrane and a cell wall

4. nucleus and nucleolus

Correct Answers:

1. Cilia and flagella are organelles on the outer surface of cells and are usually associated with locomotion. Cilia are much shorter and more numerous. Flagella are longer whip-like structures, usually fewer in number. 

2. Chloroplasts and mitochondria are organelles found in the cytoplasm of eukaryote cells. They are both surrounded by double-layered membranes and have their own DNA. Chloroplasts are found in the cells of plants and algal protists. They contain the pigments and enzymes necessary for photosynthesis resulting in the production of carbohydrates and oxygen. Mitochondria are found in virtually all eukaryote cells. This is where cellular respiration occurs.

3. Cell membranes and cell walls both occur as outer boundaries of a cell but have little in common. All cells have a selectively permeable cell membrane that regulates the movement of substances in and out of the cell. By contrast, cell walls are not living structures. Plants have cell walls of cellulose, many fungi have cell walls of chitin and bacteria have cell walls composed of a sugar and polypeptides. They are secreted by cells to the outside of the cell membrane and provide mechanical protection and support.

4. The nucleus found in eukaryote cells contains the chromosomes and is surrounded by a double membrane with pores. It controls cell activities and is the most prominent structure in most cells. The nucleolus is located within the nucleus. It is composed of DNA, RNA and protein and functions in the production of ribosomes.

Scoring guide:

similarities and differences in structure, function and location 60%

labeled diagrams 20%

correct spelling, punctuation and language usage 20%

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Which cell organelle(s) would you expect to be most prominent in each of the following cells and why?

a. green leaf cells

b. food storage cells in plants

c. red blood cells

d. muscle cells

e. sperm cells

Correct Answers:

a. In green leaf cells the most prominent structures would be chloroplasts because their major function is photosynthesis and possibly vacuoles.

b. Leucoplasts containing carbohydrates. The function of leucoplasts is food storage.

c. The most conspicuous organelle in a red blood cell is the cell membrane. Red blood cells are specialized for transport of oxygen. When red blood cells mature they extrude their nucleus and most of their organelles dissolve and the entire cell is filled with hemoglobin.

d. Because muscle cells have such a high energy requirement, the most prominent organelle would be mitochondria.

e. Sperm cells are specialized for delivery of genetic material to the egg. The most prominent organelles would be the flagella required for locomotion.

Scoring guide:

correct organelle  40%

explanation  40%

correct spelling, punctuation and language usage  20%

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Compare and distinguish between prokaryote and eukaryote cells.

Correct Answer:

Prokaryote and eukaryote cells both have cell membranes, cytoplasm, ribosomes and DNA. Prokaryotes are thought to have been the first forms of life on this planet. Their fossils have been found in rocks dated as old as 3.5 billion years of age. They are smaller than eukaryote cells. they have no nucleus or any other membrane-bound organelles such as mitochondria, chloroplasts, Golgi apparatus, endoplasmic reticulum, lysosome, etc.. Reproduction is asexual and amitotic, a process referred to as binary fission. They have ribosomes, but of a smaller type. They have a single circular chromosome that is not complexed with proteins and cell walls of a unique compound composed of polymers of sugar and polypeptide chains.

In contrast to prokaryotes, eukaryotes are more recent in the geologic record. Their fossils have been found in rocks dated back to about 1.5 billion years. They are larger than prokaryote cells and reproduction may be sexual and/or asexual and mitotic. They have a true nucleus and other membrane-bound organelles that are specialized for certain functions. Their ribosomes are of a larger type and they have multiple, linear chromosomes complexed with protein. Cell walls, if present, are of cellulose or chitin and their flagella have a different structure and are composed of a different protein than are those of prokaryotes.

Scoring guide:

similarities between prokaryotes and eukaryotes 10%

characteristics of prokaryotes compared to the characteristics of eukaryotes 40%

explanation of the endosymbiotic theory and evidence that supports the theory 30%

correct spelling, punctuation and language usage 20%

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Describe 3 main ways that plant cells differ from animal cells. Also describe how these structural differences relate to functional differences.

Correct Answer: cell wall, chloroplast, large vacuoles, cell wall gives support, chloroplast allows plant to produce food through photosynthesis -- large vacuoles can store water which is used in production

E	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Compare and contrast 3 characteristics of a plant cell with an animal cell.

Scoring Guide: 6 pts total

3 pts - 3 similarities: cell membrane, nucleus, cytoplasm

3 pts - 3 differences: only plants have cell wall, vacuoles or chloroplast

P	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Title: Mitosis in Onions

This station has been equipped with a compound microscope that has a pointer style eyepiece, and a microscope slide of an onion root tip. Your task is to locate a cell undergoing mitosis, draw that cell, and then identify the stage of mitosis that is shown. When you have identified a cell with a phase of mitosis, have your instructor check your progress and check your lab form. Then draw and identify that cell on your lab form. Repeat the process until you have identified each stage of mitosis.

a. Interphase _____________

b. Prophase _____________

c. Metaphase ____________

d. Anaphase _____________

e. Telophase _____________

Scoring Guide:

5 able to find and identify five stages, IPMAT.

4 able to find and identify four stages.

3 able to find and identify three stages.

2 able to find and identify two stages.

1 able to find a cell in mitosis.

P	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Does the Cell Theory Apply to Your Home?

Materials:

Microscopes

Slides

Student Response sheets for each student

Individual checklist sheets for each student

Group Response sheets for each group

Time Needed: 2 weeks (Not all class time)

Teacher Directions:

1. Do this activity AFTER you have studied and looked at cells so the students will know what to look for and how to prepare slides and specimens.

2. This activity will require class time, although it probably won't take the whole period every day you work on the experiment.

Day 1

1. Divide the class into workable size groups, pass out the papers each person and group will need and read over the experiment as a class.

2. Cover directions 1-4 of the experiment. These directions need time for individual work, group work, and an assignment for each student at home.

Day 2

1. Cover directions 5-7.

Day 3 (May be more than one day)

1. Cover direction 8, which instructs the students to proceed with the experiment. Set a time limit that the students will have to complete their experiments and give them plenty of class time to use the microscopes if they want to, or to go to the library to do research.

Day 4 (May be more than one day)

1. Cover direction 9. The groups will need to discuss their results as well as prepare for the class presentations.

2. Set up time for the class presentations and have each group present their results.

3. Have each student complete directions 10-11 at home and then have the groups turn in all of their sheets together.

Scoring Guide:

1. This assignment will be graded using the checklist that is included. Each student will rate themselves and the group, and the teacher will also rate each.

2. The first two sections should each count for 25% of the assignment, and the teacher's evaluation will count for 50% of the assignment.

3. For each of the checklist questions, give the "True" answer 5 points, the "Mostly True" answer 3 points, and the "False" answer 0 points.

SCORING GUIDE

Does the Cell Theory Apply to Your Home?

Individual Checklist for:_______________________________________

Rate yourself honestly according to the following statements:

1= True

2= Mostly true

3= False

1. I worked on the individual parts of the assignment by myself 1---2---3

2. I participated in group discussions. 1---2---3

3. I participated in group decisions. 1---2---3

4. I did the experiment the best that I could. 1---2---3

5. I did as much or more than other group members. 1---2---3

6. I participated in preparing or giving the class presentation. 1---2---3

7. I learned more about the Cell Theory from this experiment. 1---2---3

Group Checklist:

Rate the group honestly according to the following statements:

1= True

2= Mostly true

3= False

1. The group participated together in the experiment. 1---2---3

2. Some people in the group did not help as much as others. 1---2---3

3. The group member put their best effort into the experiment. 1---2---3

4. We made all of our decisions as a group. 1---2---3

5. We reported all of our results honestly. 1---2---3

6. Our group worked well together. 1---2---3

Teacher Checklist: (Leave this blank, the teacher will fill it out.)

1= True

2= Mostly true

3= False

1. This student participated with the group on this experiment. 1---2---3

2. This student carried out his/her part of the assignment. 1---2---3

3. This student did their best work on the assignment. 1---2---3

4. This student helped with the class presentation. 1---2---3

5. This student turned in all of the necessary papers. 1---2---3

6. This student completed all of the response sheets. 1---2---3

7. This group conducted a good experiment. 1---2---3

8. This group had accurate results for their experiment. 1---2---3

STUDENT RESPONSE SHEET

Does the Cell Theory Apply to Your Home?

Student Name ____________________________ Teacher's Name ___________________

School ___________________________________ Total Score _______________________

Task: Your job is to help prove the first part of the cell theory that all living things are made of cells. We are going to do this by determining whether all of the living things in your house and yard are made up of cells. This project will require individual and group work and then we will look at the results of the entire class.

Procedures:

1. Write down as many ways as you can think of to determine if something is living or non-living.

2. Now as a group discuss the ways that everyone came up with and write down the ones that your group will use to test the things in your house and yard.

3. When your group has decided, get approval from your teacher to make sure that the ways you have chosen will work.

4. At home, make a list of all the things in your house and yard that are LIVING.

5. Now it is time to make a hypothesis. What do you think the result of the experiment will be? Do you think that all of the items on your list will be made of cells? Why or why not?

6. As a group, write down any ways you can think of to determine whether or not something is made of cells. Decide on the method that your group will use and get it approved by your teacher before proceeding with the experiment.

7. Now have everyone in the group read the list of living things they have made. A lot of the items will probably be very similar, so divide up the things on your list so that everyone has a different type of item or items to test. Every member of the group will be responsible for testing their assigned items.

8. Plan as a group how you will proceed with your experiment and begin. Be sure to keep good data on all of your tests. If you do find cells in your specimens, make sure that you make sketches of them. When all of your tests are complete, fill in the group results sheet for the items you tested.

9. Discuss your results in your group and get ready to present your results to the rest of the class. You may want to make a poster or use some other way to display your data so that everyone can see it clearly.

10. By yourself, answer the follow up questions on the individual data sheet.

11. Complete the individual and group checklist at the end of the experiment.

STUDENT RESPONSE SHEET

Does the Cell Theory Apply to Your Home?

1. Ways to determine if something is living:

2. List of all living things found in my house and yard:

3. Your Hypothesis:

4. Items that I will test:

Follow up Questions:

1. Did the items that you tested help prove or disprove the cell theory? Why or why not?

2. Did the items that your group tested prove or disprove the cell theory? Why or why not?

3. How did the Cell Theory hold up to the entire classes' results? Should we modify the cell theory in any way?

4. Go back and read your hypothesis. Were you correct? Why or why not?

5. What are some possible errors that could have been made in your experiments?

6. How could you have improved the experiment and your results?

7. Why is it important to test theories?

GROUP RESPONSE SHEET

Does the Cell Theory Apply to Your Home?

1. People in your group:

2. Tests we will use to determine if something is Living:

Teacher Approval:______________________________

3. Possible tests to determine if something is made up of cells:

4. Test that we will use to decide if something is made up of cells:

Teacher Approval:________________________________

GROUP RESPONSE SHEET

Does the Cell Theory Apply to Your Home?

Item

Person who tested

Results and Sketches

P	Biology	Standard: 02
Objective: 03. Investigate the structure and function of cells and cell parts.
ILO:

Homeostatic Cells

Design and conduct an experiment that investigates the adjustment of cells to a homeostatic condition. Analyze and report your results.

Scoring Guide:

PLANNING AND CONDUCTING EXPERIMENTS

This guide may be used with students who know little about conducting experiments and also with students who have had experience and need to extend their understanding and abilities in planning and/or conducting experiments. If your students are just beginning to conduct experiments then you may score their efforts on the parts of the scoring guide that are starred. For more advanced students you may also choose from the lettered parts. Providing students with the scoring guide as they begin this assignment will help them meet your expectations.

We define an EXPERIMENT as "a set of activities designed and conducted to test a hypothesis by collecting data under controlled conditions." We strongly believe that there is not ONE scientific method; that researchers approach problems in different, appropriate ways; that research is usually based on the philosophy and values of the researcher. However, for the purposes of this Core class an experiment is to be defined as above. This definition includes many of the ILOs important for your students.

Sometimes it is important for students to conduct an INVESTIGATION. Investigations often precede experiments. Investigations focus more on collecting data to satisfy a curiosity or to identify the status of a situation. They ask, Òwhat is?Ó rather than "why.Ó Results of investigations may be used to identify a problem or to provide data that may help solve a problem. Planning, data collecting techniques, sampling and interpreting data are important parts of investigations.

Planning Experiments

1. Problem is Identified * 5 4 3 2 1

a. Student identifies his own problem 5 4 3 2 1

b. Problem is stated c1early 5 4 3 2 1

c. Problem is worth studying 5 4 3 2 1

2. Hypothesis is presented * 5 4 3 2 1

a. Hypothesis relates to the problem 5 4 3 2 1

b. Hypothesis relates the independent and

dependent variables 5 4 3 2 1

c. Direction and amount of change are hypothesized 5 4 3 2 1

d. Units of measure of the variables are reasonable 5 4 3 2 1

3. Controls are identified * 5 4 3 2 1

a. Repeated trials are planned 5 4 3 2 1

b. Samp1ing appears to be adequate 5 4 3 2 1

4. Procedures are described * 5 4 3 2